Professional Ethics and Reflection in ECEC PDF
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Added on 2021-04-16
Professional Ethics and Reflection in ECEC PDF
Added on 2021-04-16
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Running head: Professional ethics and reflection in ECEC 1Professional ethics and reflection in ECECbyCourse:Tutor:University:Department:Date:
Professional ethics and reflection in ECEC 2In each child there is an individuality comparable to non-other. The growth of each childoccurs at their individual level of development, and each of them is from a family withvarying beliefs and practices. As a teacher of the ECE, I have learned from experience invarious schools that it is my duty to appreciate an individual child as a whole and that thecurriculum should be aligned based on the needs of the children. As an educator, myProfessional Philosophy of Teaching and Learning is built upon five pillars, namely, a high-quality learning curriculum that is holistic, a learning environment that is inclusive, sharingexpectations and making joint decisions with the child’s family, connecting learning withreal-world experiences, and provision of a supportive transition. I believe that high quality and holistic learning curriculum will foster the physical, social,emotional and cognitive development of each child. It is also my conviction that the learningought to be based on a play because children learn best by doing. Thus, just like Miller(2015) notes that teachers must strike a balance between activities initiated by the teacher andthose undertaken by the child. Jean Piaget states that “...a student’s efforts come from thestudent himself instead of being imposed and that his intelligence undertakes authentic workinstead of accepting predigested knowledge from outside, it is simply asking that the laws ofall intelligence be respected” (Heckman et al., 2010). For example, I once devised a play ofmatching sticks during my first placement after college with the hopes that all the childrenwill be happy with it. During class meetings, some children were not even interested in itwhile only a third of the classes were excited about it. I had to devise other play activitiesbased on their needs at a particular time by first inquiring from them what they preferred andsecondly through observation. This can be achieved through the use and development ofappropriate practice approach by designing activities that are appropriate for each child andrelevant to the ability, needs, and interests of each child.
Professional ethics and reflection in ECEC 3It is my conviction that a learning environment ought to be inclusive and involve everyone. Ateacher should promote inclusivity, where all children are equally regarded withconsideration of their cultural background and any special needs. This is very important for itwill create confidence in the child that his/her needs are catered for just like at home thusfostering natural learning. Just like Ian states, “Not the children of the rich or the powerfulonly, but of all alike, boys and girls, both noble and ignoble, rich and poor, in all cities andtowns, villages and hamlets, should be sent to school” (Traversa, 2012). For example, therewas an instance in which the girl child from a given family dressed differently based on theirreligious beliefs and this incited other children to mock at her. Such an incidence made thegirl to lose self-esteem, and she was lonely most of the times. But after discouraging thathabit and fostering cultural tolerance by encouraging respect for each diverse culture, therewas an improvement in the performance of the child, and she even made more friends. The expectations of the teacher and the child’s parent should be shared because parents arepartners in support of the child’s preparation for the next grade through everyday prospectsand joint decision making with the institution around policy decisions and programassessment. Cook et al. (2013) assert that the social exchange theory emphasizes on mutualtrust that arises between the family and the school program, which also determines the levelof commitment and partnership between the school or teacher and the child’s family. If thefamily is not engaged in matters of the child learning, then either the families or educatorswill gradually lose their sense of trust or commitment. Thus, families can be involved byencouraging them to be participants in the leadership of the school, parent-teacherconferences, participating in school volunteer activities, eliciting information about childrenfrom the families either informally or formally.
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