Early Childhood Education: Effective Practitioner Analysis

This report, submitted as part of the HBEC3503 course at Open University Malaysia, examines the characteristics of effective practitioners in early childhood education and their communication skills. Part 1 identifies and discusses five key characteristics: enthusiasm, humor and patience, communication skills, respect for differences, and flexibility and creativity, supported by a literature review. Part 2 presents an observation report on teaching methods, specifically picture communication, and offers suggestions to improve teacher communication, emphasizing the use of games, technology, and encouraging student participation. The report highlights the importance of both verbal and non-verbal communication, adapting teaching to individual student needs, and the crucial role of early childhood education in children's development.

Running Head: EARLY CHILDHOOD EDUCATION
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Sociology
The Effective Practitioner in Early Childhood Education
(Student Details: )
1/30/2020

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Contents
Part 1..........................................................................................................................................2
Introduction................................................................................................................................2
Characteristics of effective practitioner.....................................................................................2
Conclusion..................................................................................................................................4
Part 2..........................................................................................................................................5
Introduction................................................................................................................................5
Method used by practitioner for the communication.................................................................5
Suggestions to improve teacher’s communication skills...........................................................6
Conclusion..................................................................................................................................9
References................................................................................................................................10

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Part 1
Introduction
The key purpose of the paper is to recognize the characteristics of effective
practitioners while evaluating how they use effective communication practices regularly. This
discussion will majorly contain key characteristics of effective early childhood education
practitioners as well as contain a literature review which supports these characteristics. With
the help of this discussion, the major components which considerably contribute to being an
effective early childhood practitioner will be examined in detail. Generally, effective early
childhood education (EECE) is evolving as well as a complex process that is majorly
influenced through so many factors (Early Childhood Teacher', 2020). Such influencing
factors contain an in-depth understanding of the theories as well as philosophies of diverse
contemporary pedagogues.
Characteristics of the effective practitioner
There are some qualities of good early childhood educators which are also known as
characteristics of an effective practitioner. These characteristics are as follows:
Enthusiasm for children
As mentioned by the national association for early childhood education, this is the
most important characteristic for the practitioners of early childhood development and
growth. It is because passion and enthusiasm both are essential for the children during
learning. In addition, effective practitioners always want to create a difference for every child
(Early Years Staffroom, 2020). In this way, early childhood practitioners should have the
drive to unlock each child’s door to growing and learning, while overcoming obstacles or
hurdles. Without enthusiasm for teaching, learning and children, no teacher can develop their
learners’ future positively (CSP Online, 2019).
Humour and Patience
It is well aware that handling young children takes huge measures as well as efforts of
patience. Thus, one of the best characteristics of an effective practitioner is patience. It is

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necessary because every child is tough to handle and different thus it makes the job of a
practitioner even more challenging (eLearning Industry, 2018). Thus, patient nature is the
most desirable characteristic of an effective practitioner in the context of early childhood
education (Colker, 2009). Moreover, a good sense of humour assists teachers to handle the
ups and downs while teaching the children during their initial phase. With patience, one can
deal with the different children so as to treat and make them learn in the best possible manner
(Chron, 2018).
Communication Skills
Here, effective communication skills are essential in early childhood education
teachers as they must have learned effective skills to work with young children as well as for
communicating with children at their level. In addition to that, early childhood teachers
always need to communicate with the children's parents in relation to their needs, problems,
skills, and achievements (EYR Team, 2018). In this way, a teacher must always communicate
in the best possible way while interacting with the other teachers, the school principal or the
other administrators. In this way, early childhood education practitioners should
communicate effectively to all involved both in writing and orally. Additionally,
communication is required in both forms include verbal and non-verbal communication.
When practitioners are able to address the issues of children while learning into the class with
better communication then children will be able to learn more proactively (Early Childhood
Teacher', 2020).
Respect of Differences
An effective practitioner often needs to deal with different children every day; hence
they must respect differences among all. In general, children come to school with their unique
personality as well as learning style which needs to be respected in every possible way.
Therefore, for reaching every child and thereby teach them effectively, practitioners must
respect differences and hence work with every child's way of living (Early Years Careers,
2020).
Flexibility and Creativity
In this era, detailed planning of the class always needs creativity as well as flexibility.
This characteristic is an important quality to be demonstrated by today’s early childhood

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teachers. In addition to that, adapting lessons as per the different children’s learning styles
typically needs flexibility (Early Years Staffroom, 2020). Thus, a successful early-childhood-
development practitioner always needs to practice and thereby use flexibility and creativity to
make every child special in their class (European Commission, 2019).
Thus, it has been found that motivation for teaching and learning is more important
than intelligence while talking about teaching in early childhood education. These
characteristics are vital to success for children as well as adults (Early Years Staffroom,
2020). In this way, integrating the Characteristics of Effective Learning in modern early
childhood settings as practitioners will always provide an environment that assures such
different types of learning occur. It can be said that when the above mentioned characteristics
are present in an effective practitioner then solid learning is taking place (Gibbs, 2010).
Conclusion
In this way, while talking about five major characteristics of effective early childhood
education practitioners, this discussion has successfully provided an in-depth literature
review which is supporting these characteristics. In other words, it has been found that
without the characteristics of effective learning into practitioners, the children will not grow
in the diverse areas of learning. In this way, the key characteristics of effective learning are
not only statutory, but they are mandatory.

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Part 2
Introduction
This discussion is an observation report presenting how the teachers communicate
with the children in modern classrooms. The report will include different methods used by
modern teachers for teaching purposes. In this context, first, the paper will contain
communication methods used by the observed teacher. Later then, a discussion containing the
suggestions on how to enhance teacher’s communication will take place. In the 21st century,
teaching methods play an important role in developing children’s well-being and minds
(Verma, 2017). Some popular methods of teaching are goal setting, differentiated
instructions, and assessment for learning, integrated technology, cross-curriculum teaching
and cooperative learning. These all are the early childhood teaching methods as well as
techniques that are used worldwide (Wabisabi Learning, 2020). With the help of best-chosen
teaching methods, practitioners can teach children effectively and efficiently. Post studying
the method used by the observed practitioner for communication, this paper will further
present suggestions to improve teacher’s communication skills in an effective manner.
The method used by the practitioner for the communication
It has been observed that the method used by the observed practitioner for in-class
communication was the visualization of images that are also known as picture
communication. In this communication method, the teacher used cues, signals, symbols and
logos for communicating in class (Verma, 2017). It means by using more images the teacher
was able to enhance the degree of effective learning among children. The reason behind this
is that images are easy to remember for early childhood learners rather than words and other
non-verbal communication (Wilson & John, 2014). Modern researchers found that for
promoting everyday vocabulary among children images and symbols are important. It has
been found that the teacher under observation explained things and lessons through
translating from picture to word which helps in children’s language development (Wilson &
John, 2014).
In addition to that, there was a provision in the teacher’s class that children can bring
photos to the classroom for expressing their feelings and emotions. Thus, such labelling

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practice is capable to add layers of complexity because kids learn numbers as well as colours
and thereby they can easily be integrated with present learning. In addition, the teacher used
both verbal and non-verbal communication effectively in class. Apart from this, verbal
communication used in the effective communication process and it provides enhanced
learning quality (Doll, 2018). While teaching the children, the teacher has included words as
well as sentence utilised in the communication. Furthermore, non-verbal communication has
been used by the teacher in so many ways like body language, postures, facial expression. It
has been observed that communication plays a key part in effective communication within
early childhood education (Nurani & Utami, 2020). It is important for teaching children as
they often read body language as a way to get a holistic understanding of the teacher. In this
context, the teacher effectively combined verbal communication with nonverbal
communication so that the whole understanding of the communicated message to the children
can be improved. Based on research, it has been found that body language can always give a
different interpretation of the information thus pictorial presentation and communication is
best (Ministry Of Education, 2020). The adopted communication method helps the teacher to
express their intentions with the behaviour and expressions. In this way, effective
communication is the key to foster enhanced learning among children while maintaining the
consistency between verbal communication and non-verbal communication in early
childhood education (Norton, 2020).
This observation demonstrated knowledge regarding teaching methods as well as
materials. In this context, it has been observed that the teacher was wholly responsible for
selecting the methods while taking the structure of the class group into major consideration. It
was found that teachers can easily decide to manage the activities with all the children in
groups as well as individually. The teacher has used oral communication methods too for
purposes like description, storytelling, explanation and many more (Masters in Special
Education, 2020). While observing the teaching way and method, it has been found that the
teacher uses conversational methods such as heuristic conversation (Lister, 2018). Thus, it
can be said that pre-primary and early childhood education is the base of enhancing mental as
well as physical capacity of the children. This is the reason behind early childhood education
always gets the main attention and key consideration into the whole education system
(Lumley, 2020).

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Suggestions to improve teacher’s communication skills
Based on the above teaching and learning observations, this report is presenting some
useful suggestions in order to improve teacher’s communication skills and thereby the
efficiency of lessons delivered. In this way, the key suggestions are as follows:
The teacher should use games and extra-curricular activities for delivering the best
In this context, teachers may use games as a major modality to further stimulate the
mental as well as physical capacity of the children. In this way, it will facilitate the adaptation
of the children to the needs of authorized education. In addition to that, if it comes to children
education then nothing better than games and playing based activities. It is because such
games are highly helpful in teaching the best lessons in the best possible way (Heinrich,
2017).
The teacher can use modern technologies for communicating with the children
In order to improve the efficiency and efficacy of learning into early childhood
education, teachers or practitioners must use technological resources. One can use
technological devices, apps, and online learning tools for effectively improving children’s
communication skills (Hern, 2018).
By interacting with more and more children in the class
It is suggested that the teacher should encourage all the students to participate in class
discussions and playing activities so that their overall development will take place. In this
context, effective practitioners should also avoid only focusing on the pupils who are always
willing to participate and answer. Thus, by looking for responses from the whole classroom,
the teacher can enhance as well as strengthen communication skills within the class
(Wabisabi Learning, 2020).
Teaching Groups and Individuals
In general, the communication can be either receptive or expressive. In this way,
teachers should always be skilled at actively listening to their learners and explaining things
to them apparently. Thus, teachers should adapt their methods of communication towards all
the students irrespective of the ability as well as learning styles. It has been observed that
when teachers are capable to read their learners' minds and thereby adapt to the basic needs of

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the individuals then effective learning occurs (Early Childhood Teacher', 2020). Here,
effective communication in early childhood education typically includes renovating the
boring classes into interest while demonstrating good presentation skills.
Having frequent communication with parents
Modern researchers have found that teachers must express their opinions related to
children both verbally as well as in writing while reporting progress to parents. By explaining
the strengths, weaknesses, and opportunities of the students' future growth can be facilitated.
It will allow the parents to understand the communicated message about their children’s
future. In addition to that, it is necessary that teachers should be comfortable while
communicating with parents regularly whether on phone calls and informal notes or formal
report cards (Early Years Staffroom, 2020).
Communicating Caring
The effective practitioners in early childhood education may also use communication
caring way to improve communication skills. In this context, good teachers always
communicate concerns along with caring through their voice tone and body language in an
effective manner. Thus, teachers may transmit genuine commitment as well as huge affection
for their pupils with communication caring. It has been found by the researchers that good
teachers always care about their class progress and hence let them know it every time. In this
way, teachers should communicate rightly by appreciating their students or pupils for
whatever they did well through celebrating the successes as well as constantly motivating
them. Based on this research, this suggestion will help children feel attended, recognized,
treated well and validated (Early Years Careers, 2020).
Teachers should create a Supportive Environment for learning
The teachers should always create a supportive environment in which students feel
that their learning requirements are being met successfully. Apart from this, through creating
a supportive environment, one can foster effective learning within early childhood education.
In addition to that, it is essential that learners feel supportive and favourable while learning
into classes as it motivates them to learn and cultivate their personality in the long-term
(Early Childhood Teacher', 2020).
Teachers should use visual stimulation for Nurturing Creativity among children

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In this era, it has been noted that children are getting smart and intelligent with
technological growth. In this way, effective practitioners should typically use visual
stimulation in order to nurture creativity among children (EYR Team, 2018). In this context,
researchers have found that children’s imaginations are always run wild into the early
developmental phase. This is the reason that visual stimulation through interesting images,
logos and symbols are suggested to modern teachers for cultivating creativity and innovation
in modern children. Hence, visual learning tactics will nurture a great sense of creativity
within students, and further spark enthusiasm effectively. Furthermore, active learners in
early childhood education should be inspired so that they can be more active while learning
as this will definitely strengthen communication with their parents, teachers and fellow
classmates (European Commission, 2019).
Introducing new challenges every day
It is well aware that facing and resolving new challenges always creates learning.
Thus, teachers should create and present new challenges related to learning in classes every
day. In this context, presenting new challenges in-class learning on a daily basis will enhance
learners’ communication skills and problem-solving skills (Early Years Careers, 2020). In
addition, critical thinking skills will also get improved by implementing this suggestion.
Therefore, new challenges can be created by conducting interactive games and indoor
activities for the overall growth and development of children (Early Years Staffroom, 2020).
Conclusion
In conclusion, this report has successfully documented the key observations of a
preschool teacher in relation to how the teacher communicates with the children in the
classroom. While observing the key details, and teaching methodologies, the discussion has
covered different teaching methods used by today’s effective practitioners. It has been found
that the communication method used by the teacher is visual learning and delivering lectures.
Apart from this, technology has been suggested as a useful way to foster effective learning in
classrooms. With the help of technological resources, one can practice better communication
and thereby interaction amid teachers and learners will be improved. By discussing various
teaching methods and techniques this paper has successfully discussed the efficient teaching
pedagogies and methodologies in the context of early childhood education. Post discussing
the teaching methods, communication ways in classrooms, some key suggestions on how to

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improve teacher’s communication have been presented. Apart from this, suggestions can be
implemented by the readers and targeted audience so as to improve overall communication
and learning efficiency within the early childhood education system.

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References
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development-8694.html
Colker, L. (2009). Twelve characteristics of effective early childhood teachers.
CSP Online. (2019). 7 Must-Haves for Early Childhood Teachers. Retrieved from Concordia:
https://online.csp.edu/blog/education/early-childhood-teachers
Doll, J. L. (2018). Structured interviews: Developing interviewing skills in human resource
management courses. Management Teaching Review, 3(1), 46-61.
Early Childhood Teacher'. (2020). Six Strategies for 21st Century Early Childhood Teachers.
Retrieved from Early Chilhood Teacher:
https://www.earlychildhoodteacher.org/blog/six-strategies-for-21st-century-early-
childhood-teachers/
Early Years Careers. (2020). What are the Characteristics of Effective Learning? Retrieved
from Early Years Careers: https://www.earlyyearscareers.com/eyc/latest-news/what-
characteristics-effective-learning/
Early Years Staffroom. (2020). The Characteristics of Effective Learning and why are they
important? Retrieved from Early Years Staffroom:
https://www.earlyyearsstaffroom.com/resources-early-years/characteristics-effective-
learning/
eLearning Industry. (2018). 8 Top eLearning Trends For 2019. Retrieved from eLearning
Industry: https://elearningindustry.com/elearning-trends-for-2019-8-top
European Commission. (2019). Teaching and Learning in Early Childhood Education and
Care. Retrieved from European Commission: https://eacea.ec.europa.eu/national-
policies/eurydice/content/teaching-and-learning-early-childhood-education-and-care-
8_en
EYR Team. (2018). Exploring the Characteristics of Effective Learning. Retrieved from EYR
team: http://www.earlyyearsresources.co.uk/blog/2018/09/characteristics-of-effective-