Alecia Payne’s
guiding educational philosophy statement.

Alecia Payne’s guiding educational philosophy statement.

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“Man has developed a great capacity for imitation and the most powerful of all didactic tools is the exemplar of parents and teachers” (Brierley, 2003).

 

The five principles in the Early Years Learning Framework: belonging, being and becoming [EYLF], guide pedagogical practices, which ensure maximised learning opportunities are supported, within the early years of children in education and care services (Department of Education, Employment and Workplace Relations [DEEWR], 2009). My role as an educator, I believe is to juxtapose and interpret the education and care syllabus using educational epistemological understandings in order for every individual child to meet the learning outcomes of the EYLF and the AC (ACARA, 2014; ACECQA, 2014; DEEWR, 2009). This can be achieved through using the guiding EYLF principles, to embed the ‘idealisms’ of Montessori, Steiner and Reggio Emilia approaches to further increase children’s learning opportunities being, real and authentic and as suggest by Bruce (2011), to acquire knowledge holistically and to learn through play (Killen, 2003; Pope Edwards, 2002). My personal and professional educational epistemological knowledge and EYLF principles guide teaching practices, which nurture a child’s holistic development and lifelong learning experiences, but furthermore, it culminates and capitalises on knowledge acquisition in the early years, which makes the child’s learning practically visible within the EYLF learning outcomes and the child’s everyday interactions with ‘their’ world (DEEWR, 2009; Duncan, 2011; Warner & Sower, 2005; Lifelong Learning Council Queensland Inc., 2014).

 

EYLF Principle 1: Secure, respectful and reciprocal relationships.

As an educator, personal attention to quality interactions with children in the early years meets the immediate needs of children’s physical and social needs, but also provides the foundation of shared valued relationships (Bruce, 2011; DEEWR, 2009; Duncan, 2011). This is reflected within principle one of the EYLF, which consist of children developing “secure, respectful and reciprocal relationships” (DEEWR, 2009; Duncan, 2011). Generated within the EYLF concept of “belonging, being & becoming,” educators are able to support social relationships that challenge the complexities of children’s everyday experiences, which the child is presently able to enjoy (DEEWR, 2009). Principle one or the concept of ‘being’ is embedded within EYLF, for example, EYLF: 4 & 3, which suggests that children develop in the early years “feel safe, secure, and supported” or “become strong in their social and emotional wellbeing” (DEEWR, 2009). My ability as an educator to demonstrate to model and imitate positive behaviours when interacting with children and their families, allows the young child to first observe the behaviour, then reproduce the behaviour and according to “Bandura’s social learning theory” this is how children from birth, first acquire knowledge (Kearns, 2010). This builds upon “Vygotsky’s sociocultural theory,” whom suggests, babies develop nonverbal cues that are given to adults, who in turn respond positively encouraging the behaviour to be repeated (Vialle, Lysaght & Verenikina, 2008). It is through this initial process that positive responses to children’s needs, both verbal and nonverbal that as an educator I can get to know the child, but also nurture a respectful and reciprocal relationship with each individual child (Vialle, et. al., 2008).

As an educator, I can adopt key concepts from the Reggio Emilia approach and provide the children a welcoming and positive transition process from home to school, which becomes a fundamental aid to nurturing positive relationships (Fraser & Gestwicki, 2002). Additionally, Vygotsky also believed that a child’s metacognitive development was also dependent on this social interaction, concreting the evidence of just how vital my ability as an educator to positively recognise, respond, model and imitate appropriate behaviours to children (Kearns, 2010; Vialle, et. al., 2008). I can provide opportunities that enable children to practice and imitate positive behaviours through play (Bruce, 2011). Bruce’s (2011) twelve features of play allows educators to engage in sensory play that meets the biological needs of the child as well as the social need for play or “to better craft an education worthy of children” (Giudici, as cited by Edwards, Gandini, Forman, & Reggio Children, 2011). Bruce (2011) elaborates on the concept of imitation, which facilitates children having the opportunity through play, to transform the meaning of context through this imitation process. It is this imitation process, which moves beyond play and transforms the context, which assists the child to build upon their own knowledge, which is further extended by the AC “Personal and social capability” (ACECQA, 2014). Bruner (as cited by Kearns, 2010) also confers that children establish their own understanding of themselves and ‘make sense’ of their own worlds through the educator and child’s social exchange, which is underpinned by Brierley’s (2003) neuroscience principles. It is through a collection of sociocultural theories and supporting neuroscience that my own pedagogical practices are shaped and responsive to children’s physical and social needs. It is these fundamental theoretical approaches that are observable through my own pedagogical practices, which embrace the individual holistic and diverse needs of children and families within a supportive environment, which also contributes to all the National Quality Standards being achieved.

 

EYLF Principle 2: Partnerships.

Valuing the child’s family as the child’s first and most influential learner as an educator, I can support a child’s holistic development by pedagogical practices that nurture open, honest and transparent communication with parents and families (DEEWR, 2009; New, 2007). Adopting an Emilia Reggio approach would see transparency, openness and seating areas available within the environment that families are encouraged to use and be a part of their child’s educational experience (New, 2007). This supports, EYLF: Principle 2 “partnerships with families” and NQS QA 6 (ACECQA, 2014; DEEWR, 2009). As an educator, I can create a welcoming environment, providing opportunities for communicational exchanges through verbal interaction and nonverbal interactions via communication books, displays, newsletters, nominated parent/grandparent days, but more importantly, extending on guiding principle one of the EYLF (DEERW, 2009; Duncan, 2011). The NQS QA: 6 requires educators to embrace partnerships with families through quality exchanges of information where families values, ethics and morals are supported through resourcing services, maintaining collaborative partnerships in the local community, which ultimately provide the families choices about their child’s learning experience (ACECQA, 2014). I believe this partnership would benefit from embracing a Steiner approach, where in home visits provide a partnership, which enables the children and families strengths, interest, hobbies and expectations to be authentically explored, together (Duncan, 2011; Fraser & Gestwicki, 2002). Theoretically, the benefits in forming this partnership with families reflects Bronfenbrenner’s ecological systems theory establishes the context and the quality of respectful relationships in the child’s own ‘microsystem,” which will directly influence the child’s holistic development (Bronfenbrenner as cite in Kearns, 2010). Partnerships with families contribute to curriculum decisions that makes learning relevant to the individual child or children (Duncan, 2011).

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EYLF Principle 3: High expectations and equity.

The “Melbourne declaration of educational goals for all young Australians,” or the Alice Springs (Mparntwe) Declaration (2019), which all “schooling promotes equity and excellence” is the key founding concept of all educator’s embracing EYLF Principle 3: “High expectations and equity” (DEEWR, 2009; MCEETYA, 2008). As an educator I can provide opportunities that recognise the child as a competent, powerful, strong and rich in potential in equitable and enjoyable learning experiences, which validates EYLF: 4 “children are confident and involved learners” (DEEWR, 2009). The Reggio Emilia approach provides an environment where creative projects are explored based on the child’s interests, abilities and enquiries, which educators can enthusiastically explore with the children overcoming passive and direct instruction through real sensory experiences sharing a fundamental concept of Montessori’s approach of sensory learning (Duncan, 2011; Montessori, 2013). Embedding a curriculum or “learning framework,” that is inclusive of the NQS QA: 1, which requires educators to implement programs, which are inclusive of supporting individual children’s, interest, abilities and ideas are not only the “foundation of the program” but also promotes maximised learning opportunities through shared curriculum decisions which value the child’s own choice about the program (ACECQA, 2014). Adopting a sociocultural theoretical approach like Vygotsky, for example, promotes the adjustment of the educators support through acknowledging the childs own “zone of proximal development’ in which educators can adjust their own scaffolding of learning experiences and instruction to accommodate new learning and as an educator I will use children’s play experiences, which nurture a personal commitment to achieve an equitable learning environment, which values the high expectations of the EYLF (DEEWR, 2009; Warner & Sower, 2005).

 

EYLF Principle 4: Respect for diversity.

Children are born belonging to a culture,” and as an educator I can be guide by principle two of the EYLF (DEEWR, 2009). Educator practices of inclusive classrooms ensure that all learning abilities are able to be tailored for, however, as Sims (as cited in Duncan, 2011) suggest “treating every child in the same way is not equitable”. The implications within the classroom discourse, differentiation and diversity approaches I understand, overcome barriers that may impede on the child’s successful development in MDEGFYA goals of global citizenship and twenty first century learning outcomes (Duncan, 2011; MCEETYA, 2008; Sims, 2009; Wendt Samu, 2011). It is important as an educator, to acknowledge the difference between the fundamental concepts, which govern the principles of equity and diversity (Wendt Samu, 2011). A clear and vital understanding of the difference in the three concepts allows me to personally achieve pedagogical practices, that nurture “a sense of fairness” and an ‘empathetic approach,” but also embeds children developing a sense of “that there is nothing wrong with being or looking different” (Sims, 2009). Validating children’s experiences in difficult play situations I will use puppets, modelling and find ways to utilise and celebrate excluded skills, which contribute towards children challenging their own ideologies but also promote positive changes to non-inclusive behaviours (Duncan, 2011; Wendt Samu, 2011). As an educator, initial awareness will generate modelling and exploring diversity in the early years, however, positive and diverse learning experiences are reflected throughout Australian curriculums for example, the AC “Human and Social Science/Civics and Citizenship/Rationale,” reflecting the importance of diversity in the child’s lifelong learning journey’s (ACARA, 2014; Duncan, 2011; Warner & Sower, 2005).

Understanding the application of strategies will be adjusted to the needs and abilities of children with additional needs. Extending on collaborative partnerships educators are able to identify the child, families and the communities choices, culture, language, traditions and history, which influence, personal pedagogical strategies, however, in turn uphold and honour the diverse needs of learners (DEERW, 2009; Duncan, 2011). Piaget’s theoretical approach validates pedagogical strategies, which explain “schemata,” which “assimilates and accommodates” an ‘equitable’ approach through establishing an equilibrium to the developing child (Vialle, et., al., 2008; Warner & Sower, 2005).

The application of strategies will be adjusted to the needs and abilities of children who have additional needs, however, all children’s play or learning experiences will be embedded with developing an understanding of diversity (Duncan, 2011; Warner & Sower, 2005). For example, I will provide learning experiences that embed the AC “cross curriculum priorities” of “Aboriginal and Torres Strait Islander histories and cultures” and “Asia and Australia’s engagement with Asia” (ACARA, 2014). This reflects children’s holistic learning experiences that move beyond a lesson plan, which may challenge contemporary ideologies, but also extends learning beyond the façade of developmental stages and moves learning further than an ‘achievement standard’ (ACARA, 2014; Duncan, 2011).

All children have different needs, and treating them all the same actually ignores the needs of many and the educator’s response and awareness of children’s needs are able to be supported through assistance, support or attention, which program or environmental changes may need to be adjusted in order to “minimising barriers to participation” (as cited by NQS Draft Guide, 2010; Duncan, 2011). EYLF: 2 “children are connected with and contribute to their world” encourages educators to capitalise on using children’s “observations and intentional teaching opportunities,” which deliberately follow, extend and overcome stereotyping or alternative perspectives (Duncan, 2011; EYLF Educators Guide, 2010, p. 42). Educators who collaborate with family members and community services, model, validate, challenge and help discover children’s feeling towards other cultures, communities and individuals provide a classroom, which is able to embed diversity into the program that is respectful and sensitive to the needs of others and establishes a ‘fair’ moral in which every child can feel included (Duncan, 2011; Sims, 2009). This reflects the NQS quality area 1.2.2 that “every child is supported to participate in the program” (ACECQA, 2014). A holistic embedded curriculum, which values the diversity of every individual child is accommodated through my own pedagogical practices that are rich with exploration, respect and understanding reflects twenty first century learning and its challenges and lifelong learning opportunities, which are embedded within the early years of a child (Tarc, 2013.

 

EYLF Principle 5: Ongoing learning and reflective practice.

As an educator a cycle of continuous improvement is established though ongoing reflective practice or principle five of the EYLF (DEEWR, 2009). Through journal observations, audio and video recordings and peer or critical friends, the educator is able to “gain insights that support, inform and enrich decision-making about children’s learning” (Duncan, 2011). Combined with children’s observations, summative assessments, authentic work samples and child conversations and conferences to establish an ‘achievement’ which provoke children into revisit their own theories and learning (Duncan, 2011). This collection of information is able to assist myself as an educator to plan for current and future learning opportunities. It also facilitates the educator to identify, communicate, determine, evaluate and reflect on pedagogical practices which impact children’s learning opportunities which require the educator to adjust strategies to minimise any potential learning barriers (Duncan, 2011). As stated in the NQS QA 7.1.4 “provision is made to suitably qualified and experienced educator or co-ordinator leads the development of curriculum and ensures the establishment of clear goals and expectations for teaching and learning” this facilitates reflective practice is comprehensive for both teachers and educators, which ensure that learning outcomes and the educators practices are cohesively applied to ensure that every educator, teacher, co-ordinator and children are all in sync and continually moving forward in new understandings and learning (DEEWR, 2009).

As an educator, I believe it is crucial to use play to embed the learning outcomes of the EYLF and to meet current the current legislative obligations of educators employed within the education care and service industry. The EYLF principles guide personal pedagogical practices and allows myself, to clearly focus on the holistic development of every individual child. Reflecting the curriculum’s effectiveness and the quality of every individual child’s learning experiences. Using reflective practices, my role as an educator to maintain the five EYLF principles, ensures secure, respectful and reciprocal relationships, partnerships, high expectations, equity and diversity, reflective practices are established, however, the juxtaposition of epistemological theoretical knowledge within the expectations of learning frameworks embed an ever changing and lasting professional approach to the successful holistic learning needs of every individual child.

 

References.

Australian Children’s Education & Care Quality Authority [ACECQA]. (2014). Guide to the national quality standard. Retrieved from: http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). The Australian curriculum. Retrieved from: http://australiancurriculum.adu.au/

Australian Government Department of Education, Employment and Workplace Relations [DEEWR]. (2009). The early years learning framework for Australia: belonging, being and becoming. Retrieved from: http://education.gov.au/early-years-learning-framework

Bruce, T. (2011). Learning through play: for babies, toddlers and young children. Retrieved from: http://reader.eblib.com.au.dbgw.lis.curtin.edu.au/%28S%283nejnvfkffj1vzsepjaxjt2n%29%29/Reader.aspx?p=746353&o=94&u=fu%2f9p8JoWG%2bk1AeBhRkcWA%3d%3d&t=1415056707&h=6262A3F54E9D08644B59AB9F8695FEF6C6A3C956&s=16340546&ut=240&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1#

Duncan, R. (2011). Early years learning framework: in action belonging, being & becoming. Osborne Park, WA; The association of Independent schools of Western Australia.

Edwards Pope, C. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Retrieved from: http://eric.ed.gov/?id=ED464766

Fraser, S., & Guestwicki, C. (2002). Authentic childhood: experiencing Reggio Emilia in the classroom. Retrieved from:  http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60265478.pdf&copyright=1

Edwards, C., Gandini, L., Forman, G., & Reggio Children. (2011). The hundred languages of children: the Reggio Emilia experience in transformation. Retrieved from: http://www.curtin.eblib.com.au.dbgw.lis.curtin.edu.au/patron/FullRecord.aspx?p=820317

Killen, R. (2003). Effective teaching strategies: lessons from research and practice. Retrieved from: http://reader.eblib.com.au.dbgw.lis.curtin.edu.au/%28S%28hfarz120zpsha3oyfyzwf5nr%29%29/Reader.aspx?p=1696408&o=94&u=fu%2f9p8JoWG%2bk1AeBhRkcWA%3d%3d&t=1415057934&h=0DA4FBFDC9300D846D7C030B438E055D579F1A98&s=16340546&ut=240&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1

Lifelong Learning Council Queensland Inc. (2014). Supporting and promoting adult and community learning. Retrieved from: http://www.llcq.org.au/

Marsh, C. (2004). Becoming a teacher. Retrieved from: http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60263707.07.Chapter_5pdf&copyright=1

Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEETYA]. (2008). Melbourne declaration on educational goals for young Australian. Retrieved from: http://www.mceecdya.edu.au/mceedya/melbourn_declaration.25979.html

Montessori, M. (2013). The Montessori Method. Retrieved from: http://reader.eblib.com.au.dbgw.lis.curtin.edu.au/%28S%28bul0hu1yxofh0sjy3tfx1b1n%29%29/Reader.aspx?p=1160845&o=94&u=fu%2f9p8JoWG%2bk1AeBhRkcWA%3d%3d&t=1412558962&h=F2540D6383486E705AE408B580E57996B46B18CD&s=15799943&ut=240&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1#

New, R. (2007). Reggio Emilia as cultural activity theory and practice. Retrieved from: http://edocs.librar.curtin.edu.au/eres_display.cgi?url=dc60265119.pdf&copyright=1

Pound, L. (2012). How children learn: from Montessori to Vygotsky – educational theories and approaches made easy. Retrieved from: http://reader.eblib.com.au.dbgw.lis.curtin.edu.au/%28S%28tz5twvn2cm3ysw5a1ziuvbg1%29%29/Reader.aspx?p=977676&o=94&u=fu%2f9p8JoWG%2bk1AeBhRkcWA%3d%3d&t=1415466573&h=31FBE70BEF48379D4CAF53918CF03AD7DB67CBFA&s=16391270&ut=240&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1#

Sims, M. (2009). Nurtuing a sense of fairness in children. Retrieved from: http://search.informit.com.au.dbgw.lis.curtin.edu.au/fullText;dn=181187;res=AEIPT

Spady, W., & Marshall, K. (1991). Beyond traditional Outcome-Based Education. Retrieved from: http://search.proquest.com.dbgw.lis.curtin.edu.au/docview/224866636/fulltextPDF?accountid=10382

Tarc, P. (2013). Global education under attack: International Baccalaureate in America [Book review]. Retrieved from: http://jri.sagepub.com.dbgw.lis.curtin.edu.au/content/12/2/190

Vialle, W., Lysaght, P., & Verenikina, I. (2008). Handbook on child development (2nd ed.). South Melbourne, Victoria: Cenage Learning Australia Pty Limited.

Warner, L., & Sower, J. (2005). Educating young children from preschool through primary grades. Retrieved from: http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60265460.pdf&copyright=1

Wendt Samu, T. (2011). Understanding the lines in the sand: Diversity, its discourses and building a responsive education system. Retrieved from: http://search.informit.com.au.dbgw.lis.curtin.edu.au/fullText;dn=709855601447532;res=IELHSS

Williams, C & Johnson, E. (2009). The Waldorf approach to early childhood education. Retrieved from: http://link.library.curtin.edu.au/p?cur_aleph0008157743