Report on Beliefs and Values in Early Childhood Education Settings

This report provides a comprehensive overview of the beliefs and values held by early childhood educators, focusing on their impact on children, colleagues, families, and the community. It emphasizes the importance of creating a nurturing and stimulating learning environment, fostering respectful relationships with families, and engaging with the local community. The report highlights the educator's role in promoting children's curiosity, providing opportunities for exploration and play, and integrating cultural activities into the curriculum. It stresses the importance of collaboration among educators, respect for diverse perspectives, and the crucial role of families as active participants in their children's education. The report also underscores the significance of the educator's commitment to professional development, the use of evidence-based practices, and the overall goal of supporting children's holistic development.

Beliefs and Values about Education and Care for stakeholders
“Education is the passport for the future, for tomorrow belongs to those who prepare for it today”. A person can not get his full heights until he is educated.
CHILDREN:
 As an early childhood educator, I belief that early learning experiences to children serve to strengthen or deepen their impulse to learn and to be concern
about the world and environment.
 I value their curiosity to know about the all the things or incident which is happening in front of him (Brookfield, 2018).
 I believe in offering a safe, effective, nurturing and beautiful learning environment to young children where they have an autonomy to explore outdoors
and indoors and provided huge time of uninterrupted play.
 As an early child teacher, I believe in providing an environment which is rich in representational art and emergent literacy (Waghid, Waghid, & Christie.
2019).
COLLEAGUES:
 As an early educators, I believe to be trustworthy with my colleagues, I believe as follow educators and colleagues, we have the one of the
best interest of each child as our principle priority and try to put their requirements first.
 As an educator, I am always inspired with my colleagues and try to learn the essential and depth knowledge from them and also teach
transfer to the child in my workplace (Ebil, Salleh, & Shahrill, 2020).
 I value the knowledge and skills of my colleagues about the children education and care in our facilities and also believe in their judgements
and instincts (Watson, 2018).
 I believe in asking question and solution from my colleagues to improve the quality of my knowledge about the child education and I
respect the differences of my colleagues in thought process and ways of completing the task for child education and care in my care
facilities.
FAMILIES:
 I respect the families and their values as the first teacher of child. I believe in making honest, healthy and trusted relationship with the
child's family (Furman, 2018).
 I honour the family because of as per my acknowledgment, they providing a multi-aged learning environment where young children
evolve along side one another in a setting of neighbourhood style.
 I value the respectful, honest and proper relationship with family where we can receive help form them and provide help to them when
needed (Widodo, & Ferdiansyah, 2018).
 As a child educator, I value the families as they are an active decision maker in the education of their children.
COMMUNITY:
 I am actively in the favour of invitation to the local Torres strait islander and aboriginal community into my job so that they enhance the
growth of children from their dance, stories and various cultural activities (Wood, 2020).
 I value and support the system which is in favour of the involvement of local communities in the education of young child so that local