What Is The Specialism Of My Area Answer

What Is The Specialism Of My Area

OUTCOME 1

My area of specialization is the early year educators which are specialized teacher that are working with young children specifically those belonging to 2.5 to 5 year old. My knowledge and experience as early year educator will help in developing socialization skill, support in cognitive development, enhancing social skills, confident and resilience skill of children (Papadakis et al, 2021). The effectiveness of my qualification will help in developing and growing children’s brain as the relationship and experience during early year education has huge impact on overall learning and development. My post qualification will help in developing my skills that result in holistic development of the children. I will also able to enhancing love of learning within children and made them understand the value of education. The crucial aim of educator is to facilitate effective and optimum child development and laying a foundation for lifelong learning.

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Within the early years of education, there are many different types of philosophical issues which the tutor has to face. It is due to the reason that there are many different types of philosophies which the teacher uses and all the teachers and students are different. Thus, it is not necessary because when the effective type of philosophy is not implemented then it will affect the overall efficiency of the business (Sandseter, Kleppe and Sando, 2021). The major philosophical issues in early year education are related to concern regarding the content of curriculum. This indicates the question regarding what should be taught to children for overall development. A philosophical issue also includes the proper aim and guiding ideal related to education. This includes identifying the proper criteria based on which student’s performance could be evaluated and student’s growth could be identified. With the early year education, the philosophical issue relates to the aim of the study (Eadie et al, 2021). This is a major issue because there are different types of the agenda for which the students learn. There can be variation within the purpose of the study and as a result of this, the overall issue in education comes. Along with this another philosophical issue faced is the fact is relating to the use of teaching methods. This also is an issue because being an early year educator every teacher has their way of working. It might be possible that the teaching method used by one teacher is liked by others as well. This is also a major issue as before finalising the educational method, the student must also like it. It is due to the reason that when the effective compliance with the correct method will not be made then it will be affecting the overall efficiency of the study (Timmons et al, 202). The philosophy of my qualification is to impart knowledge to children belonging to early years of childhood and try to develop a strong base for making them stronger.

With the philosophical issues involved, it is also necessary that some of the prior knowledge and experience must be present in the learner's coming. It is necessary because when some of the basic prior knowledge is present then it is assistive to the tutor in making the children well (Nabi, Walmsley and Akhtar, 2021). When children are coming for learning then they must be well-versed with good communication skills. It is necessary as when the children will be doing good communication then it will create a good bond with the tutor and also they will be more comfortable working with the tutor. In addition to this, it is also required for the student to be well-versed in both English and local language (Alan, 2021). This is also necessary because when the children are in a better position to speak about their problem then better solutions will be provided to them. Hence, the learners must have this prior knowledge.

After achieving the qualification it will be assistive to the children in their learning. It is due to the reason that after I have gained the knowledge I will be in a better position to train the children well (Heikka et al, 2021). It is necessary as with wider knowledge I will be in a position to provide more knowledge to the student. Better use of technology can be implemented to make the students learn in a much easier manner. For example, for teaching the students with numbers, the use of different educational games can be used. Along with this, the use of smart TVs and projectors can also be made to make the children learn in a much better and more effective manner.

At last, it is concluded that there are different philosophical issues which may arise while teaching. However, it is the responsibility of the teacher that they must effectively try to manage and overcome these issues. It will guide the person in ensuring that equitable teaching is done and also that better technology is used.

OUTCOME 2

I have completed a Diploma in Early Years level 3 from UK related to my area of specialism [Early year educator]. This qualification aims to teach individuals about the contextual pedagogical approaches that are important in early years teaching. Early Childhood Education is concerned with taking such steps which emphasise on the holistic needs of children and my qualification persist to this area (Tembo, 2021). I can say that, I got to know about varied pedagogical approaches that caters each child's needs at the setting and further supports in enhancing their overall development. A holistic approach is persuaded that enhances the over-all well-being of the child. Furthermore, I have done graduation in Maths, in early years, children acquire basic understanding related to Maths that enable them to know about numerical terms, quantity and measurement. My qualification aims to stimulate the cognitive, social and emotional abilities of child so they can learn about literacy, maths and so on subjects.

The qualification is structured as it is covering each element regarding early years. It enables in creating a sense of security especially when discipline is instilled. The guidelines support in taking ethical practices that promotes an inclusive environment at the setting. In the UK, Early Year Foundation Stage [EYFS] sets the standards which requires to be followed in early and I learned about this during my diploma. Furthermore, I am implying this practice in my current role where I am working as a teacher assistant in primary school. EYFS focuses on personal, social and emotional development of child. Thus, a structured pattern has been implemented in a setting that provides opportunity to children so they can acquire each of the developmental domains (Nimmo and Small, 2023). For instance- in my current role I believe in undertaking play based learning approach and on the basis of children needs games have been organised. This provides opportunities in terms of stimulating overall development of children. The learning is assessed via the performance of the children and this performance is just not limited to gaining good marks (Nimmo and Small, 2023). It is a broader concept that involves the social and emotional development of children. In this manner, significant support can be ensured to children and effectual outcomes can be gained. Thus, there is no doubt in saying that my area of specialism is providing specific structure to learning. The core focus has been implied on understanding the needs of children and accordingly, decisions have been undertaken.

When I plan a session, I will focus on considering the important curriculum issues such as assessing the areas of achievement. In order to undertake this procedure, I will interact with each child and accordingly, their individual needs will be analysed. For example- some children prefer learning by playing while some prefer by reading. This is how everyone has unique requirements (del Olmo-Muñoz et al, 2020). Accordingly, I will make an individual learning plan and then, I will analyse the areas of achievement. I will compare the intended input [Individual plan] with the gained output [learning of child]. In this manner, I will be able to evaluate the areas of achievement and this will further guide me in terms of taking steps for improvement.

Thus, I will focus on taking appropriate strategies which have been learned by me during my course. Furthermore, I am going to undertake a summative assessment strategy in the setting, this happens at the end of a specific learning period and this emphasis is on assessing the cumulative learning (Bradbury, 2020). I will assess the areas of achievement by summative assessment as well. Hence, I can say that my area of specialism is linked with stimulating the holistic development of children.

REFERENCES

Books and Journals

• Alan, Ü., 2021. Distance education during the COVID-19 pandemic in Turkey: Identifying the needs of early childhood educators. Early Childhood Education Journal, 49(5), pp.987-994.
• Bradbury, A., 2020. Datafied at four: The role of data in the ‘schoolification’of early childhood education in England. In The Datafication of Education (pp. 8-22). Routledge.
• del Olmo-Muñoz, J., Cózar-Gutiérrez, R. and González-Calero, J.A., 2020. Computational thinking through unplugged activities in early years of Primary Education. Computers & Education, 150, p.103832.
• Eadie, P., Levickis, P., Murray, L., Page, J., Elek, C. and Church, A., 2021. Early childhood educators’ wellbeing during the COVID-19 pandemic. Early childhood education journal, 49(5), pp.903-913.
• Heikka, J., Pitkäniemi, H., Kettukangas, T. and Hyttinen, T., 2021. Distributed pedagogical leadership and teacher leadership in early childhood education contexts. International journal of leadership in education, 24(3), pp.333-348.
• Nabi, G., Walmsley, A. and Akhtar, I., 2021. Mentoring functions and entrepreneur development in the early years of university. Studies in Higher Education, 46(6), pp.1159-1174.
• Nimmo, S. and Small, N., 2023. The Early Years Foundation Stage (EYFS) and the National Curriculum KS1. In The Early Years Handbook for Students and Practitioners (pp. 366-379). Routledge.
• Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D. and Kalogiannakis, M., 2021. Attitudes towards the use of educational robotics: Exploring pre-service and in-service early childhood teacher profiles. Education Sciences, 11(5), p.204.
• Sandseter, E.B.H., Kleppe, R. and Sando, O.J., 2021. The prevalence of risky play in young children’s indoor and outdoor free play. Early Childhood Education Journal, 49, pp.303-312.
• Tembo, S., 2021. Black educators in (white) settings: Making racial identity visible in Early Childhood Education and Care in England, UK. Journal of Early Childhood Research, 19(1), pp.70-83.
• Timmons, K., Cooper, A., Bozek, E. and Braund, H., 2021. The impacts of COVID-19 on early childhood education: Capturing the unique challenges associated with remote teaching and learning in K-2. Early Childhood Education Journal, 49(5), pp.887-901.

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