HT5005 Working as an Early Childhood Professional Essay Sample
Assignment Details
Students are required to analyse the contexts, theories, and policies in the first six weeks of the unit, and to situate and critically evaluate these with reference to being an effective early childhood teacher. The research essay engages students’ analytical and writing skills.
Requirements
This research essay is designed to support students in developing a comprehensive understanding of how to be an effective early childhood teacher.
With detailed reference to the concepts and practices as taught in the unit, the essay should include an introduction, body, and conclusion and present a depth of understanding of teacher and teaching effectiveness in early childhood education and critical engagement with the research articles.
You must use 3-5 references form the lecture series or discussed in the tutorials.
This essay is a key chance to:
• Articulate and critique key theories and practices about teaching and learning;
• Appraise the major documents regarding learning and early childhood education;
• Analyse and debate contemporary Australian and international teaching and learning practices; and
• Appreciate the perspectives of teaching within a rapidly changing landscape.
The research essay should be 1,500 words in length.
Solution
Introduction
The role played by an early childhood teacher is someone’s life and development are very significant. Learning happens to be a long-term process that gradually leads to change and thus stands very vital for young learners to shape their life in the best way possible. This study discovers the key theories and practices that aid an individual in becoming an effective early childhood teacher, emphasizing on the social and cognitive aspects of learning. Further, Thai study analyzes the major documents, along with Australian and international practices that will offer better understanding about the importance of early childhood education and the impact it has on learning outcomes.
Discussion
Effective Early Childhood Teaching Theories
Children gaining effective early childhood education is based on the understanding how teachers help children learn and develop. Major theories and practices play a vital role in this case. Cognitive Theory is one of the base theories that discusses the significance of mental processes like memory, perception as well as problem-solving (Lecture slide, 1). Jean Piaget was one of the foundational thinkers who pioneered in developing this theory and discovered a stage where teachers include ideas of “accommodation, assimilation and adaptation” (Lecture slide, 1). As per the views of Kivunja (2015), cognitive theory posits that children develop while passing through various stages of cognitive development, each including different techniques of thinking and comprehending the world. An early childhood teacher is said to be effective if they are able to identify these stages and customize instructions in accordance to the students’ cognitive abilities. This allows them to provide accurate challenges to encourage intellectual growth for university assignment help.
The Social Constructivist Model is another key practice, developed by Vygotsky. The theorist discovered that knowledge can be considered as an experienced correlation between one’s learning and the environment they are in (Lecture slide, 1). In the opinion of Vygotsky (1978), this mode sheds light on the important role that social indication plays in a young learner’s gain of knowledge. This could be developed by communicating and collaborating with others. The concept of “Zone of Proximal Development (ZPD)” by Vygotsky stands very relevant as it emphasizes the teacher’s role in guiding children through difficult tasks that can be fulfilled with assistance.
Another such theory is the Connectivism theory by George Siemens. This theory posits the effect that digital technology has on learning. The theory states that learning of an individual happens through a network of both technological and human connections (Siemens, 2004). In regards to early childhood education Connectivism theory inspires teachers to utilize technology in a throatful way in their teaching practices. This is because it helps children to develop their digital learning skills and comprehend the way of learning from a wide range of information that are available on online sources.
These mentioned theories and practices help early childhood teachers improve their efficacy by delivering a structured framework. By the implementation of these theories and models, early childhood teachers would be able to design such a learning environment that is a mixture of challenges and support. Thus, help children have holistic development throughout.
"The 5E Instrumental model, developed by Bruner in 1996, signifying the engagement of students in deep learning is a cyclical approach that involves the five domains such as, Engage, explore, explain, elaborate, and evaluate (Bruner, 1966). This model encourages active student participation and promotes curiosity, reflection, and collaboration. Each phase supports the development of critical thinking and understanding by effectively building on students' prior knowledge and encouraging exploration and discussion to apply these new concepts to diverse fields. Moreover, "Gardner's multiple intelligence theory" suggests that intelligence is multifactor. It advocates for diverse teaching strategies to signify different types of intelligence, and developing learning experiences in early childhood education.
Major Documents Regarding Learning and Early Childhood Education
In Lecture 4, Learning and Childhood Education, the concept of “rich tasks” has been covered. "Rich Tasks" are different learning activities through which students can analyze real-world problems to produce real-world solutions. At the time of creating the tasks, different factors need to be maintained, such as the task nature, engagement of the students, desired outcomes, and authenticity (Education Queensland, 2001). For example, when trigonometry is taught to students, they can understand the making process of the kite and deploy the math principle in the outcomes. Social, cultural, linguistic, and intellectual practices are covered through this process to improve students' operational field of knowledge.
The use of major documents regarding learning and early childhood education are very significant for defining efficacious teaching practices. Some of the key documents are “Early Years Learning Framework (EYLF)”, which is an Australian framework that acts as a guide for childhood educators to make them able to provide high-quality education at early stages of life (Lecture slide, 2). This framework focuses on the important role that play-based learning has on developing a child’s life (Education.gov.au, 2023). It also includes the importance of respectful relationships and cultural competence.
"Evaluating Modern Teaching Approaches Globally"
Contemporary Australian and international teaching and learning practices involve understanding the modern educational approaches that align with the diverse news such as language barriers and cultural backgrounds, and it requires each student in different cultural and social fields. In Australia, the main focus has transformed towards student-centered learning, with practices such as "inquiry-based learning and differentiated instruction" that are increasingly prominent (Kivunja, 2015). The differentiated instruction allows the teacher to analyze to accommodate students' varying abilities, and it ensures inclusivity. An example includes a demonstration of functional skills in English. For this, differentiated tasks are properly used to develop various proficiency levels to allow students to engage with the material in an basic way to suit their learning styles. According to the view of Barell (2010), international teaching and learning practices such as problem-based learning (PBL) emphasize critical thinking, inquiry, and real-world problem-solving, engaging students in complex, ill-structured scenarios that mirror authentic global challenges.
This approach signifies value internationally, where countries such as Finland have adopted similar methods to develop customized learning paths and other formative assessments to support student growth. Australian teaching practices such as blended learning and differentiated instruction focus on flexibility and inclusivity based on which lessons should be assigned to diverse students' needs by combining online with in-person learning (Ridgway, A., 2011). Internationally, "Finland customized learning" and the UK's digital integration develop student-centered approaches to use technology and formative assessments to develop adaptability and engagement in education. All of these practices develop customized and accessible learning environments.
There are important factors in incorporating technology into learning and teaching practices. The use of digital tools such as educational applications, virtual classrooms, and interactive platforms has transformed the learning experience. In the UK the main iteration of digital resources in the classroom is the key factor of modern curriculum delivery, developing student engagement and facilitating more interactive learning environments, where online and face-to-face instruction are signifying to creation of a more flexible and accessible learning experience. All of these practices are followed in Australian and international fields and reflect wider trends to make education more personalized, adaptable, and responsive to the needs of the 21st-century learner.
Major Documents Regarding Learning and Early Childhood Education
In Lecture 4, Learning and Childhood Education, the concept of “rich tasks” has been covered. “Rich Tasks” are different learning activities through which students can analyse real-world problems to produce real-world solutions. At the time of creating the tasks, different factors need to be maintained. Such as the task nature, engagement of the students, desired outcomes and authenticity (Education Queensland, 2001). For example, when trigonometry is taught to students, they can understand the making process of the kite and deploy the math principle in the outcomes. Social, cultural, linguistic and intellectual practises are covered through this process to improve students’ operational field of knowledge.
Perspectives of Teaching within a Rapidly Changing Landscape
In a constantly evolving system of education, there is a need for changing teaching perspectives. Friendly relationships between teachers and students are built by a positive classroom climate. Children feel comfortable, they enjoy the environment which grants them the force to get into their classroom activities and realise their academic and social potential. Teachers bring out a positive climate, which enhances safety among students, by having transparent communication about concerns and challenges faced in the classroom. The classroom culture enhances student participation so that teachers and students maximise their time together and build a strong interrelation.
In contrast, a negative climate can be defined as anger, hostility, and sarcasm where the atmosphere of the classroom becomes unproductive. It is important to decrease negativity. It is found that children learn much better when they are in an environment that does not have much violence or when their emotional well-being is threatened. Some suggestions for the rapidly changing landscape in teaching require understanding children’s emotional needs, quality one-to-one time and a proactive behaviour management approach (education.vic.gov.au, 2019). All the processes should be utilised to reduce negative behaviours and enhance the quality of the learner atmosphere.
Teacher-student relationships that are inclined to the student’s academic and emotional conditions are crucial in understanding early childhood education in the rapidly changing landscape. Understanding the child’s needs, attending to feelings, and individual support ensures children are doing well with approaching questions while becoming willing to take a risk. Establishing a good connection with children with an ability to focus on the body language of the children will help foster motivation and enable them to explore and learn (education.vic.gov.au, 2019). Self-authoring teachers with student perspectives facilitate decisions, follow interests, and leadership roles for the learners. This autonomy focus also contributes to making students more engaged and confident in the cause.
Understanding the classroom climate and managing the Negative climate helps to improve the student perspective. When teachers are focused on children's interests, more flexibility in the lesson plan is obtained. Understanding the student’s perspective and allowing them to take responsibility is also very important to improve overall child-initiated activities. Leadership and autonomy are also encouraged by the teachers among the students to build a positive learning environment. Supporting peer interactions along with a social conversation between teachers and children also creates positive learning environments. For motivating students and encouraging them to take on social and academic challenges, teachers play a significant role. Teaching helps the students to grow both intellectually and emotionally.
Conclusion
It can be concluded that effective early childhood education requires the main integration of key theories and practices such as Gardner's multiple intelligences and the 5E instrumental model. These approaches develop critical thinking, adaptability, and collaboration. The main contemporary practices in Australia and internationally that include "inquiry-based learning and problem-based learning", enhance student-centred, flexible, and inclusive education. As the educational field involves teachers, it must focus on creating a positive learning environment, developing strong teacher-student relations, and adapting students' individual needs to ensure holistic development.
References
Barell, J., 2010. Problem-based learning: The foundation for 21st century skills. 21st century skills: Rethinking how students learn, pp.175-199. Available at: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f54d50a3ec656a713b37014c638418b57d959e4b[Accessed on: 02-09-2024]
Bruner, J. (1966). Towards a Theory of Instruction. Harvard University Press: Cambridge: MA
Education Queensland. (2001). New Basics: The Why, What, How and When of Rich Tasks. Available at: http://68.77.48.18/RandD/New%20Basics%20Project/NewBasicsrichtasksbklet.pdf Available at:
Education.gov.au (2023), The Early Years Learning Framework, Available at: https://www.education.gov.au/early-childhood/resources/early-years-learning-framework [Accessed on 02.09.2024]
education.vic.gov.au, 2019. High impact teaching strategies (HITS). Available at: https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx [Accessed on: 02-09-2024]
Kivunja, C. (2015). Teaching, Learning & Assessment. Steps towards creative practice Oxford University Press: Sydney, Australia. Available at: https://rune.une.edu.au/web/handle/1959.11/17034 [Accessed on: 2nd September, 2024]
Kivunja, C., 2015. Teaching, learning & assessment: Steps towards creative practice. Oxford University Press. Available at: https://rune.une.edu.au/web/handle/1959.11/17034 [Accessed on: 02-09-2024]
Ridgway, A., 2011. The Challenge (re search for a new culture of childhood). Available at: https://research.monash.edu/en/publications/the-challenge-re-search-for-a-new-culture-of-childhood[Accessed on: 02-09-2024]
Siemens, G. (2004). ‘Connectivism: A Learning Theory for the Digital Age’, Journal of Instructional Technology and Distance Learning, vol. 2, no. 1. Available at: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f87c61b964e32786e06c969fd24f5a7d9426f3b4 Accessed on: 2nd September, 2024]
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA. Available at: https://books.google.com/books?hl=en&lr=&id=RxjjUefze_oC&oi=fnd&pg=PA1&dq=Vygotsky,+L.+S.+(1978).+Mind+in+Society:+The+Development+of++Higher+Psychological+Processes,+Harvard+University+
Press,++Cambridge,+MA.&ots=okxZS0q5cx&sig=8amjDIzEM0_Ju_tFTJx_yv4MtsI Accessed on: 2nd September, 2024]
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