TCHR3001 Early Childhood Matters Assignment Sample

Introduction of TCHR3001 Early Childhood Matters Assignment 

Part 1- Children’s Right to Play and to Experience Risk

In my role as an early-year educator, I strongly believe in advocating children’s right to play and engaging in risk-taking play-based activities. EYLF practice “Play-based learning and intentionally” depicts that play-based learning environment aligns with the intention of encouraging holistic development of children by providing them varied opportunities to explore (Early year learning framework, 2023). The intrinsic value of play is delineated as a critical component of child development, play fosters problem-solving, creativity and interactive skills in children (Dankiw et al, 2020). However, contemporary educational setting often prioritises structured activities instead of play and as a result, this is undermining children’s autonomy and their potential of learning via exploration. Play enables children to take risks which is important for their development. Nevertheless, it is the duty of educators to focus on children's health and safety, NQS QA 2” Children’s health and safety” comprises with developing a safe environment for children (National Quality Standards, 2023). Henceforth, as an educator, it is my responsibility to develop a secure environment for children.

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The Australian Curriculum encourages inquiry-based learning in which educator needs to develop a safe environment so that children can engage freely (Helm et al, 2023). There are varied benefits of risk play that promote the holistic development of the child, it enhances resilience capabilities, improves balance and coordination, develops self-esteem and promotes problem solving skills (Marsh et al, 2020). My position on rights-based pedagogies aligns with emphasising on social justice and promoting the rights of each child. My core motive is to empower children by combating discrimination and celebrating diversity. EYLF principle “Respect for Diversity” articulates that an inclusive environment should be promoted in the classroom and children should get equal opportunities (Early year learning framework, 2023). Considering this principle, I want to empower each and every child who will be part of setting. Instead of organising a structured play activity, risky play would be organised for enhancing fine motor and social skills of children. This is my responsibility to look upon the safety of students and accordingly I will take action.

I strongly believe that every child has right to engage in play activities that are enjoyable and slightly challenging as this assures balance between safety and growth of child. As an educator, I endeavour to develop a play-rich environment that provides opportunities to children to explore and engaging in risk-taking behaviours. However, careful planning needs to be done in this context. Further, I will undertake risk assessment for assuring the safety of children. Hence, my perception towards upholding children’s right for play and experiencing risk will lead to impact my teaching practices positively.

Part 2: Inclusion in Early Childhood Education and Practice of Inclusion for Educators

I respect the paramount significance of inclusion in Early Childhood Education [ECE]. Inclusion is not simply a legal compliance; it symbolises ethical and moral practices for promoting diversity within ECE. The Disability standards for the education states that all Australian schools must assure that children with disability are getting equal opportunity and they should be treated on same basis as children without disability are treated (Rosati, 2021). This articulates about an embedding inclusive practice that proves to be essential in my practice. From the findings, it has been witnessed that inclusive practices led to develop positive environment and further enhances sense of belongingness in the children. My own journey in education reinforced me to understand the unique needs and strengths of each child. By fostering an inclusive environment children can be empowered and empathy can be shown towards them

The additional needs of child might become challenging for an educator that might often not represent real inclusion. In such situation, collaboration with families and peers helps in full-filling the needs of child (Almasri et al, 2023). My core motive is to develop an inclusive environment in the classroom along with fostering relationship with children. NQS QA 6 “Collaborative partnership with families and communities” guides about developing collaboration and partnership with the families and communities for enhancing child development (National Quality Standards, 2023). Therefore, I will implement collaboration with families and concerned communities so that issues can be resolved and support to children can be ensured. Implementation of inclusive practices further empower educator as they provide equal and accessible learning opportunities to children.

By collaborating with families, communities and specialist inclusive environment can be developed in the setting and effectual interaction with children can be developed (Ardoin and Bowers, 2020). EYLF principle “Equity, inclusion and high expectations” focuses on understanding children’s rights, every child has right to progress and develop by getting equal opportunities (Early year learning framework, 2023). In accordance with this principle, it is important to promote an inclusive environment. An educator should never discriminate among children based on their physical abilities. Children with additional needs requires consistent emotional support and therefore, I will focus on this area. Therefore, I am committed towards consistent professional development within inclusive education. Thus, I will develop an inclusive environment at the setting where diversity would be embraced and celebrated. In this manner, I would be able to adhere with EYLF principle and National Quality standards set in the Australian Curriculum.

Part 3: Sustainability (Environment, Social and Financial)

In my belief teaching sustainability in early years is pivotal as it develops effectual insights for children. Stimulating environmental awareness in children contributes in preparing a responsible future generation that contributes in protecting nature. Sustainability is considered as a crucial complexity that transcends environmental concern and often extends the social and financial components. Sustainability is divided into three key areas and those are environmental, social and financial (Bowers, 2020). The outdoor learning experience proves to be effective for teaching sustainability to children as they can connect with natural world. Experiential learning contributes in encouraging and promoting respect and curiosity of children towards environment. The social sustainability focuses on the community engagement by engaging families, children and local communities in sustainability projects such as gardening. This enhances the understanding of children regarding environment and further foster environmental and social responsibility in them.

Financial Sustainability aligns with resource allocation and preschool finance management. In my role, I activist for efficient budgeting and resource sharing among educational settings for assuring that children are learning about sustainability. Teaching sustainability is not easy in early years; lack of resources, and complexity of topics might create dissatisfaction for children (Davis and Elliott, 2023). However, sustainability is an important aspect in early years, one of eth EYLF principles “Sustainability” emphasise on inclusion of sustainability in ECE. By developing insights related to sustainability a better future can be developed (Early year learning framework, 2023). However, it is important to focus on the persisting issues such as lack of resources and complexities of topic (Campbell and Speldewinde, 2022). It is the accountability of educator to communicate with higher administration if there are lack of resources so that proper allocation can be done and support could be ensured to children (Ernst et al, 2021). As an educator it is my accountability to teach complex topic in such way that enable children to understand.

I will organise play based learning activities in outdoor environment. For instance- Craft with nature, it involves collecting natural resources such as leaf and using it for making craft. In this manner, understanding regarding natural resources can be developed in children. Further, they can learn about different types of trees. Hence, it is important to create such learning experience of children so their knowledge can be enhanced (Ernst et al, 2021). I aim to entrenched sustainability within curriculum, further, I will assure that children are understanding their role towards nature. By cultivating a holistic approach to sustainability children learning would be enhanced.

Part 4: Analysing and Evaluating Peer Positions

First position

Rights based pedagogies supports in promoting the right of each child for participating in play-based learning (Cremin and Chappell, 2021). However, it is composed of challenges as well. For instance- balancing the claims of varied right holders becomes the matter of tension when settings follow a structured system (Cremin and Chappell, 2021). In such situation, it is important to implement collaboration with peers, families and local communities so the needs of children can be evaluated and consequently, families must be made aware about their rights. Each child has right to take part in risky play however, if the parents of child does not give consent due to fear at that time as well collaboration must be implemented and communication should be undertaken.

Second position

Inclusive environment at the setting requires to be developed for promoting and encouraging disabled children (Kurian, 2024). No discrimination should be undertaken among children, however, barriers of inclusion such as- physical and hearing impairment can create dissatisfaction in child. In such situation, positive attitude needs to be developed in children (Kurian, 2024). This can be done by including their family members and local communities in the setting. It is important to value children’s strengths and they should be empowered via creating partnership.

References

Books and Journals

• Almasri, N. A., Smythe, T., Hadders-Algra, M., Olusanya, B. O., & Global Research on Developmental Disabilities Collaborators (GRDDC)). (2023). Prioritising rehabilitation in early childhood for inclusive education: A call to action. Disability and Rehabilitation, 45(19), 3155-3159.
• Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353.
• Campbell, C., & Speldewinde, C. (2022). Early childhood STEM education for sustainable development. Sustainability, 14(6), 3524.
• Cremin, T., & Chappell, K. (2021). Creative pedagogies: A systematic review. Research Papers in Education, 36(3), 299-331.
• Dankiw, K. A., Tsiros, M. D., Baldock, K. L., & Kumar, S. (2020). The impacts of unstructured nature play on health in early childhood development: A systematic review. Plos one, 15(2), e0229006.
• Davis, J., & Elliott, S. (Eds.). (2023). Young children and the environment: Early education for sustainability. Cambridge University Press.
• Ernst, J., McAllister, K., Siklander, P., & Storli, R. (2021). Contributions to sustainability through young children’s nature play: A systematic review. Sustainability, 13(13), 7443.
• Helm, J. H., Katz, L. G., & Wilson, R. (2023). Young investigators: The project approach in the early years. Teachers College Press.
• Kurian, N. (2024). Building inclusive, multicultural early years classrooms: Strategies for a culturally responsive ethic of care. Early Childhood Education Journal, 52(5), 863-878.
• Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2020). Digital play: A new classification. In Digital Play and Technologies in the Early Years (pp. 20-31). Routledge.
• Rosati, N. (2021). Montessori Method and Universal Design for Learning: two methodologies in conjunction for inclusive early childhood education. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 16(2), 105-116.

Online

• Early year learning framework, 2023. Online. Available through: < https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf>
• National Quality Standards, 2023. Online. Available through: < https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf>

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