COMP4650 Document Analysis

Personal Professional Commitment

We have several convictions regarding the treatment and education of young children in the area of early childhood training. Our ideas highlight what our profession deems necessary and what we feel is crucial for children to have the best learning experience possible. Together we form a philosophy of our values and ideas about best practice (Grant et al.,2018). Our principle is that educators must plan, document, assess and teach young children. This is the activity in which children learn. Besides teaching, educators often have to concentrate on child wellbeing to ensure they always meet their basic needs.

Assessment

We agree that children are skilled and have absorbing minds and learn from their games. Children are curious, marvellous and need to explore and learn. Children are exceptional, innovative and imaginative (Chang et al.,2019). We, as teachers, should allow children to encounter and explore activities endlessly so that they can learn from their many experiences. Activities must be open-ended, process-oriented, developed and relevant to the needs of the kids. For example, you may hear kids talking about cats so that can broaden their learning. First, a teacher can choose a subject which is of interest to children. When preparing an open-ended activity, teachers are concerned with what resources they can provide and how they can benefit from them without a final product or result. For example, when preparing art, we can take glue and cat images to allow children to choose a cat collage and glue as paint instead of making artwork. Process-oriented activities often help to concentrate instead of the product on processes.

Children of different ages have a certain number of skills and may not engage in the same activities. It is also the responsibility of educators to ensure that an activity suited to children of all ages is organized within the program (Heikka et al.,2021). I had to schedule an event easily enough to be sixteen months old when preparing my activity in practice, which also appealed to children up to five years old. Children can grow in social, physical, mental, artistic and intellectual fields through activity. When preparing an activity, a teacher should set some learning goals to help children improve the activities. For example, during glueing activities, children will talk to friends, enhance hands when gripping glue bottles, feel pride in their processes, choose how materials can be used and learn how to connect the objects and the properties of glueing.

The activities should be organized in a warm and welcoming atmosphere in an aesthetically pleasing setting. We use playing area boards in my program to present the subject with vibrant letters, borders and images. We also cover the tables with tables relevant to the topic chosen and provide a centrepiece that connects everything. I have found how children are less often visited by activity parts not visually appealing in various services.

Documentation

It is also the opinion of the educators that their thoughts, reflections and assessments should then be recorded to ensure that their learning is clear to the child and its family members. Educators should use photos as documents to preserve their memories and reflect on them (Lipscomb et al.,2021). Story-telling and documentation boards are ways to present images along with scripts for children and families, which allow me to understand or improve the children in the language that the instructor shows and explains to me.

The photographic diagrams allow kids to remember the experience and let families see their kids play and learn. The instructor's script encourages parents and kids to understand what the image shows and gives them a thorough knowledge about how and why children learned what they had done (Lipscomb et al.,2021). In recording a child's learning moments, educators should use the curriculum framework to link the comprehensive objectives outlined to the children's experience so that parents and the instructor can focus on what aspects children grow.

Besides books, teachers must also concentrate on children's health and wellbeing. Documentation is a component of child education, we believe. To understand, children need to be happy and safe first. To take care of their physical health, children need to feed, sleep and bathe regularly (Lipscomb et al.,2021). Children need respect and have consideration for adults, as well as healthy relationships, to be well-stable emotionally. For children to be able to learn, basic needs must be met. If a child is sick, they can't learn as long as their wellbeing is painful or emotional.

Every child is a person, and I will appreciate and improve the strengths, concerns, talents, abilities and knowledge of each child as an educator to enhance their learning. Kids learn by playing. I offer children the chance to explore, discover, develop and imagine. Cultural diversity, I believe. I celebrate with each individual child the advantages of diversity and allow them to appreciate and recognize differences (Lipscomb et al.,2021). I think the children themselves and the small world they live in are deeply involved, family and home.

However, every child has its specific interests, backgrounds and stages of growth. I think that an early childhood curriculum plays a big part in the progress of the environment. It should promote the interests of children in all areas of growth (Pollitt et al.,2020). I think that learning is most effective in an early childhood environment by stations that can be visited, explored and repeatedly revisited. The setting must consider the children's social skills, communication skills, physical ability, and learning styles. I regard families as a critical part of my program. Parents who can spend time in school often get to know something about their child's day. Observing the first hand allows a parent to know what to ask at the end of the day.

Children's early years are busy. I agree that learning takes place constantly and is interwoven in all areas of growth. These comprise: physical, mental, cognitive and communications. This way, the aim of my programme, with trust and enthusiasm for continuous learning, is to make the ongoing learning experience healthy, supportive and enjoyable by nurturing the whole child and directing them to the next level of growth. Children ought to be guaranteed to be cherished and looked after as they enjoy a learning atmosphere. It's my passion to teach kids. The safety and confidence components of my relationship with every child are also very critical. When planning my curriculum, I will aspire to create a child-centered environment in a developing way in which kids can master new challenges through activities and important topics.

Planning

We believe in the implementation of practices that enable the child to learn best. We pay close attention to child learning and believe that the task of educators is to plan and execute activities that are available to children, oriented to processes, suitable for growth and of concern. We agree that educators must be present and take part in activities with children. We believe that data monitoring and recording allows children to grow and learn through play and needs to be met to learn children's basic needs (Flewitt & Cowan,2019). We want children to have countless opportunities for playing, exploring, experimenting and learning. The idea that children are great learners who can understand most things is our philosophy during early childhood.

Early childhood education. We as educators need to make a child easier to learn by providing it with whatever materials, guidance/motivation or the basic education of a child are required to support a child. This passage shows a clear affirmation of teaching theory since it places students wherever they belong: in the front and middle of a teacher's attention. An author writing such a statement would probably examine and validate this theory constantly, ensuring that all classes and school work concentrate on the student's needs.

My education theory is that every child is special and has a stimulating learning environment where he can develop physically, psychologically, affectively and socially. I want to build this form of environment in which students can realize their full potential. I will provide a healthy space for students to share their thoughts and take risks.

I think there are five main elements conducive to learning. The job of the teacher is to be a guide.  Access to hands-on experiences must be available to students. Students need a chance to practice skills in a safe setting, and their interest can guide their training. Include technology in the day of education. I agree that a teacher is morally obliged to take a lesson, and each student has the highest expectations. Therefore, the teacher maximizes the beneficial benefits of a self-fulfilling prophecy (Flewitt & Cowan,2019). Her students will be able to take the opportunity with commitment, perseverance, and hard work. I want to give the classroom every day a positive attitude and high standards and to bring coherence, care and warmth into my work, so that I can finally inspire and promote this consistency in the children. I feel that I owe it to leaners as well as to the community.

Teaching Young Children

It is easy to teach my future students to achieve academic success and to get to know our students. It is possible to make a difference in our teaching career by getting to know my students a little more. As a teacher, we take care of the educational needs of our students and achieve full potential in their learning capacity. Dominant philosophy and complimentary (Haslip & Donaldson,2021). Learning how a classroom can be successfully managed is a difficult task for teachers. The daily business of beginning teachers is the management of a classroom. Starting teachers report that weak management skills and disruptive students are the most important obstacles to good teaching.

Guiding my students in the right direction will change their minds about their education and allow teachers to allow their students to talk freely, share their thoughts, and enable them to feel relaxed in the classrooms and open up their dialogue. We believe in the role of educators in initiating, participating, motivating, encouraging/responding, interfering/shooting and monitoring activities. An educator may put basic materials in the activity section to begin an activity, but often we may need to make a brief statement or explain materials. Educators may also use challenges such as open-ended questions to stimulate and encourage children's imagination (Haslip & Donaldson,2021).  Educators must sit down and engage in the use of the resources with the students. Some kids need to be shown how materials are used but not modelled on a level above their ability.

A large number of sticks can have to be squeezed into a piece of paper with a picture in it to illustrate how sticks work. Children can need help during an activity if they have difficulty participating (Keary, et al.,2020). By explaining what you like about the art of children, you may choose to build a more relaxing atmosphere. Instead of just saying good work you especially like how they used and well-spaced various pictures. You motivate and inspire them to remain participants in their activities without feeling frustrated by discussing what they like about their method. Safety is always an issue for children, and it is critical for the educator to carefully monitor the safety of the environment. Children will also start to feel emotional, and the instructor can intervene in and resolve the problem if this occurs or an event is dangerous.

Educators should always track activities and record details about how they are doing. Teachers should assess whether and how their development goals are met and consider how they can adjust activities if goals are not fulfilled and guarantee the children's development (Keary, et al.,2020). Even in the course of reflection, teachers explain the children's answer to the activity, which aspects worked, which did not work and how the activity could improve or better the learning process.

Conclusion

As an instructor, writing a personal philosophy is a good way for people to learn your principles and convictions concerning early childhood education. A personal philosophy clearly describes you as an educator. It reflects on your beliefs and influences your behaviorist. It is a method that helps other educators and families understand the approach to early learning, not just in guiding their teaching and values.

References

Chang, I. H., & Chen, R. S. (2019). The Relationships Among Career Development, Work Values, Self-Efficacy, Professional Commitment, and Job Satisfaction for Early Childhood Educators. Jiaoyu Yu Xinli Yanjiu= Journal of Education & Psychology, 42(2), 55-87.

Flewitt, R., & Cowan, K. (2019). Valuing young children’s signs of learning: Observation and digital documentation of play in early years classrooms.

Grant, S., Comber, B., Danby, S., Theobald, M., & Thorpe, K. (2018). The quality agenda: Governance and regulation of preschool teachers’ work. Cambridge journal of education, 48(4), 515-532.

Heikka, J., Pitkäniemi, H., Kettukangas, T., & Hyttinen, T. (2021). Distributed pedagogical leadership and teacher leadership in early childhood education contexts. International Journal of Leadership in Education, 24(3), 333-348.

Haslip, M. J., & Donaldson, L. (2021). What character strengths do early childhood educators use to address workplace challenges? Positive psychology in teacher professional development. International Journal of Early Years Education, 1-18.

Keary, A., Garvis, S., Zheng, H., & Walsh, L. (2020). ‘I’m learning how to do it’: reflecting on the implementation of a new assessment tool in an Australian Early Childhood. International Journal of Inclusive Education, 1-15.

Lipscomb, S. T., Hatfield, B., Goka-Dubose, E., Lewis, H., & Fisher, P. A. (2021). Impacts of roots of resilience professional development for early childhood teachers on young children’s protective factors. Early Childhood Research Quarterly, 56, 1-14.

Pollitt, R., Cohrssen, C., & Seah, W. T. (2020). Assessing spatial reasoning during play: educator observations, assessment and curriculum planning. Mathematics Education Research Journal, 32(2), 331-363.

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