Goals for early childhood education practice PDF

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Prac Goals for early childhood education practice...

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EPT308 ASSIGNMENT 1: PROFESSIONAL EXPERIENCE GOALS Goals Goal 1: During my placement I will become a more confident early childhood educator for children aged 0-2 years. Rationale: The goal is important as most of my own early childhood education experience on the floor involves preschool aged children. I lack confidence and experience in 0-2 aged learning environments and would like to gain more experience to further my professional career. APST: 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.

Action Steps 1. Ask for support and guidance from my supervisor/mentor/room leader. 2. Listen to and adhere to feedback, suggestions and ideas coming from supervisor/mentor/room leader within the 0-2 learning environment. 3. Research and apply previous and new knowledge specific for children aged 0-2 years. 4. Work in a team, collaboratively with fellow educators within the learning environment. Ask, seek and observe for support from them.

Indicators of Achievement 1. Positive feedback from supervisor/mentor/room leader. 2. 0-2 aged children are settled within my presence. 3. Learning experiences and environments which I plan and implement are age appropriate, reflective of children’s interests, family input, and with educators guidance and support. 4. My development of professional interactions with my colleagues will be reflective of the Early Childhood Australia Code of Ethics (ECA), as I “share and build knowledge, experiences and resources with my colleagues” and “collaborate with my colleagues to generate a culture of continual reflection and renewal of high-quality practices in early childhood” (pg. 2, 2016). 5. The Final Report will state I was able to demonstrate confidence as an early childhood educator within the 0-2 learning environment.

Goal 2: During placement I would like to gain a stronger understanding of learning experiences and educating

1. Seek knowledge of appropriate aged learning experiences from supervisor/mentor/room leader.

1. Positive feedback from supervisor/mentor/room leader that I am able to display appropriate aged learning experiences.

children aged 0-2 years. Rationale: The goal is important because I feel children aged 0-2 years are challenging to provide meaningful and planned learning experiences as they are in the early stages of development. From previous experience, I have observed 0-2 aged children lose interest quickly and not respond to group experiences or show a meaningful interest in learning environments. APST: 2.3 Curriculum, assessment and reporting. 4.1 Support student participation. 4.2 Manage classroom activities.

2. Observe fellow colleagues as they plan and implement appropriate learning experiences which nurture and interest 0-2 aged children. 3. Liaise with family members to seek information about experiences and learning which happens within their home environment. 4. Research new knowledge via technology, like Google, YouTube, Pinterest to find appropriate aged learning experiences, ideas and inspiration. 5. Explore the room’s current ‘project book/s’ to seek past experiences which were successes or not. 6. Read through observations of current and past learning and progresses in development to gain further understanding of interests, skills, abilities and family input.

Goal 3: During my placement I want to collaborate with families to demonstrate an understanding of their children’s wellbeing, learning and development within the service.

1. Communicate with family members daily to create rapport and build on relationships with families. 2. Create individual questionnaires for family members to fill out and

2. Ideas which I put forth are encouraged to further plan and implement within the learning environment and educational program/weekly curriculum. 3. Learning experiences will be reflective of the ECA, as I display the ability to “create and maintain safe, healthy environments, spaces and places, which enhance children’s learning, development, engagement, initiative, self-worth, dignity and show respect for their contributions” (pg 1, 2016). 4. I will be able to confidently display consistency of the skill to manage learning experiences reflective of the educational program/weekly curriculum. 5. The Final Report will state I was able to clearly demonstrate the ability of planning and implementing aged appropriate learning experiences, where children displayed interest.

1. Positive and constructive feedback from supervisor/mentor/room leader about my ability to be able to create and build rapport with families of the children within the 0-2 learning environment.

Rationale: This goal is important as it is crucial for early childhood professionals to seek, identify and initiate opportunities and situations to progress a child’s learning, development and health. I want family members of the children whom will be in my direct care to feel safe and secure knowing I’ll be within the learning environment and confident to approach me and ask for advice, guidance, support and knowledge. APST: 7.3 Engage with the parents/ carers.

return to me so I can gain further knowledge on their child. 3. Build meaningful bonds with children to allow a safe, secure and supported environment for the child. 4. Seek guidance from supervisor/mentor/room leader on collaborative strategies to work closer with families and the community. 5. Inform family members of child’s day, like learning experiences which the child participated in and nappy changes, meals and rest times.

2. I will successfully build meaningful bonds and relationships with children and their families. 3. My professional interactions with families will be reflective of the ECA, as I display the ability to “listen to and learn from families, in order to acknowledge and build upon their strengths and competencies, and support them in their role of nurturing children”; and, “develop positive relationships based on mutual trust and open communication”; and, “develop partnerships with families and engage in shared decision making where appropriate” (pg.1, 2016). 4. The Final Report will state I was able to clearly demonstrate collaboration with families and show a better understanding of children’s wellbeing, learning and development.

References AITSL (2014). Learning From Practice: Working With The Standards. 1st ed. [ebook] Melbourne: Australian Institute for Teaching and School Leadership, pp.1-19. Available at: [Accessed 20 November 2015]. Early Childhood Australia (2016). Code of ethics. Sydney: Early Childhood Australia. Early Years Learning Framework (2014). Being, Belonging and Becoming. Subject Coordinator signature:...