TCHR5010 Theory to practice: Professional Philosophy Assessment
TCHR5010 Theory to practice:
Competency and capability of Preschoolers
Assessment One: Portfolio
Length: 1500 words
Professional Philosophy
Task 1
An educational philosophy working with preschool students is based in the policies, approaches, and the EYLF principles. However, the most important principle is that children’s lives are defined by the feeling of belonging, being, and becoming (DET, 2019). I believe that right from the time they are born, a child is so connected from family, community as well as culture. Thus, the early learning and development of the child happens through such relationships. While working as an early childhood educator, I aim at establishing a place of belonging, which offers everyone of these youngsters an opportunity to appreciate the value of what makes them who they are, irrespective of the methods of self-expression they choose. This entails the acceptance and celebration of all forms of diversification in characters, culture, family structure, and background. EYLF reminds us that childhood is shared and developed, and children are co-constructors of their lives through partnerships with others (DET, 2019). Thus, based on the ties that bind us I can encourage children to act according to the values, beliefs, customs, and traditions derived from their cultural backgrounds.
On the other hand, it is just as crucial to build their notion of being – the right to experience life and to have the present moment without worries. It is by means of play-based, child-oriented activities that I will enable children to discover, create, solve, and build on their own learnings at their own pace. Children learn and play in an environment that provides them with access to both indoor and outdoor spaces, which promote the development of solitude and self-pacing (Melhuish et al., 2015). My role is to be a supportive guide, carefully observing, documenting, and interpreting their learning to plan meaningful experiences responsive to their interests and skills.
Finally, my philosophy nurtures the process of children’s becoming – their gradual development of skills, knowledge, and competencies that will support their lifelong learning journey. Drawing from developmental theories, sociocultural perspectives, and evidence-based practices, I will intentionally scaffold preschoolers’ progress across the EYLF learning outcomes of identity, connection with the world, sense of well-being, confidence as learners, and effective communicators. A key part of the becoming process is supporting children’s transition to formal schooling (OECD, 2018). I intend to work collectively with families, schools, and communities towards creating programs that tap into core competencies like self-regulation, literacy, and numeracy skills, ensuring that they are delivered through fun and imaginative methods to avoid diminishing children’s natural curiosity and tendency to learn.
Fundamentally, I believe in child-focused and strengths-based education which puts effective and responsive relationships and high expectations of each child’s potential at the center of instructional practice. Following the ECA Code of Ethics, I will work toward providing children an opportunity to enjoy their life with the rights to development, as well as being listened to and to have a say on issues that affect them (ECA, 2016). It is through the process of intentionally teaching and responsively reacting to children’s signals that I try to create psychologically safe learning zones for preschoolers to display their competence and accomplish as capable learners.
Task 2
A foundational aspect of my goals for the professional experience is implementing intentional, play-based learning experiences that foster the achievement of the Early Years Learning Framework (EYLF) learning outcomes. Play is central to how preschoolers learn and construct knowledge, providing opportunities for children to learn, as they discover, create, improvise and imagine (Arthur et al., 2021). I will utilize the EYLF planning cycle of observation, analysis, planning, implementation, and reflection to design engaging, developmentally appropriate experiences. Through careful observation and documentation of children’s interests, skills, and learning dispositions, I can analyze and interpret their learning to inform intentional teaching interactions and provocations that extend their thinking (DEEWR, 2010). For example, if I notice preschoolers exploring concepts of patterning during free play, I can seize that “teachable moment” to introduce more complex patterns, encourage them to explain their reasoning, and gently challenge them with new possibilities. Finding the balance between following child-led interests and intentionally scaffolding new skills is an area for continuous reflection.
Creating inclusive, culturally responsive environments that celebrate diversity is paramount. The EYLF principle of Respect for diversity reminds us that children learn from birth and their learning is inseparable from rich and diverse cultures (DET, 2019). I will purposefully incorporate diverse materials, perspectives, languages, and cultural experiences throughout the learning program. However, authentic representation requires ongoing critical reflection on my own biases, continuous learning about culturally responsive pedagogies, and genuine engagement with families and community members (DET, 2019). Inclusion extends beyond cultural diversity to ensuring full participation of children with disabilities or developmental differences. EYLF’s core goal is that all children in their early years will gain engagement in learning and skills they can apply for a lifetime or further success in life. By means of working together with families, providers, and other support services we would come up with appropriate modifications and the changes incorporated in the activities, use assistive technologies where necessary, and build an atmosphere of acceptance and belonging for every child who has his/her unique strengths and abilities.
A framework of productive relationships that is based on respect is central to the teaching beliefs of mine. Listening to others and being responsive is the attitude everyone should work to develop, value and apply to their daily lives by practicing this attitude using patience, care and good communication (QCAA, 2019). I will try to set a good example that will help the kids to develop this attitude. I will be attuned to their verbal and nonverbal cues, I will be capable of attaining necessary levels of emotional co-regulation. Collegial dialogues and joint decision-making shall underpin associate relationships with parents, respecting their expertise, as well as providing opportunities for them to be actively involved in the educational course (ACECQA, 2018). Alongside this approach, the community is invited to join the collaborative effort which in turn enlarges the children’s feeling of being accepted and broadens their learning sphere. Although I expect to come across some difficulties as a student teacher, I am going to look for support from my mentors, find local organizations and elders who can provide cultural knowledge, and approach my partners who -I hope- share my goals and a cooperative spirit.
Giving kids the social and emotional abilities they need for the rest of their lives is what is provided when early years foundations are maintained. According to EYFL, children develop their self-identities and understanding of social worlds through active and meaningful relationships and interactions from a very early age (DET, 2019). I shall facilitate an environment that promotes social skilfulness, emotional intelligence and conflict solving by interactive teaching, showing prosocial behaviors and offering supportive assistance during conflicts (Arthur et al. 2021). In order to sustain these competences I am going to navigate through evidence-based approaches and tools like emotional coaching, problem-solving techniques and positive behavioral support strategies. On the other hand, situations may come up that could possibly be very emotional and which are making me doubt my skills in responding to them correctly. Constant mentorship, specialized professional training for this area of child development and open communication with parents will be the key factors for maintaining sustained support for bad behavior in children (Rodd, 2013).
Finally, a major goal is promoting a successful transition to formal schooling for preschoolers. The EYLF identifies Children as confident and involved learners as one of the key learning outcomes (DET, 2019). I will intentionally targeting school readiness skills like self-regulation, early literacy, and numeracy foundations so I can help build preschoolers’ confidence and capabilities as learners. However, these skills must be fostered through developmentally appropriate, play-based experiences that preserve children’s intrinsic motivation and curiosity. The EYLF practice of Learning through play highlights that when children play, they are showing what they have learned and what they are trying to understand (DET, 2019). Rather than rote instruction, I will design hands-on, engaging activities that integrate academic concepts into children’s imaginary scenarios, physical exploration, and social interactions.
Collaborating closely with families, schools, and other professionals involved in children’s transition is essential. Open dialogue allows us to share information, align expectations, and provide continuity of learning approaches as preschoolers move into their new educational setting (ECA, 2016). Developing transition programs and positive school connections can help ease preschoolers’ anxieties about this major life change. During this professional experience I will be frequently using these lenses to reflect on my own practices through concepts like the EYLF and National Quality Standard. The theories of Vygotsky, Piaget, Bronfenbrenner, and others are the starting point of our knowledge of how preschoolers learn and that will affect our way of classroom organization (Arthur et al. , 2021). Awarding EYLF principles on a secure relationship, partnership, high expectations, respect, and reflective practice is a vital factor for quality education as well as care.
References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Melbourne, Vic: Thomson.
Australian Children’s Education and Care Quality Authority [ACECQA] (2018). National Quality Standards. https://www.acecqa.gov.au/nqf/national-quality-standard
Department of Education and Training [DET]. (2019). Belonging, being and becoming: Early Years Learning Framework for Australia. Commonwealth of Australia. https://www.acecqa.gov.au/sites/default/files/2018- 02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pd
Department of Education, Employment and Workplace Relations [DEEWR]. (2010). Educators Guide to the Early Years Learning Framework of Australia. Commonwealth of Australia.
Early Childhood Australia (ECA). (2016). Code of Ethics. http://www.earlychildhoodaustralia.org.au/
Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A, Penderi, E., Rentzou, K., Tawell, A., Slot, P., Broekhuizen, M., & Leseman, P. (2015). CARE Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC) D4.1: A Review of Research on the Effects of Early Childhood Education and Care (ECEC) upon Child Development. ‘ECEC-CARE. Retrieved 01/09/2019 from http://ecec- care.org/fileadmin/careproject/Publications/reports/new version CARE WP4 D4 1 Review on the effects of ECEC.pdf
OECD. (2018). Starting Strong: Engaging young children – Lessons from research about quality in early childhood education and care. Retrieved 30 August, 2019 from https://books.google.com.au/books/about/Starting_Strong_Engaging_Young_Children.html? id=oDVTDwAAQBAJ&printsec=frontcover&source=kp_read_button&redir_esc=y v=onepage&q&f=false
Queensland Curriculum & Assessment Authority []. (QCAA2019). QLD Kindergarten Learning Guidelines. https://www.qcaa.qld.edu.au/kindergarten
Rodd, J. (2013). Leadership in Early Childhood: Pathway to Professionalism 4 edn. Taylor & Francis. Australia
