Reflective Practice in Early Childhood Education - CHCPRP003

This text discusses reflective practice in early childhood education and how it can help enhance one's own practice. It defines reflective practice and lists five ways it can help early childhood professionals. The text also explains the five stages of the reflective process cycle and ethical values and processes applied by educators. The course code is CHC30113.

CHCPRP003
Reflect on and improve own professional practice
Theory Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to evaluate and enhance your own practice
through a process of refection and ongoing professional development.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Reflect on own practice
 Element 2 Enhance own practice
 Element 3 Facilitate ongoning professional development
Assessment Requirements
 001: What is reflective practice?
 002: Professional learning.
 003: Lifelong learning.
Required Readings
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In order to complete this unit of competency you are required to access the following key
resources.
Textbook
 Kearns, K. (2014). The Big Picture: Working in Early Childhood Education and
Care Series (3rd ed.). Victoria: Cengage Learning Australia.
Core Documents
 Code of Ethics. (2014). Early Childhood Australia. Retrieved from:
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/
code_of_ethics_brochure_print_2010.pdf
 Guide to the National Quality Standard. (2013). Australian Children’s Education
and Care Quality Authority. ACT: Commonwealth of Australia. Retrieved from:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/
NQF03-Guide-to-NQS-130902.pdf
Additional Readings for this Unit
 Giving and Receiving Feedback. (n.d). Rich, P. Retrieved from:
http://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CB0QFjAA&url=http
%3A%2F%2Fusers.clas.ufl.edu%2Fmsscha
%2Fwhp_feedback.doc&ei=1LdSVaKnFObImAWfioHAAw&usg=AFQjCNHeP5
UZKy41njeW9wgg8h5EOemkwg&bvm=bv.93112503,d.dGY
 Learning Styles. (2003). Gateway High School, San Francisco, CA. Retrieved
from: http://www.edutopia.org/pdfs/gw_learning_styles.pdf
 Receiving Feedback. (n.d). DECD Performance and Development Factsheet Four.
Department for Education and Child Development. Government of South
Australia. Retrieved from:
http://www.decd.sa.gov.au/hrdevelopment/files/links/4_Receiving_feedback_v
2.pdf
 Victorian Early Years Learning and Development Framework: Practice Principle
Guide 8 Reflective Practice. (2012). Department of Education and Early
Childhood Development. Victoria: State Government Victoria.
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 What is Supervision? (2010). Resilient Individuals, Communities and
Organisations. Retrieved from:
http://www.rico.com.au/training/life_skills/supervision.htm
Recommended Websites
 Australian Children's Education and Care Quality Authority:
http://acecqa.gov.au/educators-and-providers1
 Department of Education and Training website: https://education.gov.au/early-
learning
 Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/
Assessment Instructions
Students are required to provide appropriate responses to the indicated questions.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications
that are competency based. For each assessment undertaken you will be assessed as
Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet
Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and
guidance regarding what needs to be completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment.
All students appeals must be made in writing using the Appeals Form and specify the
particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of
the decision or finding.
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001 What is reflective practice?
CHCPRP003 Reflect on and improve own professional practice
Element 1 Reflect on own practice
Element 2 Enhance own practice
Element 3 Facilitate ongoning professional development
Knowledge Evidence
Question 1
To complete this task refer to (pp. 3 – 4 & 12 – 14) of your reading:
 Victorian Early Years Learning and Development Framework: Practice Principle
Guide 8 Reflective Practice.
a) How is reflective practice defined in the reading?
Reflective practice is one of the key elements that is essential in the development and
improvement of family and child outcomes. Reflective practice is known to underpin
standards for professional pratice and registration across all the professions of early
childhood. According to MacNaughton (2003), Reflective pratice is an activity of
intellectual engagement that is geared towards the change of the practices through
knowledge transformation. According to the works of Gruska, McLeod and Reynolds
(2005), reflective practice is a continuous process that involves repeated cycles of
examination of practice, adjustement, practice, and reflection of it before making other
attempts or trials. According to Pollard (2002), reflective practice has a wide range of
charateristics that are useful in its definition for proper understanding and applicability.
The characteristics are also useful in the in assisting the early childhood professionals
to have a collective know-how and understanding of what reflective practice entails and
how it can be used for improvement of child outcomes. The characteristics include (1)
active focus on objectives or goals, how to address them, and their potential outcome
or consequences, (2) focus on informed judgements about evidence-based practice, (3)
commitment to the continuous cycle of the monitoring, evaluation, and the re-visit of
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the cycle, (4) responsive, open-minded, and inclusive attitudes, and (5) in-house and
external network dialogues with other professional colleagues. Other additional
characteristics that define reflective practice are the capacity to adapt and mediate from
frameworks that have been developed externally, ability to defend or challenge existing
practices, and make informed judgements. Lastly, the refletive practice reframes one’s
practice with regards to the evidence-based reflections and research-based insights.
b) List five ways reflective practice can help you as an early childhood
professional?
1) Reflective practice gives an allowance for the development of critical
understanding of practice by the early childhood professionals. This helps them
be more efficient and effective through a strong culture of professional enquiry
and critical reflection.
2) Reflective practice allows continuous development of the necessary and
appropriate skills , approaches, and knowledge for the achievement of the best
and positive outcome for the developing children.
3) The development of the knowledge about reflective practice enhances the
provision of best developemental and learning opportunities to the children by
the early childhood professionals.
4) Reflective practice equips the early childhood professionals with ethical practices
and standards required for an effective child development for example, child
right to development and survival, non-discrimination when dealing with children,
respect for the feelings and views of the child, and devotion to the best child’s
interest.
5) Reflective practice enables the development of deeper awareness of beliefs,
prejudices,a values by the early childhood professionals and advance
identification and learning for all possible children vulnerabilities.
c) Describe each stage of the process that occurs in each of the five stages of
the Reflective Process Cycle.
i. Collect information.
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In this stage, appropriate data and information is collected as a foundation for
development of goals and objectives. The information can include demographics and
economic imformation. The collected information is also used in the formulation of
policies that would be used as the guidelines in the conduction of the various
procedures and activities in the earlychilhood education system.
ii. Question/Analyse.
Questions are framed and used to collect information and to identify gaps which need
to be bridged for proper running of the early childhood systems. The framing of the
questions is based on all the aspects of practice involved. The collected information is
also analysed to come up with a clear findings which are used as the guidelines for the
next stage. Additionally, questions is commonly used to challenge the system
expectations and analyse the current practices.
iii. Plan.
Planning involves establishment and development of the most effective strategies and
approaches that can be used in the achievement of the set goals and objectives of the
system or program. The educators can prioritize the long and short term plans of
action.
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iv. Act/Do.
Actions are taken to reflect, analyse, and question the proble at hand.
An individual should have a list of possible actions that he or she should take to handle
the sitautions and activities involved in early childhood more effectively.
v. Review.
In this stage, an individual evaluates to find out whether the set goals and objectives
have been achieved or not. If not, he or she can implement further strategies or change
the plan for an effective achievement of the set goals onearly childhood education and
development. The educators can change the policies and practices for the development
of their understanding of both the external and internal influences.
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Question 2
Reflect and draw on the knowledge you have acquired from the text and readings in this
unit to answer the following question.
Read each statement and identify two ethical values or processes being applied by
the educator, using the bank of options below and give a reason for your choice.
 Respect  Democracy  Integrity  Inclusivity  Justice
 Courage  Honesty  Education  Cultural responsiveness
 Social Responsiveness
Statement Ethical
values/processes
Reason
The educator in the preschool
room intervenes when she
overhears Ellie and Mia telling
Komali she can’t play with them
because she has black skin.
Social responsiveness
and cultural
responsiveness
The educator is aimed
at discouraging social
and cultural
discrimination.
When a heated debate occurs
in a team meeting, one
educator defends the rights of
the parents to make a decision
not to immunise their child.
Respect and
courage The educator
demonstrates
repects of the
parent’s decision
regarding child
immunization.
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The educator
does not fear
standing in a
heated debate to
defend the parent
solely.
After an accident in the room
because of rough play between
a few children one educator
told all of the children they had
to pack away and sit quietly for
15 minutes. The other
educator in the room argued
that this was unfair as only a
few children were involved in
the incident. This incident was
reported to the Director who
raised a discussion at the staff
meeting.
Inclusivity and
Justice The educator tries to be
fair by to all the children.
He did not want others
to feel isolated. He
demonstrated inclusivity
by instructing all the
children to pack away
yet there were only few
children who were
involved. He could have
eliminated those who
were were not involved
in the rough play.
Question 3
To complete this task refer to your reading:
 Giving and Receiving Feedback.
a) How is ‘feedback’ defined in the article?
Feedback is form of communication that is given and obtained from others. Feedback is
also known as criticism but its not oftenly used because it limits it meaning. Feeding is
a way of letting the people know of their effectiveness in what they want to accomplish
and their impact on the person. Feedback enables people to learn on their impact on
the world around them for effectiveness.
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b) Read each statement and with reference to the reading identify the type of
negative response to the feedback being provided and a reason for choice.
Statement Response Type of response and the
reason for your choice
Aaron is often late for
work and is reminded by
his supervisor of the
importance of arriving at
work 10 minutes prior to
the allocated shift time.
Aaron’s response: ‘It’s not
my fault, my flatmate takes
so long on the shower and I
end up missing my bus!’
Negative response-Aaron
responds in a defensive
manner. He does not accept
the corrections and advice
given by the supervisor. He
claims that coming to work
late is not his won fault.
Gemma is always behind
in her daily tasks. She
finds it difficult to manage
her time effectively.
Gemma’s colleague
suggests that she create
a timetable of her daily
tasks to help her to better
manage her time.
Gemma’s response: ‘I
don’t need your advice
thanks very much. You’re
not my boss!’
Negative response-
Gamma’s response is
disrespectiful. She turns
down and does not value the
advice given regarding the
timely performance of her
daily tasks.
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Kirra has difficulty
controlling the preschool
children when reading a
story. Her colleague
shares the strategies she
uses to manage the
children during group
experiences.
Kirra’s response: Kirra
listens and says ‘thanks for
the advice.’ As her
colleague walks away Kirra
rolls her eyes.
Negative response-The
response is superficial since
Kirra listens and appreciates
the advice from her
colleague but she shows an
impression that the advice
has little impact on her as
evidenced by the fact that
she rolls her eyes as the
colleague walks out.
c) Read each statement and with reference to the reading rewrite each statement
so that it is delivered in a positive manner.
Statement Rewritten statement
Disrespectful: ‘Oh for goodness sake
John, how many times do I need to tell
that you need to check the allergies
chart before the meals are served!’
John, please ensure that you check the
allergies chart before the meals are served.
Poor timing: Erin is assisting children
to gather their belongings as they are
being collected by their parents. Erin’s
supervisor says in front of several
parents: ‘Erin, why haven’t you folded
the clothes in the dryer. I shouldn’t have
to come chasing you to get your jobs
done!’
Erin, kindly fold the clothes in the dryer. We
need to get the work done. Thank you.
Attacking: ‘Jaida I want to talk to you
about your documentation. It’s full of
spelling mistakes and some of it doesn’t
even make sense. If you can’t use
basic grammar and spell correctly I
Jaida, I would like us to discuss a few things
regarding your documentation and some of
the ways that can be used to minimize and
avoid spelling mistakes and grammatical
errors to make it to look more presentable
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suggest you do your documentation on
the computer. At least it will look
professional even if it is rubbish!’
and professional.
Question 4
To complete this task refer to your reading:
 Receiving Feedback.
Simulated Workplace Task
Scenario: Are you receiving?
Gita (19 years) has two months to go until she completes her Certificate 3
Traineeship. Gita has completed all of her theory tasks and is now finalising her last
workplace tasks. She has progressed well through the course and is pleased with
her results. Unfortunately, her mentor and supervisor, Layla, has had to take
unexpected sick leave and will not return to the service until next year. Layla’s
replacement, Tom (27 years) has been working in children’s services for six years
and has a Diploma. Tom is undertaking his EC teaching degree part-time. This is
Tom’s first supervisory role. Gita is very outgoing and bubbly and finds it difficult to
relate to Tom who is quiet and serious.
To finalise her workplace tasks Gita is required to complete a series of planned
experiences with the preschool group. Tom must approve Gita’s plans and observe
and comment on her experiences.
Gita is confident that her plans reflect the interests of the children and meet the
diverse needs of the group. She uses the same planning format she has been using
all year and is shocked when told by Tom that her work is unsatisfactory.
Tom: ‘Gita, these plans are not detailed enough. I can’t see what you’re trying to
achieve with the children. What are they learning? How are they being challenged?
Your learning outcomes are vague. It seems to me you just haven’t put in much
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thought or effort. You’ll need to do them again and give them to me tomorrow
morning for my approval. I hope you put in a better effort this time! Do you have any
questions?’
Gita is so taken aback by what Tom has said that she shakes her head. Tom walks
away leaving Gita to ponder his feedback.
Gita begins to cry – she feels that Tom’s feedback was harsh and unjust. As she
reflects on what Tom said she begins to feel angry. What right does he have to
speak to her like that? He doesn’t know her or the children. Layla had always been
full of praise for her work. She certainly never criticised her planning. Gita decides
that Tom is just throwing his weight around and she is the unfortunate victim.
As soon as she gets home Gita rings her friend Carla, who is an experienced EC
teacher for advice.
Assume the role of Carla who will provide advice for Gita:
a) Gita says that she is going to tell Tom his comments are unfair. She is angry
and wants him to know that Layla has never given her such negative
feedback. Write two pieces of advice you could give to her?
1) I would advice Gita to first talk to Layla who has been her supervisor for quite
some time and address the issue before contacting Tom.Gita should go through
the plans with Layla and advice her on what to tell Tom.
2) I would advice her to calm down first and contanct Tom positively and discuss
the issue since Tom is neither conversant with the children nor the workers such
as Gita.
b) What advice could you give Gita about what she could now say to Tom (and
how she could say it) to address her concerns?
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I would advice Gita to calm down and be positive when addressing Tom. I would advice
Gita to explain to Tom about the children and how their procedures, progress, and
activities are conducted. This would give Tom some light on how the plans about
children are prepared and what to always expect in other future plans for the children.
c) Gita asks you if she should make any changes to her plans before talking to
Tom. How would you respond and why?
I would advice Gita not to many any changes in the plans before talking to Tom
because this the first surpervisory role of Tom, he has no experience on how to handle
people and he does not know how the plans regarding the children are made.
Additionally, Tom knows nothing about the children.
Question 5
To complete this task refer to your reading:
 What is Supervision?
Describe the three main functions of supervision.
Educational.
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This involves the fulfilment of the potential and the education development of the
practitioner. The primary focus in eduational supervision is to upgrade skills and dispel
ignorance through exploration of work and encouragement of reflection on the work
(What is Supervision, 2010).
Support.
Involves the psychological and practical support for performance of the role
responsibilities. The primary issue in supportive supervision is job satisfaction and
worker morale. The pressures ans stresses of the role of an individual can impact job
performance and take its toll physically and psychologically. In the prolonged and
extreme conditions, this may consequently lead to an ultimate burnout. The surpervisor
is responsible for helping the workers in the effective management of the pressures and
stresses to ensure provision of emotional support and re-assurance (What is
Supervision, 2010).
Administrative/Managerial.
The administrative/managerial function of supervision involves practice co-ordination
with administration of policies, enhancement and maintenance of goow work standards,
and assurance for smooth and efficient office operation. These roles make up the
supervision dimension of quality assurance. To elaborate more, the supervisor is
responsible for the induction of the coach into the values , best pracycies, and norms of
a professional or practitioner. This dimension is termed as the “community of practice”
that ensures maintenance of professional standards (What is Supervision, 2010).
002 Professional learning
CHCPRP003 Reflect on and improve own professional practice
Element 1 Reflect on own practice
Element 2 Enhance own practice
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Element 3 Facilitate ongoning professional development
Knowledge Evidence
Question 1
To complete this task refer to your reading:
 Learning Styles.
a) List the three primary ways in which information is learnt, stored,
remembered and recalled.
1) Seeing/observing
2) Hearing
3) Touching
Use the reading to identify your learning characteristics and modality strengths.
b) Identify ten characteristics that best describe your learning style.
1) Observing rather than talking or acting
2) Reading and good handwriting
3) Remembrance of faces
4) Talking to self aloud
5) Tapping foot or pens while studying
6) Solving prolems by physically working on them
7) Whispering to self when reading
8) Memorising by seeing pictures and graphics
9) Singing or humming
10) Doodles and use of advance planning (Learning Styles, 2003).
c) What did you learn about learning styles by completing this task?
By completing this task, I learnt that out the five human sense, three of them are use in
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learning, storing, remembering, and recalling. I also learnt that the primary learning
styles are auditory, kinesthetic, and visual and they have different characteristics that
are exemplified by the learner (Learning Styles, 2003).
d) Explain how you could use this information to plan your professional
development pathway.
I would use the information to assess my current position and identify my specigic goals
and objectives of my career. I would use the information to gather more ideas and
evaluate my professional skills. Additionally, the information would help me make
decisions on my strategies for development of a timeline and a plan for achievement of
my goals and objectives (Learning Styles, 2003).
Question 2
To complete this task refer to (pp.114 – 115) of your reading:
 Guide to the National Quality Standard.
NQS Element 4.2.2 states:
Educators, co-ordinators and staff members, work collaboratively and affirm, challenge,
support and learn from each other to further develop their skills, to improve practice and
relationships.
What four practices might an assessor observe to find evidence of 4.2.2?
1) Demonstration of a strong drive for more learning by the staff members and the
nominated staff regardless of their current skills and knowledge and expertise or
experience.
2) Discussion and reflection of the needs of certin children and families by the
educators.
3) Staff members, co-ordinators, and educators sharing responsibilities and tasks,
providing aid to one another, and making prompt actions to support the
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members who are in hard situations.
4) Collaboration of the educators, co-ordinators, and nominated supervisors for
affirmation and challenge of practice via supportive relationships with the
colleagues.
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Question 3
To complete this task you must access the following website:
 ACECQA: http://acecqa.gov.au/educators-and-providers1 (educators and providers
library).
In relation to ACECQA’s educators and providers library:
a) List the six broad categories of information that can be accessed from this
site.
1) Famly Day Care Materials
2) NQS Posters
3) Changes to the National Quality Framework
4) Educational Games
5) Videos on how to understand the National Quality Framework
6) Information Sheets
b) Go to the ‘Information Sheets’ on this site and access ‘Glossary of Key
Terms’ and suggest why this information sheet would be a valuable handout
for all team members in an Early Childhood setting.
The range of information sheets provided practical strategies to the support providers
and educators to think about quality practice and topics in relation to the seven primary
quality areas of the National Quality Standard.
Question 4
To complete this task you must access the following website:
 ECA: http://www.earlychildhoodaustralia.org.au/
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In relation to the ECA’s Learning Hub:
a) What is the Learning Hub?
A Learning Hub refers to an online platform that provides resources for professional
development for the educators and other significant professionals who work with young
children from birthy to eight years. The Learning Hub is designed specifically to assist
the educators in gaining a practical and thorough understanding and know-how of the
frameworks, standards, and quality practice research together with the Early Years
Learning Framework (EYLF) and the National Quality Standard (NQS)
b) What is included on the Learning Hub?
The Learning Hub includes webinars, online learning modules,and text-and
video-bases resources which are developed by respected, and experienced early
childhood experts. The resoruces are also quality-asssured by the ECA.
c) What is the vision of the ECA Learning Hub?
To be the peak early childhood organisation, acting in the interests of young children,
their families and those in the early childhood field and advocate for quality outcomes in
early childhood education and care by providing resources to help the educators
achieve their goals.
d) Go to ‘Babies and Toddlers: Amazing Learners’ and describe what learning
materials are available on this site.
1) Video 1: Learning about me
2) Video 2: Learning about others
3) Video 3: Learning about my world
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e) Suggest how the videos and information booklet be used as a professional
development tool for a team of educators.
Use of information booklet and the vidoes demonstrates step-wise teaching strategies,
breaks the isolation sense, puts more emphasis on a point, and provides an effective
access to exmples and ideas to ehnace learning and professional development.
Question 5
This task requires you to research current industry developments. To do this go to the
Department of Education and Training website: https://education.gov.au/early-learning
and access ‘Current News’. Click on a news item -you will also see ‘Similar News’ on the
left-hand side of the screen.
a) Select one news item and provide a brief overview e.g. Universal access to
Early Childhood education.
“ New Online Resources for Eearly Childhood and Child Care Educators”
The educators for early childhood and child care will easily access the materials for
professional development via the Hub online resource which has been launched today.
The Minister for Educarion and Training Senator-Simon Birmingham launched the Early
Childhood Resource Hub today. The Hub provides acces to more than 150, 000
educators to more than 300 digital resources which include videos, articles and forums
which are linked to the National Qaulity Framework( NQF). The Hub will enhance easy
and quick access of information on NQF in one place in the simplest way and within the
shortest time possible. The Hub resources can be used by the educators to share
professional ideas and support and enhance their educational programming.
Additionally, the Hub will help in the development and implementation of quality
improvement plans and effective strategies of tackling particular issues like parental
engagement, application of the frameworks of learning, and support of the children with
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special needs.
b) Explain how your selected news items provides an example of why it is
important for an educator to keep up to date with current industry
developments as part of their ongoing professional development.
The selected news on the onlineHub is important to the educators since it would help in
the development and implementation of quality improvement plans and effective
strategies of tackling particular issues for example parental engagement and
application of the frameworks of learning. Any new information will be updated on the
Hub where it is easily accessed by the educators. This would keep them updated on
any changes and advancements in the industry.
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003 Lifelong learning
CHCPRP003 Reflect on and improve own professional practice
Element 1 Reflect on own practice
Element 2 Enhance own practice
Element 3 Facilitate ongoning professional development
Knowledge Evidence
Question 1
To complete this task refer to (pp. 3 – 4 & 12 – 14) of your reading:
 Victorian Early Years Learning and Development Framework: Practice Principle
Guide 8 Reflective Practice.
Listed below are two types of work methods and practices which can be used to
improve personal performance. For each method/practice:
i. Explain the practice.
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a) Explain how it can encourage thinking, reflection and improvement of
practices.Meetings.
i. Explain the practice:
Meetings are gatherings of more than two people or institutions to discuss various
topics in a formal setting. In meetings, people share ideas, opions, and views for an
effective problem solving and improvement of practice. In the staff meetings, more
time is dedication to the discussions about practices to ensure that reflections are
regular to the educators. The meetings can be divided based on the certain
educators who work with particular groups, room leaders, age, room, and assistants.
ii. Explain how it can encourage thinking, reflection and improvement of practices.
Metings encourage thinking through sharing of thoughts, views, and opinions by the
various professionals who are involved. This enhances reflection of what has been
discussed hence improving practice since an individual gains new ideas and views from
the meetings which he or she can apply in pratical settings.
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b) Reflective practice notice board.
Suggested answer for trainer:
i. Explain the practice:
The reflective practice notice boards are commonly used in the foyer, staffroom, and
in the rooms for highlighting reflective practices. On the notice boards, questions,
topics, issues are added on weekly bases and the educators are allowed to indicte
their response and comments.
ii. Explain how it can encourage thinking, reflection and improvement of practices.
Quotes, posters, articles, questions, and images on the reflective practice notice boards
promote discussion and thinking . They provide the educators with learning
opportunities for them to draw open and diverse knowledge, experiences, attitudes, and
views within themselves hence encouraging pratice improvement and reflection.
c) Action research.
i. Explain the practice:
Action research is a planned and deliberate attempt of solving particular problems or
issues using a coherent, rigorous, and systematic methodology. It often involves
strategic actions.
ii. Explain how it can encourage thinking, reflection and improvement of practices.
Action research encourages, thinking and improvement of practices since it
encourages on the development of the self-regulatory approaches that offer scalfold for
continued applixation of evidence-based reflective practices.
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d) Using the reading, list seven types of professional learning experiences that
could be undertaken to improve personal performance as an Early Childhood
educator.
1) Focusing on educators in crisis-affected and low-income contexts as learners,
professionals, and individuals.
2) Developing, applying, measuring ,and institutionalizing standards for educator
professional development.
3) Providing the educators with ongoing support which should include a multilayed
array of various forms of assistance for an effective transfer of knowledge and
expertise from one setting to another. The support can include instructional,
administrative, peer support, resources, and supervisory support.
4) Investing in the high-quality early childhood educators.
5) Establishing an instructional leadership in the various levels of the early
childhood education system.
6) Appliying information and communication technology in the provision of access
to professional development, content, and the communities of professional
learning.
7) Creating opportunities for professional development for promotion of educator
collaboration.
e) Explain how you would go about finding out about and joining an Early
Childhood professional network?
I would go finding out about this by conducting online research on the Early Childhood
Professional network to get more information about it and the guidelines on how to join.
I would also consult a friend or one of the key stakeholders who are well conversant
with it to get more information and guidelines on how to join.
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Question 2
To complete this task refer to your reading:
 Code of Ethics
Read the scenario and answer the related questions, giving consideration to ethical
practices.
Scenario: Late Again
Mr Smith is late collecting Jonas again – his excuse was his car would not start.
The Educator could smell alcohol on his breath. Mr Smith’s wife has recently
been diagnosed with breast cancer and is not well enough to drive. The Smiths
are new to the area and have no extended family support.
a) Explain the nature of the ethical dilemma in this situation.
Mr. Smith is smelling alcohol, this shows that he is drunk hence he is not fit to drive.
The car could not start, which was beyond his control since he could not force it to start.
The wife has been diagnosed with breats cancer. The couple is new to the area and
they have no relatives to support them. In this instance, Mr.Smith is in an ethical
dilemma since every person needs his attention and he is torn between incidences, he
does not know the most appropriate decision to make (Code of Ethics, 2014).
b) What would you do if you were the educator in this situation?
First of all, Mr.Smith is not fit to drive a car since has is smelling alcohol. I would calmly
advice Mr.Smith about his unfitness for driving. I would demonstrate compassion and
concern by acknowledging that fact that his family is havinga ver hard and challenging
moment and he is enduring all this. I would demonstrate understuing of what he is
going through. I would then have a look at Jonas’ records to find out whether tehre is
someone else who is authorised to collet both of them from the centre. If no any other
person is authorised, I would order for a taxi to take them home. I would also provide
Mr Smith with advice on the use of supportive devices that he can use during his
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difficult moment (Code of Ethics, 2014).
c) After responding to the situation, what questions could you ask yourself in
order to reflect on your management of the situation?
1) Will the conversation be effective ?
2) Will Mr.Smith get offended ?
References
Australian Children's Education and Care Quality Authority:
http://acecqa.gov.au/educators-and-providers1
Code of Ethics. (2014). Early Childhood Australia. Retrieved from:
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/
code_of_ethics_brochure_print_2010.pdf
Department of Education and Training website: https://education.gov.au/early-learning
Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/
Giving and Receiving Feedback. (n.d). Rich, P. Retrieved from:
http://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CB0QFjAA&url=http%3A
%2F%2Fusers.clas.ufl.edu%2Fmsscha
%2Fwhp_feedback.doc&ei=1LdSVaKnFObImAWfioHAAw&usg=AFQjCNHeP5UZK
y41njeW9wgg8h5EOemkwg&bvm=bv.93112503,d.dGY
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Guide to the National Quality Standard. (2013). Australian Children’s Education and Care
Quality Authority. ACT: Commonwealth of Australia. Retrieved from:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-
Guide-to-NQS-130902.pdf
Kearns, K. (2014). The Big Picture: Working in Early Childhood Education and Care
Series (3rd ed.). Victoria: Cengage Learning Australia.
Learning Styles. (2003). Gateway High School, San Francisco, CA. Retrieved from:
http://www.edutopia.org/pdfs/gw_learning_styles.pdf
Receiving Feedback. (n.d). DECD Performance and Development Factsheet Four.
Department for Education and Child Development. Government of South Australia.
Retrieved from:
http://www.decd.sa.gov.au/hrdevelopment/files/links/4_Receiving_feedback_v2.pdf
Victorian Early Years Learning and Development Framework: Practice Principle Guide 8
Reflective Practice. (2012). Department of Education and Early Childhood
Development. Victoria: State Government Victoria.
What is Supervision? (2010). Resilient Individuals, Communities and Organisations.
Retrieved from: http://www.rico.com.au/training/life_skills/supervision.htm
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