Partnership In Early Childhood

Partnership is driven by a desire for collaborative advantage and can offer many positive outcomes, like benefits for staff and services such as less replication between different service providers. It helps them see others point of view and it keeps them from being selfish, it helps young people interact with others to achieve a goal, and it helps them develop socially. It’s important to work in partnership with others so that all agencies can share information and concerns about children and young people in their care, it also helps to keep the children safe and away from harm.

In the book Early Childhood Education Today 11th Edition, we read that “Family-centered practice is one of the cornerstone features of early childhood special education. This follows the fundamental notion that children’s development is influenced by their environment: their family, teachers, school, town, media, governmental systems, and so on.” (MORRISON, 2009) The first thing we as teachers must do is acknowledge that the children’s families are the first and most important teachers of their children and recognize the long-term effect families have on the attitudes and accomplishments of their children . For the edification of today’s youth there are potential positive responses to be obtained through working with a child’s parents as

Closing the gap between Indigenous and non-Indigenous students is a relevant and ongoing issue in early years care and education. The Council of Australian Governments developed this framework to improve the outcomes of Aboriginal and Torres Strait Islander people. The three targets addressed in this essay focus on early childhood education, school attendance and literacy and numeracy achievement, however there are other targets for the nation. When analysing these three areas in regards to closing the gap, the importance of culture will be recognised. The closing the gap framework shows significant progress towards achieving the targets and teacher can assist in this process through engaging in particular strategies that develop their literacy

Partnership working is when different services and professional come together to meet the needs of children and their families.

An effective communication technique that could be used in the Gurung childcare setting is to build a good rapport between the Aboriginal and/or Torres Strait Islander people and the service itself. Building and maintaining relationships in many traditional cultures is where a high sense of value is placed (Queensland Government, 2015). It would be important to maintain and strengthen these relationships, as it integrates and conveys the importance of the Gurung culture in the childcare setting.

Partnerships with local early childhood centers have been strengthened through collaborative conversations and professional development opportunities. Professional development sessions centered around early childhood literacy have been hosted monthly during the school year to early childhood teachers and teacher assistants in the public school, Head Start, and childcare settings. Participants in the sessions earn continuing education hours and develop relationships for collaboration and professional growth. These growth opportunities have established an early childhood professional learning community for future learning. These efforts center around strengthening programming to address school readiness.

Describes an experimental study in aboriginal children aged 23 to 36 months who participate in an intervention implemented by educators at an aboriginal long day care service. The Abecedarian Approach Australia collaborates with remote aboriginal communities so they were responsible for this activity. They focus on intentional, individual and response adult-child interactions, with these strategies Abecedarian Approach Australia think is beneficial and positive development for children. The activity was through games which put a high priority on language development and focus on learning in a variety of situations, facilitating the acquisition of skills and concepts that will help in school, but as the study progressed, the games selected were increasing in difficulty. The study shows how the activity was made, who collaborate, the skills they showed or those they developed, if children show difficulty during the activity, and who help in this. The results consider bringing a better support to this group of children and an engagement with early childhood programs.

Aboriginal education is a subject that should be embedded into curricular activities on a daily basis from the beginning of early childhood. This essay highlights the importance of Aboriginal education from an early age for both Indigenous and non-indigenous children in Australia through the discussion of three strategise. These include the use of Aboriginal perspective in the curriculum, Outcomes for Aboriginal children and cultural safety in the early childhood environment. It also evaluates the Early Years Learning Framework and how it reflects the inclusion of Aboriginal individuals, their culture, histories and communities into the learning process. Indigenous children in Australia are faced with illness and hardships which

A potential useful work practice could be to employ an Indigenous person to hold a position within the service, they can work together with the qualified educators, form a partnership, to deliver a high quality education whilst providing a culturally safe, welcoming, open service. An elder within the Aboriginal community that could deliver stories to the children, provide their knowledge of how to work with the ATSI children and at the same time gain employment would be useful to both parties in the

Teachers of Tomorrow as is an Early Childhood organization that is used to support the professional development of students in early childhood, elementary, middle school and exceptional child education. It is a group that brings different speakers and programs to Southeast for all education majors to enjoy. I was able to interview Bailey, the secretary of Teachers of Tomorrow. She has been a member for the past three years and became secretary for the organization this year. When asked about forms of hierarchy she responded with,

To make sure the program is meeting its objectives for the children, parents, teachers, and the community, we will have meetings, where we will open to any comments or criticisms so that we can accommodate to them accordingly. For example, the Bright Hope Preschool will also have a survey that will focus on objections that the parents, teachers, and the community may have so that we can take them into consideration. We will also have weekly reports and share them at the teachers meetings. The program will provide opportunities for the parents, teachers, and the community to get to know each other and not only at events for the children. This way, it will give off a comfortable and warm atmosphere instead of a distant and awkward one.

Teaching Aboriginal and Torres Strait Islander students requires some sensitivity for their special needs and knowledge about Indigenous cultural practices. Successful programs relate content to real life and work around Aboriginal parents’ limitations. However, many non-Aboriginal teachers do not have a lot of experience teaching and engaging with Aboriginal and Torres Strait Islander students. To teach them and get them interested in learning, teachers may be required to leave behind the textbook solutions they studied and find tasks that are more engaging to the students. According to the aitsl, teachers must “demonstrate knowledge and understanding of research into how students learn and the implications for teaching”

Early childhood programs are being established all over the United States. To be a qualified program the early childhood programs much exhibit several components. These components include principles of child development; a balanced curriculum; relationship between parents, teachers, children, and the community; assessment and accountability; and consideration for diversity in children, families, and communities.

I have found that recent researches say that children can experience prejudice behaviour and approaches during their young age. I also understand that children’s behaviour are mostly affected through their attitudes, other educators influence and the environment around them (Walker, 2010). I have also enjoyed reading the booklet of Child Inclusive learning and Development Australia Inc (2014) that “a multicultural approach is relevant regardless of whether the children are from diverse cultural backgrounds or not” (child Australia, 2014, p.7). I understand from the above statement that Indigenous approaches are related regardless of whether the children are from indigenous cultural backgrounds or not. I also found to be aware of that before passing on my own personal values and attitudes of indigenous cultural competence to the children through utilizing language, materials, activities, curriculum preferences and my interaction with others during the activity times (child Australia, 2014). Educators’ Guide to the Early Years Learning Framework for Australia states that “Omissions can be just as destructive as stereotypes and inaccurate information” (EYLF Educators guide, 2010, p.11). According to the above statement, I understand that the efficacy of considering my own beliefs, values and attitudes which would help me to hold any bias before introducing the scaffolding related to the Indigenous cultural education. The biases that may affect our relationship are prejudice and

All experiences and knowledge I have of promoting Indigenous and non-Indigenous reconciliation is through the workplace professional development learning and the “Welcome to Country and Acknowledge of Country) (Link evidence) published of Department of Education & Training in 2015. I also registered myself in KU Aboriginal and Torres Strait Islander Programs, further equipped my knowledge of assist Aboriginal and Torres Strait Islander children to access quality early education services However I hope to gain more knowledge and practice in this area through familiarity, exploring community links and reading the professional resources which are available.