Item Three: an EYLF Principle that underpins my practice
To pick a single principle from the EYLF that I believe underpins my practice is difficult when I can see the strong correlation between them, and aim for holistic approaches in my planning and teaching.
Principle number two, partnerships, stands out as, what I believe to be a mandatory component towards creating a successful, welcoming and collaborative Early Learning environment. Not just partnerships, but respectful partnerships need to be created between educators, workers and staff, children and families. Through creating partnerships all parties feel a sense of belonging and a community or support system can be formed. Acknowledging Bronfenbrenner’s Ecological Systems Theory, to understand the entirety of the individual child, we need to think about what factors have played a part to influence who they are today. These factors being history, society, governments, community, home and family (Hoffnung, Hoffnung, Seifert, Smith & Hine, 2010). As educators we can better understand these influential factors to better understand the child’s interests and needs through creating mutual and respectful partnerships with family and colleagues. In turn, a collaborative learning and working environment can be achieved, catering for, and best meeting the needs of the individual.
A healthier, and safer environment is created when everyone feels able and confident to speak to each other about any issues, ideas or need for change.
As a student entering an educational setting to complete a practicum, it is vital to form partnerships with the children, families and colleagues that we will be working closely by. Entering a setting we need to be able to communicate and be aware of safety procedures, children that require additional assistance and any allergies. Entering a new setting for placement, I always display and introductory letter about myself, inviting parents/guardians to talk to me and ask me any questions. This way parents are aware of why I am in the centre with their child whilst an invitation to form a relationship has been created.
Principle number two, partnerships, stands out as, what I believe to be a mandatory component towards creating a successful, welcoming and collaborative Early Learning environment. Not just partnerships, but respectful partnerships need to be created between educators, workers and staff, children and families. Through creating partnerships all parties feel a sense of belonging and a community or support system can be formed. Acknowledging Bronfenbrenner’s Ecological Systems Theory, to understand the entirety of the individual child, we need to think about what factors have played a part to influence who they are today. These factors being history, society, governments, community, home and family (Hoffnung, Hoffnung, Seifert, Smith & Hine, 2010). As educators we can better understand these influential factors to better understand the child’s interests and needs through creating mutual and respectful partnerships with family and colleagues. In turn, a collaborative learning and working environment can be achieved, catering for, and best meeting the needs of the individual.
A healthier, and safer environment is created when everyone feels able and confident to speak to each other about any issues, ideas or need for change.
As a student entering an educational setting to complete a practicum, it is vital to form partnerships with the children, families and colleagues that we will be working closely by. Entering a setting we need to be able to communicate and be aware of safety procedures, children that require additional assistance and any allergies. Entering a new setting for placement, I always display and introductory letter about myself, inviting parents/guardians to talk to me and ask me any questions. This way parents are aware of why I am in the centre with their child whilst an invitation to form a relationship has been created.
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In relation to the partnership principle, below I have attached a fortnightly reflection which I sent home to the families about what the children had achieved in that time. This way the parents/guardians can feel involved in their child's learning. It is another means of communication between the educator and the families whilst displaying that the children's needs are being met in relation to the EYLF. Here I followed the style of the centre where I had my practicum, using the initials I C W L, (Identity, Community, Wellbeing, Learning) in their associated colours.
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