Pedagogical tool kit!

1. Pedagogical tool kit! EDF 4325 By Natalie Gunston Student number: 24271705

2. My Learning Journey • Throughout this unit of EDF 4325 I have learnt many things about myself and the early childhood curriculum. I have taken the time to explain my learning journey through my own perspective and my own experience!

3. EYLF – Respect for diversity/partnerships The Early Years Learning Framework for Australia adheres to and ensures all early childhood settings are respecting diversity and providing a welcoming and learning environment. Throughout the program of the room, the educator should be respecting the individual families and beliefs in which, “the curriculum should be valuing and reflecting the practises, values and beliefs of families, that provides an environment for the children which respects their individual beliefs” (DEECD, 2009, p12). The learning environment should entitle each child to extend on their beliefs, along with welcoming family involvement, that provides the children with a sense of belonging. The rights of the child states that: States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child(UNICEF, 1989, Article 12). By respecting each child’s beliefs and thoughts, they are able to freely express their culture and imagination. I believe children feel more comfortable when their culture is reflected in the room such as: family photos, parent help and suggestions, cultural objects from families, cultural activities and flash cards. By supporting and encouraging the children to feel comfortable about their family make up and beliefs, the educator is “able to foster the children’s motivation to learn and reinforce their sense of themselves as competent learners”( DEECD, 2009. p 12) Not only does providing a diverse practise for the children allow them to freely express their thoughts and beliefs, it encourages family input and begins to form relationships between the educators and families to benefit the children.

4. Family centred practise!Physical Environment/Teacher as a mentor This weeks discussions of implementing a family centred practise and providing an appropriate physical environment, has made me reflect upon my past four years of working in early childhood education. I believe the physical environment of a room and how the teacher has set up the space reflects highly upon the children’s interactions and behaviours. I have found if I set up many small areas that allow for smaller group experiences and larger group experiences the children become more involved as they are able to pick what scene they would like to be in. Along with providing an inviting experience for the children, the physical environment is about the people involved and the experiences provided. Children benefit from those around them as they learn from what they see. In order to provide a welcoming and learning environment, I believe families should be encouraged to become involved. I strongly follow the current framework, in regards that families play a significant role in the children’s learning (DEECD, 2009). Families are a valuable resource, as they provide diversity, bring forth new ideas and most importantly further the children's knowledge. Whilst engaging families into the program the children are exposed to different cultures and beliefs. Bringing diversity into the program will encourage partnerships and a sense of belonging for all children The EYLF and VEYLDF continually promotes a family centred practise and I agree, as a teacher; families should be encouraged to become involved with their children’s learning. Piaget’s sociocultural theory reflects the EYLF as it suggests; “that children’s learning is situated in the social and cultural contexts of their families and communities” (Arthur, Beecher, Death, Dockett and Farmer, 2012. p 45) Therefore the physical set up of the room is crucial for the children’s leaning as that involves the experiences, people and beliefs.

5. Curriculum and Pedagogical approaches Family, partnerships, environment, learning, communication and play are all what make up the curriculum and pedagogy of an early childhood setting. Children’s learning is shaped by the many different diverse experiences and expectations; that they are exposed to when growing up amongst family and friends (DEEWR, 2010). Each early childhood teacher follows the same curriculum; however their individual pedagogical approach is different. The different pedagogical approaches have the ability to impart, intervene, interrupt and inspire the children we work with. I believe I aim to work collaboratively with the children to work towards goals whilst following the curriculum. I see the curriculum as a guide that all teachers need to follow, however everyone implements it in their own way and has their own pedagogy. Each teacher develops their own pedagogy over time and may or may not agree with others, but as a student I use my practicum placements as a way of learning about my own development of my pedagogy. I believe children have the right to freedom and should be constantly challenged through play based learning. I highlight the significant of family involvement within the program and respect that each child is an individual and should be valued. Fleer (2013) highlights the importance of play based learning and how it can challenge the teacher to follow the children’s lead. In which I believe is an important factor to not only plan for the children, but to keep it interest based and continually challenging the children. Through play based learning the children and teachers are able to extend upon beliefs and interests that the children follow. By developing my own pedagogical approach I am able to follow the curriculum and develop my own ideas that suit both myself and the children.

6. Contemporary Perspectives-Gender As early childhood educators we need to carefully consider and value the significance of children’s play based learning. Play is fundamental for children as they begin to learn how to communicate and develop their sense of agency (Roberts, 2010). Although play is important for children as this is how they learn, we as an educator need to establish power and determine the type of play in regards to contemporary issues such as race and gender. Having the power which is “envisioned as a relation or process operation in our social world, rather than something possessed by individuals. Power operates within all relationships and is expressed through discourse” (Foucault 1980a, 1980b: Lathham, Blaise, Dole, Faulkner, Malone, 2011), allows the educator to guide the children’s dramatic play and become exposed to gender and race. I believe educators struggle with knowing where they stand when coming across children’s play that involves gender issues such as “you can’t play because you’re a girl”, or “you’re the mum so you have to look after the baby”. Through dramatic play children develop these thoughts as this is the kind of issues they have been exposed to. The curriculum continually focuses on diversity and inclusion and I believe these needs to be determined within children’s play. I believe as an educator I will strive to have an anti-biased program that exposes all children to differing gender roles. I will endeavour to read stories, pictures, discussion, and parent involvement and even intervene in play to encourage children to explore the idea of gender. By exposing children to contemporary issues from a young age they will find it easier later in life as they are already aware of the issues they may face.

7. Understanding the early childhood setting! The environment, in which the educators provide for the children, needs to crucially considered in how they are set up and displayed. The environment is not only valuable for the children but also for the families, does it reflect diversity? Is it encouraging and welcoming? Does it promote children’s learning? These are all the things that need to be considered when promoting a learning environment for children, as this reflects what message the room is giving to the families. Reggio Emilia encourages all educators to critically examine and reflect upon each of their own learning spaces to determine how they can extend upon learning (Tarr, 2004). I follow Reggio Emilia’s approach and continually reflect upon the learning environments I have provided for children in the past. I consider if I have provided the ability of freedom of thought for children as article 14 from the children’s rights States that; Parties shall respect the right of the child to freedom of thought, conscience and religion. Allowing freedom of thought encourages the children’s learning and promotes a healthy and diverse learning environment (UNICEF, 1989). I believe the setting of the room should be displayed with pictures, children’s thoughts and work and different cultural views. The VEYLDF and EYLF promote the crucial thought that goes into the environment in which children learn, I strive to take this into consideration when I’m working with children. The environment plays a significant role in the way the children learn, as it should encourage all children and families to express their own thoughts and feelings.

8. Relationships and interactions in children’s learning! Creating positive relationships with children is significant, to create a positive learning environment. As an early childhood educator I believe my role is to establish a welcoming, encouraging and friendly relationship with each individual child. The Early Years learning Framework states that “The Framework is designed to inspire conversations, improve communication and provide a common language about young children’s learning among children themselves, their families, and the broader community, early childhood educators and other professionals” (DEECD, 2009, p8). Through built relationships the educator is able to understand the child’s learning and the child is able to gain a sense of belonging within the environment. Looking through the eyes of a child, would you feel more comfortable in a learning environment when a teacher makes an effort to build a positive relationship with you? I know I would. I believe that as a teacher I need to make the time to sit down with each child and become engaged with their interest and listen to their thoughts. Article 12 from the Rights of the child States: “Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child”(UNICEF, 1989). Not only is making relationships about spending time with each child, it also reflects the way in which you speak to children. Children need to be treating as individuals and are entitled to be spoken to appropriately not spoken down to or not having the time to listen to what they have to say. Building positive relationships is the first and most important step in guiding children’s learning.

9. Reference list! • Arthur, L. (2012). Programming & planning in early childhood settings. South Melbourne, Vic: Cengage Learning Australia. • Department of Education, Employment and Workplace Relations and Council of Australian Governments. (2010). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf • Fleer, M. (2013). Play in the Early Years. Port Melbourne, Vic: Cambridge. • UNICEF. (1989). Convention of the Rights of a Child. Retrieved from : http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx • Roberts, R. (2010). Wellbeing from Birth, London: Sage • Latham, G., Blaise, M., Dole,S., Faulkner, J and Malone, K (2011). Learning to teach, second edition. South Melbourne, Vic, Oxford. Retrieved from: http://moodle.vle.monash.edu/mod/resource/view.php?id=1633403 • Tarr, P. (2004). Consider the walls. Retrieved from: http://journal.naeyc.org/btj/200405/Considerthewalls.pdf • Victorian Government Department of Education and Early childhood Development. (2009). Victorian Early Years and Development Framework. Retrieved from: http://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

10. Conclusion! • These reflections of my personal experience and understandings ,throughout the unit have taught me many new things to consider when working in early childhood education. I strive to continue my critical thinking and build upon my learnt knowledge!