Image of a Child
Every child has the right to be heard (ECA, n.d.). Their views are valued as they will feel that they are being respected (ACECQA, 2018) and be confident enough to express their thoughts as they feel secure and included (ACECQA, 2018). At the same time, children will be supported to regulate their own behaviour, respond appropriately to others’ behaviour and communicate effectively to resolve conflicts (ACECQA, 2018). This will encourage them to become an effective communicator and aware of fairness (DEEWR, 2009). Their unique interests and strengths and the ability to contribute to their communities (ECA, 2016) are essential for showing their “strong sense of identity” (DEEWR, 2009). Through their voices, Sarah will be able to provide them with better learning opportunities with the use of appropriate resources and tools (ECA, 2014). Being responsive to children’s ideas and play through open ended questioning, providing feedback, challenging their thinking and guiding their learning (DEEWR, 2009: ACECQA, 2018) will shape her important basis for curriculum decision making (DEEWR, 2009). Listening to the children leads her to know them and the way they learn, know what content and how to teach it (AITSL, 2018).
Teaching Practice and Principle
Play promotes the social and emotional abilities for children (Department of Education and Training, 2006). This is beneficial in their learning as it allows them to express their personality and uniqueness, improves their dispositions, enables them to create connections between past experiences and new learning, assists them to build relationships and concepts and stimulates their sense of wellbeing (DEEWR, 2009). Having an inclusive environment where indoor and outdoor spaces are organised and adapted to support each child’s participation and to engage each child in quality experiences in both man-made and natural environments (ACECQA, 2018; DEEWR, 2009) is also part of her responsibility.
Child's safety and wellbeing
Children’s health and safety (ACECQA, 2018) is an utmost priority. Each child has an opportunity to thrive (ECA, 2014). Safeguarding their health and wellbeing will make them have a “strong sense of wellbeing” (DEEWR, 2009) with confidence and optimism that increase their learning potential (DEEWR, 2009). The implementation of experiential education (EXE), having an effective learning through wellbeing and involvement, includes children meeting their basic needs such as “the physical needs, the need for tenderness and affection, … for safety and clarity, … for social recognition, … to feel competent and … for meaning in life and moral value” (OECD, 2004, p. 5).
Partnerships and Respect for Diversity
Respect for diversity (DEEWR, 2009) is valuable to create harmonious and meaningful relationships with children and their families. She gives importance to “children’s different capacities and abilities and respect differences in families’ home lives” (DEEWR, 2009, p.14). She also acknowledges and values the Aboriginal and Torres Strait Islander peoples and their cultures (ECA, 2014). Knowing that children are diverse learners, she must be culturally competent (DEEWR, 2009) building on the strengths of each other’s differences. As a result, children will have a strong sense of identity and be connected with and contribute to their world (DEEWR, 2009). Parents and families will feel supportive and that their expertise, culture, values and beliefs are also respected, and they can share in decision-making about their children’s learning and wellbeing (ACECQA, 2018).
Reflective Practice
Being critically reflective and an ongoing learner (ACECQA, 2018; DEEWR, 2009) will help her build her professional knowledge and create learning communities. She is dedicated to make informed choices about her interventions in the lives of young children and sees excellent teaching as a reflective one (Mac Naughton, 2009).
Every child has the right to be heard (ECA, n.d.). Their views are valued as they will feel that they are being respected (ACECQA, 2018) and be confident enough to express their thoughts as they feel secure and included (ACECQA, 2018). At the same time, children will be supported to regulate their own behaviour, respond appropriately to others’ behaviour and communicate effectively to resolve conflicts (ACECQA, 2018). This will encourage them to become an effective communicator and aware of fairness (DEEWR, 2009). Their unique interests and strengths and the ability to contribute to their communities (ECA, 2016) are essential for showing their “strong sense of identity” (DEEWR, 2009). Through their voices, Sarah will be able to provide them with better learning opportunities with the use of appropriate resources and tools (ECA, 2014). Being responsive to children’s ideas and play through open ended questioning, providing feedback, challenging their thinking and guiding their learning (DEEWR, 2009: ACECQA, 2018) will shape her important basis for curriculum decision making (DEEWR, 2009). Listening to the children leads her to know them and the way they learn, know what content and how to teach it (AITSL, 2018).
Teaching Practice and Principle
Play promotes the social and emotional abilities for children (Department of Education and Training, 2006). This is beneficial in their learning as it allows them to express their personality and uniqueness, improves their dispositions, enables them to create connections between past experiences and new learning, assists them to build relationships and concepts and stimulates their sense of wellbeing (DEEWR, 2009). Having an inclusive environment where indoor and outdoor spaces are organised and adapted to support each child’s participation and to engage each child in quality experiences in both man-made and natural environments (ACECQA, 2018; DEEWR, 2009) is also part of her responsibility.
Child's safety and wellbeing
Children’s health and safety (ACECQA, 2018) is an utmost priority. Each child has an opportunity to thrive (ECA, 2014). Safeguarding their health and wellbeing will make them have a “strong sense of wellbeing” (DEEWR, 2009) with confidence and optimism that increase their learning potential (DEEWR, 2009). The implementation of experiential education (EXE), having an effective learning through wellbeing and involvement, includes children meeting their basic needs such as “the physical needs, the need for tenderness and affection, … for safety and clarity, … for social recognition, … to feel competent and … for meaning in life and moral value” (OECD, 2004, p. 5).
Partnerships and Respect for Diversity
Respect for diversity (DEEWR, 2009) is valuable to create harmonious and meaningful relationships with children and their families. She gives importance to “children’s different capacities and abilities and respect differences in families’ home lives” (DEEWR, 2009, p.14). She also acknowledges and values the Aboriginal and Torres Strait Islander peoples and their cultures (ECA, 2014). Knowing that children are diverse learners, she must be culturally competent (DEEWR, 2009) building on the strengths of each other’s differences. As a result, children will have a strong sense of identity and be connected with and contribute to their world (DEEWR, 2009). Parents and families will feel supportive and that their expertise, culture, values and beliefs are also respected, and they can share in decision-making about their children’s learning and wellbeing (ACECQA, 2018).
Reflective Practice
Being critically reflective and an ongoing learner (ACECQA, 2018; DEEWR, 2009) will help her build her professional knowledge and create learning communities. She is dedicated to make informed choices about her interventions in the lives of young children and sees excellent teaching as a reflective one (Mac Naughton, 2009).