ASS0992 The Social Sciences at Work

Introduction

The portfolio establishes the orientation of an “Early Years Teacher” and its significance in terms of the skills and abilities possessed by an individual to become a successful teacher in the Early Years Education Framework. The process of educating, guiding, scaffolding, instructing and other such teaching strategies and approaches used to monitor the academic progress in children as well as help them develop physical, emotional, social and environmental abilities can be successfully identified as the roles and responsibilities of an Early Years Teacher. The goals and the settings in the Early Years Education for Children is based on the individual needs of a child, the act of observation, assessment and planning cycles of lesson from the perspective of a teacher contributes to the practice of being committed towards being an Early Year Teacher (Jones, Greenberg and Crowley 2015). Developing an understanding of the role of an Early Years teacher, it can be stated that there are certain personal development goals that need to be made so as to achieve the established standard of a teacher who can ensure the children’s development, physically, socially, emotionally, environmentally and socially. Educating children is not only an academic teaching and support process because it encompasses preparing the children for their primary school (Redding and Smith 2016). Therefore, to undergo the training to become an Early Years Teacher, it is necessary for an individual to aim towards developing holistic development and guidance to a child in the form of physical, emotional, social and cognitive abilities. The aim towards becoming a teacher in Early Years must include the concept of establishing broad and solid foundation for wellbeing and lifelong learning in children.

Graduate Destination

My graduation destination is to become an Early Years Teacher. For me as a graduate, it is important to support and contribute to the educational development of the children in their Early Childhood Education Framework as well as dedicate oneself towards becoming a successful Early Years Teacher by reflecting on the significance of youth studies and the setting of learning environment for children. To become an established Early Years Teacher, the focus is to understand the rapid changes, growth and development in children so that as an individual, I must have intellectual, physical, emotional and social knowledge to support the same among the children. My aim is to understand the importance of childhood, work on social reforms and its ethics towards future growth, having professional sense to apply in the teaching and guiding process and the values transmitted from a teacher’s perspective to a child.

Role Analysis

When analysing the roles and responsibilities of an Early Years Teacher, it is significant in understanding the stimulation towards creating a responsible and learning environment contributing towards children’s academic, physical, environmental, social and cognitive growth. Usefully understanding one’s responsibility is the first step in becoming an Early Years Teacher making it possible for the students to engage in the classroom professionally. The learning journey as an Early Year Teacher is established with observation, assessment and professional role of teaching children. A vital part in the education in early years can be established in the form of the observation a teacher makes to help establish personal relation with the teacher as well as helping them achieve their goals (Meissel et al. 2017). It can be stated that the learning journey of an individual to become an Early Years Teacher it is important to undergo training in terms of becoming an effective practitioner as well as work towards fulfilling the professional role of an assessor (Kelly and Northrop 2015). There are several ways in which the development and the progress among children can be monitored with the training process of becoming an effective teacher. The progress summaries, Tracking Sheets as well as other tools must be learnt as an Early Years Teacher to effectively understand the needs of the children in the learning environment (Lee et al. 2015).

Current Job Description And Persona Specification

The specification and job description related to the employment of the Early Years Teacher in relation to the professional development that is required must be considered in terms of Simply Education. In consideration to Job description, please find the details in the Appendix.

Reflection

Already Learnt

I have been working hard towards achieving my goal of becoming an effective Early Years Teacher considering it is a complex position to understand the needs of a child for their development and growth as well as their academic compliance. It is important for an Early Years Teacher to be intuitive and aware of the educational experiences that are necessary to be catered to the children at their early years’ education and in accordance to the framework that has been established in the educational department (Kurniawati et al. 2017). There are persisting early education issues in the practices and therefore, it is significant to establish certain skills that can provide practical resolutions and interventions in the practitioners’ skills (Bedel 2016). I am currently pursuing Bachelor (Honours) course in childhood and youth studies in my 2^nd year from University of Bedfordshire in Luton in England. I have also acquired TEFL masterclass certification from Oxford Home Learning College in respect to their teacher’s training therefore my skills identified are patience, kindness, capable of dealing with conflicts, empathy. Having the theoretical and practical qualifications to teach the children as students, I can effectively contribute in establishing a professional standard in the same field. The five traits that I have are being patients, being kind, being capable of dealing with conflicts, being confident and being empathetic. These aspects contribute to the characterization of my behavior as well as they help me understand myself as well as represent me as a personality. Determining these traits help me understand the skills that must be improved effectively so that the experience gained can be used to effectively understand the implementation skills and its impacts on the children (Christofferson and Sullivan 2015).

Skills And Experience Yet To Be Learnt

One of the most important experience as well as skills that is required is the behavioral aspect of becoming an Early Years Teacher as well as creating a set of principles that are customized based on my needs, believes and life. It can be identified as personal code of ethics and developing my purpose about the same helps me in understanding the individual reasons that shapes the pedagogical styles, instruction techniques, teaching strategies and approaches that are used in Early Year Childhood Education (BAHUGUNA 2017). The identified five traits in me helps me understand the shortcomings and limitations that are present in my knowledge as a teacher and therefore it is necessary for me to train in terms of establishing individual relationships with my students, their parents as well as the staff that I will be working with. These aspects are important for me to implement towards making a better and a qualified Early Year Teacher.

To determine my qualities as an Early Years teacher, it is important to improve the existing set of skills and knowledge so that they can satisfy the standards of being an effective teacher (Özler et al., 2018). The quality of experience and ethics of an individual is significant in the practices they make and therefore, it is important to understand the practices and policies must be developed effectively in the form of practical instruction and training to the children in the form of enriching experiences (Levstik 2018). For me, it is important to learn about the multi-cultural context regarding the way children are guided regarding the social context and the diverse practices they observe around them. It is therefore, important for me to learn the way a teacher in Early Childhood Education must learn to develop a diverse learning environment for the children to contribute to their diverse learning process (Webster-Stratton and Reid 2018).

Cover Letter

Dear Sir/ Ma’am,

I am eager to apply for the new position of Early Childhood Teacher considering I learnt that you have been looking for a new employee for this position to add to your esteemed and honourable staff at Simply Education. I would like to send my resume to you so that you can consider me for the position as I am a dedicated individual towards supporting and facilitating children and their young minds towards having positive first academic experience.

My qualification of a degree in Bachelors (Honours) in Childhood and Youth studies and an Advanced Diploma in Child Psychology aligns well with the post of a teacher. I am working as an Early Years Practitioner in a small Creche considering I excel in developing welcoming and friendly learning environment. As an experienced individual, I am confident in developing classroom activities that are interesting and educating, active learning experiences for young minds by engaging them play based activities, conflict resolving among young people thus ensuring a safe learning and growing environment.

With more than a year of experience, I am well aware of the structure of a student’s mind and how to reflect light on the very minute budding thought to give it the shine of reality. My communication, listening and organization skills will help me connect to students, parents and staffs of the institution. I admire the enthusiasm, your institution reflects on young minds hence I would welcome the opportunity in contributing to the same.

Highlights of My Qualifications Are:

Creative play based activities for Early childhood students from age 10 months to 5 years old making them grow, involved and develop in social, emotional and physical components. Literacy, numeracy, emergent knowledge and language acquisition skills are developed over the period of time with lesson and development plans for the Early Years Children.

Effective communication with children from diverse cultural, ethnic and socioeconomic backgrounds.

Enrolment records and accurate attendance is maintained leading to effectively following of privacy policies and confidentiality.

Active interaction with parents and children to develop supportive relationships leading to trust and resolving any issues, worry or anxiety.

I am prepared to commit myself to work towards preparing young children, support, guide, encourage and take care of them by helping them develop their academic, emotional, social, physical and environmental abilities. with my background experience, I can state that I would be a dedicated towards establishing a positive experience at your institution as well as help towards acquiring the best standards possible in providing services. I look forward for an opportunity from you and a detailed discussion regarding the same.

Thank you for your time and consideration.

Faithfully,

XYZ

References

BAHUGUNA, P., 2017. Emergent Comprehension and its Significance in Early Years. the NCERT and no matter may be reproduced in any form without the prior permission of the NCERT., 43(3), p.167.

Bedel, E.F., 2016. Exploring Academic Motivation, Academic Self-efficacy and Attitudes toward Teaching in Pre-service Early Childhood Education Teachers. Journal of Education and Training Studies, 4(1), pp.142-149.

Christofferson, M. and Sullivan, A.L., 2015. PRESERVICE TEACHERS’CLASSROOM MANAGEMENT TRAINING: A SURVEY OF SELF‐REPORTED TRAINING EXPERIENCES, CONTENT COVERAGE, AND PREPAREDNESS. Psychology in the Schools, 52(3), pp.248-264.

Jones, D.E., Greenberg, M. and Crowley, M., 2015. Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American journal of public health, 105(11), pp.2283-2290.

Kelly, S. and Northrop, L., 2015. Early career outcomes for the “best and the brightest” selectivity, satisfaction, and attrition in the beginning teacher longitudinal survey. American Educational Research Journal, 52(4), pp.624-656.

Kurniawati, F., De Boer, A.A., Minnaert, A.E.M.G. and Mangunsong, F., 2017. Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs. Educational Psychology, 37(3), pp.287-297.

Lee, F.L.M., Yeung, A.S., Tracey, D. and Barker, K., 2015. Inclusion of children with special needs in early childhood education: What teacher characteristics matter. Topics in early childhood special education, 35(2), pp.79-88.

Levstik, L.S., 2018. Articulating the silences: Teachers’ and adolescents’ conceptions of historical significance. In Researching history education (pp. 273-291). Routledge.

Meissel, K., Meyer, F., Yao, E.S. and Rubie-Davies, C.M., 2017. Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability. Teaching and Teacher Education, 65, pp.48-60.

Özler, B., Fernald, L.C., Kariger, P., McConnell, C., Neuman, M. and Fraga, E., 2018. Combining pre-school teacher training with parenting education: A cluster-randomized controlled trial. Journal of Development Economics, 133, pp.448-467.

Redding, C. and Smith, T.M., 2016. Easy in, easy out: Are alternatively certified teachers turning over at increased rates?. American Educational Research Journal, 53(4), pp.1086-1125.

Webster-Stratton, C. and Reid, M.J., 2018. The Incredible Years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct problems.

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