1. Professionals such as early childhood educators are required to reflect on their professional experience, so that; they become aware of their strengths and weaknesses. Such reflection can be made in number of ways such as by using the Gibbs’ Reflective Model and SCOT analysis. Gibbs’ Model is distributed along five stages such as Description, Feelings, Evaluation, Conclusions and Action. SCOT analysis helps to identify the Strengths, Challenges, Opportunities and Threats.
There is one another method, which is divided into five stages such as Collect information, Question/Analyse, Plan, Act/Do and Review. This can also be used to reflect upon the professional work role.
2. A self-evaluation and the development of professional skills related plans can be done by adhering to the following listed stages:
1. SCOT analysis: It educates on areas to consider for the improvement.
2. Self-appraisal: It enables to monitor the self-performance.
3. Informal feedback: Feedbacks need to be asked from colleagues, supervisors and clients.
4. Formal feedback or performance appraisal: This is a good way to work on the feedbacks and improve the weak zones.
5. SMART goals need to be designed in order to work on the skills development plans.
(Britto et al. 2017)
3. Briefly describe each of the different learning styles.
There are mainly three learning styles, which can be used to teach the children. Those three styles are Visual, Auditory and Kinesthetic.
Visual: It assumes that mind sometimes wanders away during verbal activities. In such circumstances, a Visual way to teach can be used. In such activities, children are required to observe the graphics and pictures rather than acts or talks.
Auditory: It follows a different than of a Visual approach to teach the toddlers. The mode of teaching include talking, reading aloud, listening to music etc.
Kinesthetic: It involves a physical way of teaching. The method assumes that children like to receive the physical rewards. They also enjoy doing physical activities. They express their emotions through physical means.
(Hammond, Powell and Smith 2015)
a. Based on the results of VARK questionnaire, I have found my learning style both as the mixture of Visual and Auditory. When it is required to speak with my supervisors regarding a query, I usually go for it. On the other hand, I do not also hesitate for some kind of informative videos. I find something as suitable for a Visual learning style whereas Auditory for the others.
b. Self-evaluation is a way to evaluate the self-professional skills. This can be done through various ways such as those listed below:
· SCOT analysis
· Self-appraisal
· Informal feedback
· Appraisal or formal feedback
(Bergroth and Palviainen 2016)
4. Values, beliefs and behaviours are of utmost importance in professional practice. I as a professional teacher need to be aware of the values, which the position carries with it. Some of the values include, but not limited to like reflecting on practice to improve the professional capability as a childhood teacher, setting goals to work upon the areas of improvement and applying & reviewing the capabilities.
Beliefs are also important to identify what I am supposed to do as a toddler teacher. Beliefs will help me to identify the purposes and principles of being a childhood teacher.
Behaviours are also very critical to this field as it requires a patiently-driven approach towards the mission. I am supposed to behave in a way that I am able to understand the children and their needs and also the ways to improve my professionalism & helping the children to do well.
(Haslip and Gullo 2018)
1. Negative emotions can be removed by effectively applying the personal development plan.
2. It is possible to change the behaviour to some extent by working on the weak points and exploring the positive aspects of characteristics.
1. By improving self-awareness for weak zones can help to groom the personal capabilities.
2. By improving or learning new skills, personal skills can be improved.
(Richter et al. 2017)
1. Goal setting needs to be done in accordance to the self-vision for the career.
2. Goal setting must be realistic and attainable also.
1. Setting specific and time-bound goals
2. Setting the relevant goals
(Black et al. 2017)
1. One needs to have a good understanding of every single activity like the amount of time a particular activity will consume, which is being planned under the realistic time frames
2. Setting a slightly bigger time frame than it is required considering that uncertain things can also happen and delay the fulfilment of goals
1. Having good understanding of the time frame that each activity will consume
2. Setting the clear visions to identify the areas to work upon
(Bradman et al. 2014)
8. Both formal and informal training programs are designed to help individuals overcome the weaknesses in them. However, the model of delivery is different for both types of learning. A formal way follows a structured and an institutionalised format of learning such as the tedious live training sessions. On the other hand, an informal learning follows a very-friendly and feasible approach like the use of presentations and mobile-ready courses.
9. A number of supports can be taken such as meeting with the seniors, accessing the secondary resources like books, journal articles & website articles and observing the seniors adhering to the similar method.
· A theoretical understanding of the chosen style could be attained
· A practical approach towards the style could also be learnt
· Professional skills specific with the chosen learning style could also be improved
To them, it is a good way to self-motivation for doing the good works. They can set this as their annual goal and prepare accordingly to attain better benefits from appraisal.
It is an opportunity for them to motivate the employees’ performance. It is one of the most powerful ways to share the formal feedbacks, which considers the long-term goals set in accordance with the annual appraisal.
1. Informal feedback is a good way to measure the performance
2. Formal feedbacks or appraisal is another way of measuring the performance
1. It allows management to know who are the best performers
2. It also helps to know what best practices can be adopted to improve the employees’ performance
Informal feedbacks can be organized on a regular basis to inform one or few employees on their performance, their weak areas and the future recommendations. It helps to monitor the performance, which allows management to know the teams’ productivity. Moreover, good performers can be motivated to perform better whereas poor or average performers can be shared with feedbacks to be careful with the escalated areas.
Formal feedbacks or appraisal are mostly arranged on an annual basis. It allows managers to encourage its employees to perform better. Formal feedbacks aim to seek the fulfilment of long-term goals.
a. Reflective practice is a constant process of thinking critically, honesty and deeply about the entire aspects of professional practice with the children and their families. It either can occur spontaneously or can also be planned for long-term. Reflection time frame can be essentially planned. It is to be noted that reflective practice motivates to take the action.
b. In identifying and continuing with good practices
In changing or improving the areas of problem or improvement
In challenging the practices, which are taken for granted
In monitoring the entire aspects of professional practice on a regular basis
In identifying the time when to receive the information and seek help from others
c. i) Collect information.
It says to identify an issue and to gather or collect evidence for it. Afterwards, it suggests having a talk with children, their families and the other professionals. Finally, it recommends reflecting on the entire activities being done at this stage (Leyva et al. 2015).
ii) Question/Analyse.
A number of questions are needed to be asked or understood such as the follows:
· What is happening?
· Why?
· How?
· When?
· Who benefits?
· Who is at disadvantages?
· What are the things that could be improved?
· Reflecting on the entire activities
iii) Plan
On the basis of what so far has been learnt, making decisions on whether the change is necessary. At the end, reflecting on the activity thus being conducted (Dachyshyn 2015).
iv) Act/Do.
It asks to change or modify the practice if required. It then suggests reflecting back on what all have been done at this stage (Vivanti et al. 2014).
v) Review
It says to monitor the changes being made to the practice. It asks to realise whether there is a need for any new action. A few questions need to be asked such as follows:
· What happened?
· Why?
· Was I able to attain my objectives?
· What all have I learnt?
· How these insights could help me in my professional practice?
· Is there anything which is yet to be known?
(Helmerhorst et al. 2015)
2. To complete this task refer to (pp.115 – 116) of your reading:
Educators, co-ordinators and staff members, work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.
What four practices might an assessor observe to find evidence of 4.2.2?
Educators, staff members and co-ordinators are responsible for taking care of different duties. However, they somehow form a collaborative network between them while serving the distinguished purposes. Following are the practices providing the evidence to this fact:
1. Co-ordinators handover the cases to educators based on their experiences, capabilities and the case severity.
2. Educators depend on staff-members for the arrangement of required stuffs to facilitate a teaching or training session.
3. Educators need the assistance of sound and graphics technician to arrange a ‘Visual-Auditory’ teaching session.
4. Educators depend on the HR professionals for the course design to be followed in teaching the toddlers.
3. Listed below are two types of work methods and practices which can be used to improve personal performance. For each method/practice:
i. Explain the practice.
ii. Explain how it can encourage thinking, reflection and improvement of practices.
i. Explain the practice:
Meetings are held to have a meet together and discuss on a critical issue. Different kinds of meetings include like breakfast meeting to be conducted for room leaders, meeting with people working in education and care settings with people of specific age groups and meeting with professionals in and across a networked community. For all such meetings, it is important to have a facilitator who can constantly produce critical questions to ensure that critical and deep thinking goes on.
ii. Explain how it can encourage thinking, reflection and improvement of practices.
Such meetings do always have a facilitator who asks a series of questions ensuring that critical and deep thinking about the critical issues keep on continuing. It gives a fair amount of chance to deeply think of a question and then provide some personal comments on it. It provides an opportunity to get familiar with a number of questions and the possible way outs. Moreover, it is an engaging process, which gives time to think, reflect and improve the practices.
Reflective practice notice board.
iii. Explain the practice:
Notice board is a way to ask questions in a rather different way that just a talk. It can be of different forms such as Posters, photographs, articles, books, VEYLDF quotes and critical questions. This helps to provoke deep thinking and conversation.
iv. Explain how it can encourage thinking, reflection and improvement of practices.
It can be proved with an example. One of the team leaders in an education and care setting had wanted to encourage discussions and conversations about VEYLDF. The target people were the colleagues who generally work with babies. It was being decided to put up posters containing the Frameworks related messages and questions relating to VEYLDF. Pens were being provided to colleagues to write a few about it. This simple strategy had attracted a more people than a talk just can do.
b) Action research.
v. Explain the practice:
It is a process to follow a cycle of reflection and asking a set of questions to investigate on a topic of interest. It means that one question or an issue is picked up for action research. It is then investigated for its evidence with the help of research questions being asked during the interview. It follows a very systematic, ethical, collaborative and participatory process. Evidence is compared with the professional literature. Accordingly, the action is planned. The action is monitored and evaluated to see whether there is any need to restart the entire cycle again.
vi. Explain how it can encourage thinking, reflection and improvement of practices.
It can encourage thinking, reflection and improvement of practices through the following steps:
· Shifting of problems from the child or family to the expert in education and care setting
· Facilitating a professional approach towards solving the problem
· Following a cyclical approach to acknowledge that quality practice is like an unfinished business
· Supporting the evidence-based practice
· Encouraging professionals to feel that they are accountable to children, families, governing authorities and funding
d. Using the reading, list seven types of professional learning experiences that could be undertaken to improve personal performance as an Early Childhood educator.
Meeting with professionals doing the similar work but in other settings
Being in a network
Utilising staff ‘Swap’ system to create opportunities to work in another setting
Taking part in professional learning programs
Going though literature for theories and practice related with families and young children
Taking part in conferences
Getting enrolled in formal studies to attain the relevant qualification
e. Educators can go about finding an Early Childhood Professional Network by visiting to social sites. They can join the network by following the particular group. Group following means sharing of ideas, feedback, comments and suggestions. Networking is a smart way to engage with colleagues and professionals in different settings and knowing about the different useful things. Networking is a good way to clarify the doubts by asking a few questions and also learning from each other.
1.To complete this task refer to your reading:
Simulated Workplace Task
Scenario: Are you receiving?
Gita (19 years) has two months to go until she completes her Certificate 3 Traineeship. Gita has completed all of her theory tasks and is now finalising her last workplace tasks. She has progressed well through the course and is pleased with her results. Unfortunately, her mentor and supervisor, Layla, has had to take unexpected sick leave and will not return to the service until next year. Layla’s replacement, Tom (27 years) has been working in children’s services for six years and has a Diploma. Tom is undertaking his EC teaching degree part-time. This is Tom’s first supervisory role. Gita is very outgoing and bubbly and finds it difficult to relate to Tom who is quiet and serious.
To finalise her workplace tasks Gita is required to complete a series of planned experiences with the preschool group. Tom must approve Gita’s plans and observe and comment on her experiences.
Gita is confident that her plans reflect the interests of the children and meet the diverse needs of the group. She uses the same planning format she has been using all year and is shocked when told by Tom that her work is unsatisfactory.
Tom: ‘Gita, these plans are not detailed enough. I can’t see what you’re trying to achieve with the children. What are they learning? How are they being challenged? Your learning outcomes are vague. It seems to me you just haven’t put in much thought or effort. You’ll need to do them again and give them to me tomorrow morning for my approval. I hope you put in a better effort this time! Do you have any questions?’
Gita is so taken aback by what Tom has said that she shakes her head. Tom walks away leaving Gita to ponder his feedback.
Gita begins to cry – she feels that Tom’s feedback was harsh and unjust. As she reflects on what Tom said she begins to feel angry. What right does he have to speak to her like that? He doesn’t know her or the children. Layla had always been full of praise for her work. She certainly never criticised her planning. Gita decides that Tom is just throwing his weight around and she is the unfortunate victim.
As soon as she gets home Gita rings her friend Carla, who is an experienced EC teacher for advice.
a. Gita says that she is going to tell Tom his comments are unfair. She is angry and wants him to know that Layla has never given her such negative feedback. Write two pieces of advice you could give to her?
The situation is very critical as Gita who has been in the system for quite a long period of time is shocked to receive such comments from Tom. In such situation, it is important for Carla to try and help Gita coming out of such state of mind. Following are the pieces of advice, which Carla can give to Gita:
b. Do not be too worried of the feedback as such feedbacks are a part of professional practice. As a professional one needs to work in such a way that negative feedbacks if are genuine are accepted generously to work upon those areas.
2. If feedbacks are not genuine then revert back politely with evidence showing that one is not at fault.
(Black et al. 2017)
c. Gita should prove that she is not at fault if that is true. Gita should politely ask for Tom’s permission for a meeting. If Tom agrees for the meeting, the next stage would be to collect all the evidence showing that Gita is a good performer and is being continuously acknowledged for her works. The pieces of evidence should be sufficient enough to prove that Gita is a good performer.
c. Gita asks you if she should make any changes to her plans before talking to Tom. How would you respond and why?
Yes, Gita needs to be advised on adhering to a few of the following characteristic while during a meeting with Tom:
· Stay calm and composed for irrespective of Tom’s reaction to the evidence
· Show the evidence in an organized way
· Speak politely with Tom throughout the meeting
2. To complete this task refer to your reading:
Read the scenario and answer the related questions, giving consideration to ethical practices.
Scenario: Late Again
Mr Smith is late collecting Jonas again – his excuse was his car would not start. The Educator could smell alcohol on his breath. Mr Smith’s wife has recently been diagnosed with breast cancer and is not well enough to drive. The Smiths are new to the area and have no extended family support.
a. An early childhood educator is expected to face challenging circumstances on a daily basis. The case scenario is one of the kinds of such situations. It looks from the case-scenario that Jonas lives in a very unstable family. His father drinks so much that he cannot even reach on time to receive his son Jonas. Unfortunately, his mother has breast cancer. She is probably not in a state to look after her son. They do not also have the extended family support from locality they live in as they are new to this location. These are the idle situations for Jonas to be in extreme care of educators in an education and care setting.
b. If I was the educator in that situation, I would have worked towards establishing a very healthy relationship with Jonas and his parents. It is because the Early Childhood Australia’s Code of Ethics (2006) states that childhood professionals accountability is vital in regards to establishing a healthy relationship with family, children, colleagues and the community. Such families need support of community, the care settings and the government.
c. Following would be the list of questions:
1. Was I able to establish a good relationship with Jonas and his family?
2. Had I made an effective study of the case?
3. Was my action relevant?
4. Is there any area for improvement?
5. Did I make a reflective study of my action?
(Sims and Waniganayake 2015)
References
Alasuutari, M., 2014. Voicing the child? A case study in Finnish early childhood education. Childhood, 21(2), pp.242-259.
Bergroth, M. and Palviainen, Å., 2016. The early childhood education and care partnership for bilingualism in minority language schooling: collaboration between bilingual families and pedagogical practitioners. International Journal of Bilingual Education and Bilingualism, 19(6), pp.649-667.
Black, M.M., Walker, S.P., Fernald, L.C., Andersen, C.T., DiGirolamo, A.M., Lu, C., McCoy, D.C., Fink, G., Shawar, Y.R., Shiffman, J. and Devercelli, A.E., 2017. Early childhood development coming of age: science through the life course. The Lancet, 389(10064), pp.77-90.
Bradman, A., Castorina, R., Gaspar, F., Nishioka, M., Colón, M., Weathers, W., Egeghy, P.P., Maddalena, R., Williams, J., Jenkins, P.L. and McKone, T.E., 2014. Flame retardant exposures in California early childhood education environments. Chemosphere, 116, pp.61-66.
Britto, P.R., Lye, S.J., Proulx, K., Yousafzai, A.K., Matthews, S.G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L.C. and MacMillan, H., 2017. Nurturing care: promoting early childhood development. The Lancet, 389(10064), pp.91-102.
Dachyshyn, D.M., 2015. Being mindful, heartful, and ecological in early years care and education. Contemporary Issues in Early Childhood, 16(1), pp.32-41.
Griffen, A.S., 2018. Evaluating the effects of child care policies on children’s cognitive development and maternal labor supply. Journal of Human Resources.
Hammond, S., Powell, S. and Smith, K., 2015. Towards mentoring as feminist praxis in early childhood education and care in England. Early Years, 35(2), pp.139-153.
Haslip, M.J. and Gullo, D.F., 2018. The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), pp.249-264.
Helmerhorst, K.O., Riksen-Walraven, J.M.A., Gevers Deynoot-Schaub, M.J., Tavecchio, L.W. and Fukkink, R.G., 2015. Child care quality in the Netherlands over the years: A closer look. Early Education and Development, 26(1), pp.89-105.
Landry, S.H., Zucker, T.A., Taylor, H.B., Swank, P.R., Williams, J.M., Assel, M., Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan, C.J. and Phillips, B.M., 2014. Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program. Developmental psychology, 50(2), p.526.
Lee, S.Y., Benson, S.M., Klein, S.M. and Franke, T.M., 2015. Accessing quality early care and education for children in child welfare: Stakeholders’ perspectives on barriers and opportunities for interagency collaboration. Children and Youth Services Review, 55, pp.170-181.
Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E. and Rolla, A., 2015. Teacher–child interactions in Chile and their associations with prekindergarten outcomes. Child Development, 86(3), pp.781-799.
Neale, D. and Pino-Pasternak, D., 2017. A review of reminiscing in early childhood settings and links to sustained shared thinking. Educational Psychology Review, 29(3), pp.641-665.
Richter, L.M., Daelmans, B., Lombardi, J., Heymann, J., Boo, F.L., Behrman, J.R., Lu, C., Lucas, J.E., Perez-Escamilla, R., Dua, T. and Bhutta, Z.A., 2017. Investing in the foundation of sustainable development: pathways to scale up for early childhood development. The Lancet, 389(10064), pp.103-118.
Sims, M. and Waniganayake, M., 2015. The role of staff in quality improvement in early childhood. Journal of Education and Training Studies, 3(5), pp.187-194.
Slot, P.L., Leseman, P.P., Verhagen, J. and Mulder, H., 2015. Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, pp.64-76.
Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., Rogers, S.J. and Victorian ASELCC Team, 2014. Effectiveness and feasibility of the Early Start Denver Model implemented in a group-based community childcare setting. Journal of autism and developmental disorders, 44(12), pp.3140-3153.
Werner, C.D., Vermeer, H.J., Linting, M. and Van IJzendoorn, M.H., 2018. Video-feedback intervention in center-based child care: A randomized controlled trial. Early Childhood Research Quarterly, 42, pp.93-104.
Wood, E.A., 2014. Free choice and free play in early childhood education: Troubling the discourse. International Journal of Early Years Education, 22(1), pp.4-18.
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download