Diploma in Early Childhood Education: Case Study Reflections Analysis

This case study examines the professional dilemmas of an early childhood educator named Sarah, who exhibits contradictory behaviors regarding diversity, equity, and inclusion. The analysis, based on a real-world scenario, explores Sarah's actions, the impact on children and placement students, and the ethical implications of her leadership and communication skills. The case study highlights the writer's experience of Sarah's actions, the challenges faced by the writer and Sarah, and the effects of Sarah's behavior on the children, placement students, and the overall professional environment. The study also delves into the ethical and professional values at play, including leadership, decision-making, and communication, and how these values are or are not reflected in Sarah's actions. Finally, it examines the impact of Sarah's behavior on the case writer's professional practice and suggests ways to mitigate the resulting challenges, referencing relevant literature on early childhood education and care. The analysis emphasizes the importance of ethical conduct, inclusive practices, and effective leadership in early childhood education.

Subject: Sociology.
Title: Diploma in early childhood education and care.
Case Study Reflections
1. The key facts portrayed in the case.
1. Sarah an educator who is supposed to ensure racial, ethnic, cultural and linguistic
diversity is integral part of the Centre’s program is contradicting her role and
violating the code of ethics and Standards of practice framework.
2. Sarah does not support the open- minded propelled curriculum and she is still
conservative and traditional despite her experience and knowledge.
3. Sarah is intimidating and manipulation and does not upheld the aspect of equity and
inclusion.
4. The writer has genuine interest on human diversity.
5. The writer’s freedom of expression and decision making is undermined by Sarah’s
authoritative behavior.
2. The dilemmas that exist for the case writer and for Sarah.
Case writer dilemma
The writer’s expectation about Sarah who is very experienced and knowledgeable is
very high (Garvis Gupta, pp. 4.). With Sarah having a distinction in human diversity, the
writer expects her to be more committed in ensuring practical support for race,
ethnicity, culture and language diversity are enforced in the curriculum and followed
but that does not happen (Garvis Gupta, pp.5). The writer realizes that Sarah is more of
a theoretical educator rather than a practical educator for she does not approve what
her job description and profession entailed. The writer experiences Sarah’s disapproval
of the practicality of the curriculum when she removes all the books that prominently
feature black characters. (Garvis Gupta, pp.4.) The writer discovers that Sarah is a racist
yet she teaches against it which is quite contradicting.
Being the assistant supervisor in the program Centre, the writer expects Sarah to display
great leadership skills but instead Sarah’s actions speaks otherwise. She is an
authoritative leader; she gives orders even without explaining herself. She is too rough
with the children. She disapproves what they do and raises her voice when giving
directives (Garvis Gupta, pp.6.). The writer expects her to be a professional in such
matters even in solving problems but on the contrary Sarah portrays poor leadership
and problem solving skills.

The writer is confused about the kind of relationship she has with Sarah who is opening
up to her to a point of telling her controversial thoughts (Garvis Gupta, pp. 5.). She is not
quite sure if Sarah is a great educator, a great friend and a practitioner of what she
believes in since Sarah’s unpredictable behavior is somewhat difficult to comprehend.
Sarah’s Dilemma
Sarah’s interaction with the case writer puts her in a position where she wants to prove
that she believes and upholds what she teaches but her behavior shows otherwise. She
wants to teach about human diversity yet she doesn’t approve the aspects of race,
ethnicity and gender and sexual diversity. She is even gender sensitive as shown when
she remarks with annoyance when she receives a new male student and when she also
tells the boys to remove the dresses during a drama skit (Garvis Gupta, pp.5-6.). This
shows that she is gender and sexual orientation sensitive.
She wants to work with a person who values equity and inclusion yet she doesn’t
practice it (Garvis Gupta, pp. 4.). She does not allow the writer to “jump in” and she
does not give the writer a chance to make decisions and air her ideas. That clearly shows
that she does not value the virtues of equity and inclusion.
The case writer wants to establish friendship but Sarah is not accommodative. The
writer tries to establish deep friendship connection with her but the only things the
talked about was the program, children and the parents they supported (Garvis Gupta,
pp.5.). She wants to be a great friend but still she cannot establish friendship. Sarah is
working with open minded individuals yet she is still traditional and conservative.
3. Impacts of dilemma on the children in the Centre’s program.
1. Children may end up being resentful in future.
2. Children will end up in identity crisis since they will not be freely allowed to
explore their identity.
3. Children may end up having low self-esteem due to the authoritative nature of
their educator {Sarah}.
4. How placement students might be affected by Sarah’s attitude and behavior.
1. The placement student may feel disregarded leading to poor esteem and lack of
confidence.
2. May lead to emotional disconnect between peers in the class.
3. May lead to poor performance and inactive class participation.

5. Professional values and issues that surface in the case.
1. Leadership and problem solving skills.
2. Decision making systems.
3. Communication skills.
4. Equity and inclusion.
6. How the ethical and/or professional practice standards reflect (or not reflected)
through the case.
1. Poor leadership and problem solving skills are reflected by how Sarah handles issues and use
authority in giving directives and solving problems.
2. There is poor decision making where Sarah does not involve others while making. She uses
manipulative measures and excuses instead of reasons to justify her decisions. (Garvis
Gupta,pp.4-6).
3. There are poor communication skills between Sarah and the writer. The writer is not in a
position to discuss her point of view or Sarah’s mistakes with her.
4. There is hierarchal respect. The writer respects Sarah and does not portray any forms of
insubordination by choosing to keep quiet even when Sarah does something she does not
approve (Garvis Gupta, pp.4-6.)
7. The case writer feels haunted by Sarah’s words and behavior. What impact
might these feelings have on professional practice? How do you think these
feelings could be mitigated?
The feelings might compromise the professional ethics of the writer. The writer wonders if she
will be able to teach openly and express herself. (Garvis Gupta,pp.6.).
The feelings of uncertainty and lack of approval and acceptance can compromise level of
productivity. (Garvis Gupta, pp.6)

The feelings can be mitigated through guidance and counseling, openly starting sexual
orientation and joining forums on the same.
Works Cited
Garvis, Susanne, et al. "An introduction to early childhood education and care in the 21st
century." International Perspectives on Early Childhood Education and Care, 2018,
pp. 1-5.
GUPTA, M. S. EARLY CHILDHOOD CARE AND EDUCATION. PHI Learning Pvt., 2010.
Juhl, Pernille. "Early childhood education and care in Denmark." International Perspectives
on Early Childhood Education and Care, 2018, pp. 42-53.
Prochner, Larry. Early Childhood Care and Education in Canada: Past, Present, and
Future. UBC P, 2011.
Richards, Gerarda, et al. "Early childhood education and care in Australia." International
Perspectives on Early Childhood Education and Care, 2018, pp. 6-19.
Ritchie, Jenny. "Post-Te Whāriki Early Childhood Care and Education Policy and Practice in
“Whitestream” Early Childhood Care and Education in Aotearoa." Early Childhood
Education in Aotearoa New Zealand, 2014, pp. 92-112.
Garvis, Gupta, et al. “College of Early childhood Educators” 2014, pp.1-6.