EDU30006 Assignment 3 reflection PDF

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EDU30006 Assignment 3 reflection, will update grade when I know....

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EDU30006: Families, Community and Citizenship Assignment 3: Reflection Word limit: 1500 (+/- 10%) Weighting: 40% Due date: 5 pm AEDT Monday 7 February 2021 (Week 12)

Abby McLean 102821973

EDU30006: Assignment 3: Reflection

A.McLean 102821973

Introduction This document reflects my values and attitudes developed because of my childhood citizenship. It focuses on how I function as an educator, supporting young children’s citizenship, working with families, and sustaining community connections within the early childhood education environment. I will provide insightful considerations to my history and how this may impact any bias I hold towards children, their families or any situations that arise. Additionally, I will consider strategies to overcome these biased beliefs. Several National Quality Standards (NQS) elements signify the importance of reflective practice, including elements 1.2.3 and 4.2.2 [CITATION Aus1810 \l 3081 ]. The Early Years Learning Framework (EYLF) sees educator reflection as essential; additionally stating, “Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities” [CITATION Dep \p "7, 14" \l 3081 ]; this statement, the EYLF and the NQS will guide my reflection and practice as an early year’s teacher. Autobiographic Summery As a young child, on the block that I lived on was my local store, butcher, baker, my childcare centre, and even my favourite educator lives a mere five houses away; I had a very secure sense of belonging before primary school. As the eldest child, I often 'baby-sat' my brother and family friends' children as our parents' consumed alcohol. Often in my childhood, I was reprimanded for sadness and told, "You should be thankful; there are children that have it worse off” and bombarded with media about children living in poverty. From around the same age, social participation was a challenge for me, which I now recognise was a repeating cycle; being the victim of bullying and then seeking radical admiration of my peers to feel accepted and secure. These memories are the foundations for lifelong schemas, biases, and beliefs that I must consider when forming options and strategies as an educator.

EDU30006: Assignment 3: Reflection

A.McLean 102821973

Schemas I recognise as key to biased beliefs. 

Eldest children always take on extra responsibilities, exceeding what is considered normal for their age.



Only educators or teachers at care and school providers can provide a safe and secure environment.



Children from poverty or neglect do not know joy in their homes.

Theory of bias development Some theories explain the interconnectedness of action and consequences. Family systems theory describes how my parents inadvertently transferred the parental role to me in preadolescence; behaviourist theory explains why I have experienced this as a ‘rule’ for older children. Ecological system theory explains how my parents and media's portrayal regarding less fortunate children would be happy to 'have what I have' impacted my beliefs around poverty and happiness. I once firmly held opinions and biases. I now recognise the basis for these biased beliefs, and I have been able to derive strategies to mitigate any adverse outcomes of the bias. [ CITATION Rou19 \l 3081 \m Car18 \m Irv181 \m Rai20]

EDU30006: Assignment 3: Reflec ion

A.McLean 102821973

Strategies for mitigating bias as an Early Childhood Teacher (ECT) I recognise the need to consider children, families, and the wider community. My strategies will demonstrate respect for children and their relationships, value inclusivity, facilitate democracy, and conduct myself with integrity to overcome bias. [ CITATION Ear09 \l 3081 \m AIT11]

Strategy A – Partnerships with families, communication Providing families with a document that outlines my philosophy, pedagogy, some basic information, and hobbies is an initial step to building relationships. Providing this document with as many images as possible rather than text ensures access to all parents [ CITATION Figure 1- My image of the child, their family, citizenship and community networks and responsibilities. Without the child, the shape becomes hollow; without anyone in one of the systems, the form becomes unstable and unable to be rotated (working, moving and active)

Jac12 \l 3081 ]. From this foundation, I will engage with parents and family members to regularly schedule discussions about their child’s needs, interests, important events or milestones and any additional support needs. This communication will surpass that of involvement (e.g., a parent reading their child and the child’s peers a book sporadically) by having investigative conversations, reflecting on the discussions, reflecting and communicating the child’s changing behaviours, needs, skills, and sharing goals for the child [ CITATION Rou19 \l 3081 \m ACE12]. By facilitating authentic engagement of parents, I can demonstrate value in an insightful partnership built on reciprocal trust and create a shared image that values the child at the centre[ CITATION Rou19 \l 3081 ]. This will help me move past the bias that children from poverty cannot know happiness or love, that eldest children have unfair responsibilities and understand the family's diverse values.

EDU30006: Assignment 3: Reflection

A.McLean 102821973

Strategy B – Community collaboration spaces My second strategy is to engage the community, families, and every citizen of the centre with a communication space that supports communication between parents, professionals and community – using a notice board for community and centre stakeholders, a safe space for families, educators, and colleagues (educators and professionals) to connect and converse – chairs, table, and easily sanitised toys, an iPad to access StoryPark (or similar) and an anonymous feedback box. This space acts as a vessel for information sharing, expectation communication and joint decision making, essential to developing strong partnerships [ CITATION Lyn11 \l 3081 ]. Having expectations clearly defined for parents, educators and professionals are critical for validating my experiences and creating a place where everyone can trust and have a sense of belonging [ CITATION Rou19 \l 3081 ]. Having a community space that all families and children can access supports applying the ecological model of intersecting and influencing systems[CITATION Rou19 \t \l 3081 ].

The Stakeholders' Lens For families, beginning care can be an anxious time. The opportunity to initial connect with leadership and educators is an essential first step in collaborative partnerships. The two strategies presented offer a range of benefits to parents and children alike. Mutuality is essential in successful partnerships between families and educators [CITATION Rou17 \t \l 3081 ]

However, active communication requires more than an introduction. Active communication requires both parties to value the goals of communication, have and make time to meet and discuss the child, and have the support to do so, be that interpreters, communication tools or technology [ CITATION Far14 \l 3081 ]. For busy parents, the challenge with continuous

EDU30006: Assignment 3: Reflection

A.McLean 102821973

meaningful communication is time. Drop off and pick-ups that occur during peak times do not always allow long conversations. Educators can use communication books or apps to support parents, schedule virtual meetings, or seek leadership support for funds to support after-hours parent conferences[ CITATION Gil182 \l 3081 ]. Active collaboration, partnerships with families, are observed when parents contribute to the curriculum, both parties share the child's achievements and any concerns, both parties take action to mitigate bias, both parties contribute to newsletters, mind maps and community spaces [ CITATION ACE12 \l 3081 \m Rou19]. The community spaces contribute to collaboration between educators and families and, families and families become hubs of belonging[ CITATION Gil182 \l 3081 ].

Within the hubs of belonging, children see images of themselves in their physical and extended (religion and or cultural) community and are invite to create and use the space as citizens. By having spaces and time allocated to value parents and families belonging, the child's sense of belonging is extended [ CITATION Leo11 \l 3081 ]. These spaces and communication become a celebration of diversity, communities, inclusion, a celebration of skills and a vessel of connection that can be hard to find in a fast-paced world. With feedback shared openly, parents will feel content and comfortable functioning within the service spaces.

I have overcome bias in my current practice by talking with the children about what they like, simply observing their play and seeking feedback from families. A moment that stands out for me is that children from poverty 1 , indeed, feel joy; they require a stick to imagine as a fishing rod, some friends, and safe play space. That safe place means for me that children’s 1 Children referred to care by Territory Families, all supported ACCS and known to live in extremely vulnerable situations

EDU30006: Assignment 3: Reflection

A.McLean 102821973

essential needs are met in line with Maslow’s hierarchy of needs. Sharing children's joy with parents, showing genuine appreciation of their imaginative skills, and describing the positives I have observed in their play has helped form stronger relationships with parents where everyone can now discuss vulnerability.

The Colleagues’ Lens Despite all levels of childhood professionals undertaking some study, there are varying depths of understanding. Seeking colleagues' perspectives is essential for continuous improvement, and valuing each other's knowledge is a challenge for some (ACECQA, 2018). Considering others negative biases towards and intimidation from ECTs has been a challenge that required me to use communication strategies that focused on the goals for a specific child in the workplace. An example of knowledge collaboration and bias mitigation occurred in my group assignment. When considering John’s case, I raised the concerns that John's seclusion was a symptom of his older sibling status, needing to care for his sister. This stemmed from my own experiences and bias and was not a consideration of my teammates. From this, I recognised that many of my assumptions were based on a family systems theory framework. On reflection, I was reminded to consider the child through Maslow's hierarchy of needs to look at solutions around security as an alternative solution.

From an external services provider, the facilitation of goal aligned communication would be a valuable strategy. Completing priorities, different theoretical approaches, time available, and contactable hours present a challenge but can be overcome by communicating the needs of each party. Professionals may view the application of certain theories as more helpful to goals that are specific to their specialty, e.g., the socio-cultural lens of developing a child's physical abilities [ CITATION Håk12 \l 3081 ]. However, engaging with professionals presents

EDU30006: Assignment 3: Reflection

A.McLean 102821973

opportunities for skill acquisition and sharing of child information and knowledge you may not have considered [CITATION Rou19 \t \l 3081 ]. By hosting a community hub within the centre, professionals are provided with opportunities to share information with families and educators, creating an informed network to support the child[ CITATION Lyn11 \l 3081 ]. In my current role, this looks like working with health staff from Aboriginal health clinics to support daily well-being skills, including handwashing, nose-blowing and healthy food choices. This collaboration also means communicating with parents about why this is important and sending home resources.

Concluding Statement This document has detailed insightful connections about bias, theoretical perspectives, impact on practice and subsequent strategies regarding crucial concepts of families, community, and citizenship. The document guided my reflection and linked academic literature to support strategies and their application. It has been a challenging reflection, considering the influences of my life and how they will impact me as a teacher. The strategies developed and analysing their application will endlessly impact my practice and provide a guide for critical reflection to be used throughout my career.

EDU30006: Assignment 3: Reflection

A.McLean 102821973

References ACECQA. (2012). Collaborative partnerships with families. Retrieved from ACECQA: https://www.acecqa.gov.au/sites/default/files/202012/CollaborativePartnershipsWithFamilies.PDF AITSL. (2011). Australian Professional Standards for Teachers. Retrieved August 2, 2019, from Australian Institute for Teaching and School Leadership: https://www.aitsl.edu.au/docs/default-source/teach-documents/australian-professionalstandards-for-teachers.pdf Australian Children's Education & Care Quality Authority (ACECQA). (2018). National Quality Standards. Retrieved from ACECQA: https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf Carter, C. (2018). Chapter 3: Theorists and Theoretical Perpectives. In E. Irving, & C. Cater, The Child in Focus : Learning and Teaching in Early Childhood Education (pp. 5687). Oxford University Press. Department of Education and Training [DET]. (2019). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from ACECQA: https://www.acecqa.gov.au/sites/default/files/201802/belonging_being_and_becoming_the_early_years_learning_framework_for_austra lia.pdf Early Childhood Australia. (2009). Code of Ethics. Retrieved from Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf Farmer, S., Dockett, S., & Arthur, L. (2014). Programming and Planning in Early Childhood Settings. Cengage Learning Australia.

EDU30006: Assignment 3: Reflection

A.McLean 102821973

Irving, E., & Carter, C. (2018). The Child in Focus. South Melbourne: Oxford. Jackie Goodsman, Child Australia. (2012). Welcoming conversations with culturally and linguistically diverse families. Retrieved from Child Australia: https://www.childaustralia.org.au/wpcontent/uploads/2017/02/WelcomingConversationsGuideWEB.pdf Larsson, H., & Quennerstedt, M. (2012). Understanding Movement: A Sociocultural Approach to Exploring Moving Humans. Quest, 283-298. Leonard, J. (2011). Using Bronfrenbrenner's Ecological Theory to understand Community Partnerships. Urban Education, 987-1010. Lynne McCormilla, Child Australia. (2011). Build Strong Partnerships with Families. Retrieved from Child Australia: https://www.acecqa.gov.au/sites/default/files/202101/BuildStrongPartnershipsWithFamilies.PDF Raising Children Network . (2020, August 13). Relationships and child development. Retrieved from Raising Children Network : https://raisingchildren.net.au/newborns/development/understandingdevelopment/relationships-development Rouse, E. (2019). Partnerships in the Early Years. Oxford University Press Australia & New Zealand. Rouse, E., & O'Brien, D. (2017). Mutuality and reciprocity in parent-teacher relationships: Understanding the nature of partnerships in early childhood education and care provision. Australasian Journal of Early Childhood., 45-52. Sykes, G., & Teszenyi, E. (2018). Young Children and Their Communities : Understanding Collective Social Responsibility. Taylor & Francis Group....