Analysis of 4 Principles and Practices in Early Childhood Education

This assignment examines the application of four key principles and practices in early childhood education, focusing on building and maintaining relationships with children, parents, and staff. The student reflects on how to foster positive interactions, manage challenging behaviors, and create a supportive learning environment. The response incorporates the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) to provide a high-quality learning experience. The assignment also considers practical strategies, such as clear communication and creating a welcoming environment, to minimize separation anxiety and enhance the overall well-being of the children. The student provides a reflective analysis of the importance of educators' roles in supporting children's development and learning through play and other activities.

Principles and Practices in
Early Childhood
Student’s Name:
Student’s ID:

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Understanding of Building, Fostering And Maintaining Relationships
Children - I can build, foster and maintain relationships as a teacher by approaching Joey with a
positive attitude and teaching him with passion and enthusiasm.
Parents - As a teacher, I can build, foster and maintain relations by communicating with his
parents about their education regarding Joey.
Staff - I can build, foster and maintain relationships as a teacher by spreading positivity, by
gaining their trust, by collaborating and respecting.
Professional Reflective Response with Reference to Relevant Principles and Practices of the
EYLF
I can use the principles and practices of the EYLF by providing a high-quality learning
experience to Joey with the help of his parents and other staffs of the centre and focus on his
learning. A learning program will be created based on Joey’s interests and abilities through our
observations and weekly verbal interactions with him (Department of Employment, Education
and Workplace Relations (DEEWR), 2010). I will give feedbacks to his parents and other staffs,
so that they can understand his problems, take care of him and stop him from crying.
Professional Reflective Response with Reference to NQS
The principles and practices of NQS can help me to establish collaborative partnerships with
Joey’s parents and other staffs of the centre. It will further help us to realize the reason of his
crying, enhance the child care services of the center and also improve the quality of information
accessible to his family when they will make decisions regarding which service will be best for
Joey. The NQS will help me to motivate the health, safety and welfare of Joey and concentrate to
achieve the appropriate outcomes for Joey with the help of superior-quality learning program. It
will help his family to understand the quality services provided by us in the center. The learning
program in the center have to be child-centered, motivating for increasing opportunities to
enhance and extend the learning and development for the children (NQS PLP, 2012).

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Professional Reflective Response with Reference To Unit Materials
According to my view, the parents of Joey must sit together in the center and do some activities
or narrate a story before leaving. The good-bye should be explicitly said to him otherwise, Joey
will turn around and find them gone and will feel sad, lost and confused (Arthur, Beecher, Death,
Dockett & Farmer, 2018). Joey must know that his parents will say good-bye before leaving. It
might lessen his tendency crying at the center. The other staffs of the center, can take measures
to create such an environment where Joey will not cry and also the other children will not
become sad after seeing him crying. They can be given toys and other playful things which can
help Joey as well as other children of the center to play and also learn from those things. We
have to help them to learn while playing so that they can enjoy both the learning and the playing.

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References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning
in early childhood settings. (7th Ed.) Thomson: Melbourne
Department of Employment, Education and Workplace Relations (DEEWR), (2010). Educators
Belonging, Being and Becoming: Educators’ Guide to the Early Years Learning Framework for
Australia. Canberra, ACT: DEEWR
Gibson, M. (2016). ECEC provision in Australia: contexts, policy and frameworks. In J.
Ailwood, W. Boyd, & M. Theobald. Understanding early childhood education and care in
Australia. Sydney: Allen & Unwin
NQS PLP., (2012) Collaborative partnerships with families, Newsletter No.35. Retrieved from
http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-31-35/newsletter-35/

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