Your discussion contribution can have a response from another student within it with your contributions either side. If this is how you present your discussion, the response from the other student is not counted in the word count but both of your contributions are. Please do not exceed the word count by any more than 10%.
Reading analyses x 4 – 200 words each.
Reading analyses 1: Introduction to Pedagogical Leadership Reading Analysis
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Bibliographic details (include full details – author, year, title, publisher) formatted in APA Heckman, J., Pinto, R., & Savelyev, P. (2013). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. American Economic Review, 103(6), 2052-86. |
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Analysis: What are the key ideas? Pedagogy is defined as the set of activities and what the educator does so as to influence learning among the children. The issue is based on quality of early childhood is often measured by the extent to which the child’s needs are met and understood. It this, therefore, the task of the educator to ensure this is attained and he/she does a number of activities to achieve that. |
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Reflection: How do these ideas relate to what I already know? How have my ideas been extended, challenged, or changed? The quality of pedagogy is very key towards ensuring that this is achieved. Generally, early childhood education in Australia is designed to operate within a government policy context and it usually focuses and puts emphasis on the improvement of the National Quality Framework (Heckman, Pinto, Savelyev, 2013).It is this framework that includes and challenges all the state legislation that pinpoint the national quality standards. |
Implications for practice: What are the practical implications for my role as a pedagogical leader? As a leader I understand that framework also supports the belief and the understanding that pedagogy comprises of a concept of both inquiry and professionalism. Dialogue is also considered in terms of what we do and so on. The United Nations concerned with the rights of a child stipulates a number of things that are important and as a leader I need to be upheld for the general well being of the child. |
Reading analyses 2: Introduction to Pedagogical Leadership Reading Analysis
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Bibliographic details (include full details – author, year, title, publisher) formatted in APA DeCicca, P., & Smith, J. (2013). The long-run impacts of early childhood education: Evidence from a failed policy experiment. Economics of Education Review, 36, 41-59. |
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Analysis: What are the key ideas? This emphasizes on the child rights such as the right of the child to express their own views. Describing how children feel about certain things and views .These views should not only be heard but they should also be considered and taken into account in all matters concerning the child (DeCicca, & Smith, 2013). |
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Reflection: How do these ideas relate to what I already know? How have my ideas been extended, challenged, or changed? From the content it is reflected that there are certain regulations that guide the administration of preschools in Australia and these regulations must be adhered to. The regulations mean that the preschools have to ensure that they employ qualified staff and educators (DeCicca & Smith, 2013).There are certain implications derived from understanding the legislation and the theoretical practices and what they mean to the profession and ethical practices. These legislations need to be followed to the later and a violation on any of them will mean that the quality of education provided to the children is undermined. |
Implications for practice: What are the practical implications for my role as a pedagogical leader? Early childhood education is concerned with ensuring that children achieve positive outcomes by any means possible but without interfering with their rights (DeCicca & Smith, 2013). As a leader I need to realise that it is my responsibility to take into account legislations which describes how children reacts to different views and things .This is a role that tends to improve the co-existence between the children and the adults within a community. |
Reading analyses 3: Introduction to Pedagogical Leadership Reading Analysis
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Bibliographic details (include full details – author, year, title, publisher) formatted in APA Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (Eds.). (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Routledge. |
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Analysis: What are the key ideas? The article recognizes the right of a child to education. It stipulates that a child should be provided with the education that is of high quality so as to make him develop and adapt to this competitive world. |
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Reflection: How do these ideas relate to what I already know? How have my ideas been extended, challenged, or changed? In the article it can be seen that there are certain bodies in Australia that are mandated with ensuring that the legislation concerning children education in Australia is of the right quality (Stern, 2017).A high level of professionalism should also be portrayed by the persons tasked with providing education to the children. They should not under any circumstance show possible means of misconduct. The child’s interest should be put first. Any action that is taken under any circumstance should be aimed at protecting the child’s interest. As mentioned earlier, the child has a right to be heard. |
Implications for practice: What are the practical implications for my role as a pedagogical leader? I have identified that as a leader are rules and regulation should be well handled and adhered to. It is also the role of the educators to act as role models to the children (Rodd, 2012).Accountability, honesty, and openness. It is the task of each childhood educators and the institutions involved in the provision of early childhood services be transparent and honesty concerning the issues affecting the children (Bruder, 2010). |
Reading analyses 4: Introduction to Pedagogical Leadership Reading Analysis
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Bibliographic details (include full details – author, year, title, publisher) formatted in APA Nores , M., & Barnett, W. S. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of education review, 29(2), 271-282. |
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Analysis: What are the key ideas? The article goes ahead and stipulates that the education shall be directed to the development of not only the child’s personality but also other important aspects such as talents, education and other significant physical abilities (Nores & Barnett, 2010). The article recognizes the child’s rights to engage them in meaningful recreational activities and that aimed solely at the child’s development. These ideas forms the cornerstone for the leadership. |
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Reflection: How do these ideas relate to what I already know? How have my ideas been extended, challenged, or changed? Not only being heard but also their interests and opinions are put first. Early childhood services are supposed to observe the set standards and be inconsistent with the law. In doing so they should also be in a position to maintain social cohesion. Social cohesion should be assured for the well-being of the community (Nores & Barnett, 2010). All the stipulated laws should be followed to the later; the available legal requirements should be monitored and followed. |
Implications for practice: What are the practical implications for my role as a pedagogical leader? In the process of facilitating early childhood education, there are decisions that each leader needs to make. These decisions should be made with good faith and they should be honest. All aspects should be looked at before the decision is made (Nores & Barnett, 2010).They are therefore tasked with acting as operators and should oversee and take ultimate responsibilities in case the decisions they have made have some consequences. |
(This is a reflective piece of writing, that is we want to know about your point of view so please write in the first person.) 600 Words not counting questions on the proforma or references. In-text citations are counted.
(This will orient the reader to the readings and findings and the implications for practice in the following paragraphs.)
There are certain principles that act as guidelines towards early childhood education. Effective early childhood education is meant to shape the child and help him/her develop and become a responsible person when they grow up (Gordon & Browne, 2013).These principles are outlined below;
Each and every child is believed to be a competent and able learner from birth.
Children master the art of being strong and independent depending on the surroundings that they are exposed to. If the child in the child is loved and taken care of, he/she turns out to be strong.
The environment under which the child is exposed plays a very crucial role towards child development
Different children learn, develop and grow in different ways and also rates.
From the above principles, I believe that effective early childhood education is mandatory for every child, not only in Australia but also in the rest of the world (Gordon & Browne, 2013).
Discuss your reflections on your readings, including reference to early childhood policy and legislative frameworks, a range of theoretical perspectives, curriculum approaches and pedagogies and contemporary research. (300 Words)
(Make sure you make links to the analysis of all of your reading from weeks 1-8 here and write in sentences and paragraphs. You must make clear and specific links to a range of relevant readings and demonstrate appropriate academic literacy.)
A group of practitioners who are cable and have the ability to fully understand the provided and curriculum and implement it towards ensuring the child’s best interest. The provided curriculum should also be relevant. The practitioners are the persons who are crucial for the child’s development. It should, therefore, be made mandatory that they do understand that different children develop rapidly yet differently. This development is in all sectors; emotionally, physically, intellectually and socially. Children are thus entitled to protection and support (Spodek & Saracho, 2014).
Most importantly, early childhood education should be in apposition to build on what the child already knows and gradually expose them to things that they are not yet conversant with. The parents and the children should also work together towards child development and growth. It is the human nature that the parents are also regarded as the children’s first educators. The children naturally develop a soft spot for their parents. It is, therefore, a requirement that these two parties work hand in hand towards ensuring the child’s best interest (Sylva, Melhuish, Sammos, Siraj, Taggart, 2010). In regard to legislation, the educator should be aware that children participate in the daily activities can lead to health problems. They should also ensure that the data obtained from observing the children should be stored and well-kept for future reference purposes. They should be recording the children’s participation in the daily activities so as to track their development (Couse & Chen, 2010).
In relation to the children, the educators should acknowledge and support the student personal strengths. They should also accept and recognize their diversity in all aspects. They also have the role of communicating to the authority of that respective institution they are in concerning the welfare and the special needs of the children (Bruce, 2012).
Discuss the implications for your work with children and families.
(Make sure you make links to readings here and write in sentences and paragraphs. You need to explain what your readings mean for your role as a pedagogical leader):
Implications in the contest is well described and portrayed through the family’s relationship with the children. Therefore, as we all know assessment is very crucial towards determining the development of children. It is therefore advisable that the educators engage the children in various assessment activities. Feedback should also be provided in relation to the assessment administered by the educators. They should also ensure that the children’s culture, language, ethnicity and also the family structure are appreciated and recognized. The educators should also act as advocators for the children’s rights, educators are supposed to defend the children’s interest (Heckman, 2011).
In the case of an ethical dilemma, actions should be taken to ensure that the children’s interest is upheld. An ethical dilemma usually involves a moral conflict. This moral conflict is based on determining the appropriate action in the case all the available alternatives are morally right (McDevitt & Ormrod, 2010).
References:
Bruce, T. (2012). Early childhood education. Hachette UK.
Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339-355.
Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early childhood investments substantially boost adult health. Science, 343(6178), 1478-1485.
Cook, R. E., Klein, M. D., & Chen, D. (2015). Adapting early childhood curricula for children with special needs. Pearson.
Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of research on technology in education, 43(1), 75-96.
DeCicca, P., & Smith, J. (2013). The long-run impacts of early childhood education: Evidence from a failed policy experiment. Economics of Education Review, 36, 41-59.
Egan, K. (2012). Primary understanding: Education in early childhood. Routledge.
Gordon, A. M., & Browne, K. W. (2013). Beginnings & Beyond: Foundations in early childhood education. Cengage Learning.
Heckman, J., Pinto, R., & Savelyev, P. (2013). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. American Economic Review, 103(6), 2052-86.
Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31.
Nores, M., & Barnett, W. S. (2010). Benefits of early childhood interventions across the world:(Under) Investing in the very young. Economics of education review, 29(2), 271-282.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education.
Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children. Routledge.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (Eds.). (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Routledge.
Stern, W. (2017). Psychology of early childhood: up to the sixth year of age. Routledge.
Rodd, J. (2012). Leadership in early childhood. McGraw-Hill Education (UK).
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