Early Childhood Education

As Ernest Dimnet once stated, “Children have to be educated, but they have also to be left to educate themselves.” Education is one of the most important aspects in children’s development. While studying to become an educator for these children, it is important that I consider learner differences in my future classroom. It is also important that I take into consideration that all children grew up with different parenting styles so this will also make an impact on their development and education. As the teacher, it is important that while planning I consider the diversity, atypical or typical development, and how I am going to teach each student according to their needs. The purpose of this essay is to consider diversity, atypical or

Vajda, M. (2001). Cultural diversity. In Dau, E. (ed.) The Anti-bias approach to early childhood (pp. 29-44). French’s Forest, NSW: Pearson Australia.

It is crucial for educators to value, understand and incorporate every child’s cultural diversity in the classroom (The Early Years Learning Framework Professional Learning Program, 2011). This means educators needs to deal with any bias beliefs they might/may hold. For example, some children might not participate in the classroom because

Promote equality, diversity and inclusion in work with children and young people 3 2 Assessment criteria The learner can: 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people 1.4 Interact with children and young people in a way that values diversity and respects cultural, religious and ethnic differences 1.5 Demonstrate ways of applying the principles of equality, diversity and antidiscriminatory

“Many of us remain blind to aspects of our own cultural heritage until we see them in relation to the practices of others.” I believe this means that cannot see the full picture because we are unable to see beyond what we believe. Ideas are formed based on tradition and culture and people refuse to look for other ideas based on a different culture. The World has many traditions and cultural ideas, especially when it comes to children. I believe that looking into the way some culture’s view child rearing and the responses that the children have, we will be able to have an understanding and respect of how each child is different. The article Respect and Equal Access highlights the importance of showing “...respect for all people by understanding race, class, linguistic background and gender…” This is necessary for life as an educator and as a person in general.

Early childhood is a stage in human development. It generally includes toddlerhood and some time afterwards. Play age is an unspecific designation approximately within the scope of early childhood. Some age-related development periods and examples of defined intervals are: newborn (ages 0–4 weeks); infant (ages 4 weeks – 1 year); toddler (ages 1–3 years); preschooler (ages 4–6 years); school-aged child (ages 6–13 years); adolescent (ages 13–19)

When an educator enters a classroom they do so with tools aimed towards giving students an education. Along with a degree is a copy of the Australian Curriculum ([AC], 2015) and the Early Years Learning Framework ([EYLF], 2015); however, what is important for the educator to perceive is that an important part of early childhood education is supplying the children’s ‘marketplace’ during identity development. According to Siraj-Blatchford and Clarke (2004, p. 23) the effects of gender, culture and socio economic status overlap with other formative developmental categories in a complex way to shape a child’s identity. Or as Malaguzzi writes “we can never think of each child in the abstract” (1993, p. 1). By understanding and respecting issues of diversity and difference, educators are able to create an ‘environment as third teacher’ (Reggio Emilia approach as cited in Strong-Wilson & Ellis, 2007, p. 41) and write a curriculum that encourages children to explore and develop an identity based upon every aspect of their lives. After all it is what the children do within those environments that matter (Robson, 2004, p. 205).

As educators we must first recognize our own blind spots and work toward teaching our students that embracing differences. We need to encourage students to step outside of their comfort zone and become more inclusive. In chapter eight of Affirming Diversity, Nieto & Bode discussed how young people seek to fit in and belong in any way they can (Nieto, 2008, p. 310). Turnbull stated that we all have a deep need to feel included. As educators we need to provide opportunities for students to work in diverse groups and display diverse successful people. If students are taught at an early age to look at everyone as equal and not be judgmental of others blind spots and bias will be

Australian early childhood setting is composed of diverse people and diversity is growing everyday. Diversity means not only referring to people’s race and culture but it also denotes languages, practices, religions, values, abilities, gender and any aspects that makes people diverse from other people (Saffigna, Franklin, Church & Tayler, n.d.) It is vital for the early educators to be culturally aware and competent, as it will help children and families to have a positive start to school and it will help children to develop a strong sense of identity. Valuing diversity in curriculum is to respect and reflect individual’s practice, culture and beliefs (Department of Education, Employment and Workplace Relation (DEEWR), 2009). However, culturally

pp. 82-83). Teaching students to challenge stereotypes and help children acknowledge they exist is important in developing children’s understanding and acceptance of individual’s differences in society, however, these are not issues that are covered in formal curriculum documents (Gobby, n.d.). An interview was conducted with a white Australian female who completed her primary education in Brisbane, Queensland in 2012. This interviewee has experienced first-hand, inequality and difference in her own classroom and the ways that students, teachers and the greater community has dealt with these differences. The aim of this essay is to critically analyse the interviewees experiences with inequality and difference of social status and culture to determine if her curriculum experiences reflect the use of inclusive perspectives of and approaches to education and diversity, or if they reflect problematic personal and cultural assumptions and

I believe it is important for educators to critically examine their own values, beliefs and attitudes in relation to difference and diversity as we apply them into our daily life. (Chopra, 2012). It is important that educators are respectful of all languages and dialects and do not make judgements about the language used by children and families (Arthur et al 2012, p57). Children learn from important adult figures in their life, parents, family, educators and community all shape a child’s perspective and how they view different situations. Families have different beliefs and values; these include beliefs about family roles, how children learn, what they believe is important for children and their visions for society (Arthur et al 2012, p 57).

In the early childhood setting, curriculum approaches and pedagogies are essential to educators as it assists them to put their philosophy into practice. It develops each and every child’s learning and development. I believe the community of learners approach is relevant as it links to socio-cultural theory and post-structuralism. The community of learners approach reflects the social-cultural contexts of families, peers and communities for children’s learning (Arthur et. al., 2015). The emphasis is on children participating as a member of the community of learners. It organises experiences to extend children’s learning. However, inclusive approach is also suitable as it allows educators to embrace diversity and difference actively work to

Every teacher’s curricula choices are affected by their cultural context, beliefs about learning, theoretical perspectives and teaching experiences (McLachlan, Fleer & Edwards, 2010). The formal curriculum framework for young children in Australia is the Early Years Learning Framework. One of the aims of this curriculum is to develop strong relationships between children, families, communities and the educational experiences occurring at school; as research suggest that this has a beneficial effect on learning and development (Hedges, Cullen & Jordan as cited in McLachlan, Fleer & Edwards, 2010). This strategy prevents the dual socialisation that arises when there is a substantial difference between what a child is exposed to in their home environment and their school environment (Wise & Sanson as cited in McLachlan, Fleer & Edwards, 2010). Therefore, the implementation of the curriculum is affected by the cultural context and relevant trends at the time of its creation as well as the teacher’s values and opinions, which are continually evolving through professional

Everyone needs to be given equal opportunities, regardless of their cultural or ethnic backgrounds. Early childhood teachers have an important role in understanding, and establishing the concepts of critical multiculturalism and intercultural pedagogy to children and families attending their centres.

Education is a very important life goal to many people, I do not people believe that a lot of individuals would disagree with this statement. As one goes through school they may face several obstacles to overcome. It is vital that parents, educators, and other caregivers that play a significant role in a child’s life. A child needs of these people to help them in their educational goals from birth to adulthood. Early childhood inclusion means the standards, policies, and implements that provision the accuracy of infants and young children families, regardless of skills, to take part in a wide-ranging actions and settings as full participants of people, groups, and culture. (DEC/NAEYC, 2009). I believe that if everyone works together following these guidelines all children will have a successful education. We as educators have to find strategies to use in the classroom for the meet the diversity of all children. For example, disability, foreign, minorities and any other child. In this paper, I will discuss strategies, suggestions and adjustments that is a part of the early childhood inclusion.