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| Workplace Task 001
Principles |
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| Secure, respectful and reciprocal relationships:
Being an educator for children, we are attuned to encourage and respect the children’s individuality, thoughts and feelings. By doing so we try to support their development of a sense of wellbeing (Heikka and Waniganayake, 2011). Being an educator, it is our duty to treat and interact with children positively. We believe in nurturing children, and providing emotional support will help them in becoming a positive and competent adult. |
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| Partnerships:
We believe that families are the first influence on every child. Thus, learning in partnership with families can likely to improve the learning outcomes among children. Partnership basically focuses on building the foundation of understanding and accepting each other’s attitude and expectations (Caspe et al., 2011). Support from the family and educators together in partnership can bring out the best in children. |
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| High expectations and equity:
It is evident that in early childhood, parents’ high expectations and educators’ support can significantly increase the ability of children learning and performing. The children progress much better when the parents and educators hold high expectations from them and treat them equally (Gunderson et al., 2012). In our service, our educators are highly trained to respond to any barrier hindering the children progress. In addition, our educators keep regular follow up with the parents to assure the child’s academic progress. |
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| Respect for diversity:
Educators are encouraged to respect diversity in children and their background. We aim to offer unbiased services to the children. We respect the children’s belongingness and attachment with the culture they born in. We encourage children to practice their tradition with other children and educators. Encouraging cultural practices brings richness to our society. |
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| Ongoing learning and reflective practice:
The purpose of education is to reflect understanding and knowledge in real-life. Being an educator, it is important to ensure whether ongoing learning is not being implemented by the children. To encourage ongoing learning, and reflective practices, educators become co-learner with the children and families to promote engagement activities. The educators evaluate the child’s understanding and experiences with those engagement activities. It adds quality in children’s education. |
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Activity 2
| Practice | Example of Pedagogical Practice |
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At our early education and care service, we practice a holistic approach in educating children about their well-being as a part of the natural world (Torquati et al, 2013). For example, we initiated Road Safety Education in our service in which we joined the dots to connect children with the world outside (community). Starting from the basics to important pedestrian etiquettes, we promoted the road safety practice in children so that they learn.
Educators at our service support this learning by asking open-ended questions, building a strong relationship with children and engaging them to the environment so that the learning enhance. |
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UNICEF (2018) has declared study through play as an essential strategy for learning. From this point, we have encouraged to study through play practice at our service. The play is one of the most effective ways of integrating learning with play. For example, at our service, the educators guide children in learning within the structures playfully and loosely so that children can creatively express themselves. |
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