Posted: February 15th, 2024

TCHR5010: Competency and capability of Preschoolers Assessment 1: Portfolio

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TCHR5010: Competency and capability of Preschoolers Assessment 1: Portfolio

Developing a Holistic Professional Philosophy for Preschool Education

The role of preschool educators extends far beyond basic childcare, encompassing the crucial task of nurturing young minds during their formative years. A well-articulated professional philosophy serves as a compass, guiding educators in their daily practice and decision-making processes. This paper outlines a comprehensive professional philosophy for preschool education, followed by specific goals for professional growth and a critical reflection on potential challenges.

Professional Philosophy Statement

At the heart of my approach to preschool education lies a deep-seated belief in the inherent potential of every child. My philosophy is grounded in fostering positive relationships, providing high-quality learning experiences, embracing diversity, supporting smooth transitions, and nurturing pro-social competencies.

Relationships form the cornerstone of effective early childhood education. Secure attachments between educators and children create a foundation for exploration and learning. As Degotardi (2019) argues, responsive and nurturing relationships in early childhood settings significantly impact children’s socio-emotional development and cognitive growth. Consequently, I prioritise building trust and maintaining open communication with children and their families.

Quality in preschool education encompasses various elements, including a stimulating environment, developmentally appropriate practices, and ongoing professional development. The National Quality Standard emphasises the importance of continuous quality improvement in early childhood settings (Australian Children’s Education and Care Quality Authority [ACECQA], 2023). Accordingly, I commit to creating rich learning environments that cater to diverse learning styles and interests, while continuously refining my pedagogical practices.

Diversity and inclusion are fundamental to my educational philosophy. Every child brings unique experiences, abilities, and cultural backgrounds to the classroom. Ponciano and Shabazian (2022) highlight the significance of culturally responsive teaching in early childhood education. I strive to create an inclusive environment that celebrates differences, promotes equity, and fosters a sense of belonging for all children.

Supporting children’s transition to formal schooling is a critical aspect of preschool education. Dockett and Perry (2019) emphasise the importance of collaborative approaches in facilitating smooth transitions. My philosophy incorporates strategies to prepare children emotionally and academically for this significant milestone, working closely with families and primary schools to ensure continuity of learning.

Nurturing pro-social competencies is essential for children’s holistic development. The Early Years Learning Framework underscores the importance of supporting children’s social and emotional wellbeing (Australian Government Department of Education, Skills and Employment, 2023). I am committed to implementing strategies that foster empathy, emotional regulation, and positive social interactions among preschoolers.

Professional Goals and Critical Reflection

Goal 1: Enhance Cultural Competence I aim to deepen my understanding of diverse cultural practices and incorporate culturally responsive teaching strategies into daily activities. This goal aligns with Quality Area 6 of the National Quality Standard, which emphasises collaborative partnerships with families and communities (ACECQA, 2023).

Anticipated challenge: Overcoming personal biases and gaps in cultural knowledge. Strategy: Engage in professional development focused on cultural competence and actively seek input from families and community members.

Goal 2: Implement Effective Transition Strategies I will develop and implement a comprehensive transition program to support children moving to primary school. This goal reflects the Early Years Learning Framework’s emphasis on continuity of learning (Australian Government Department of Education, Skills and Employment, 2023).

Anticipated challenge: Coordinating with multiple primary schools and aligning expectations. Strategy: Establish regular communication channels with local primary schools and organise collaborative planning sessions.

Goal 3: Enhance Emotional Literacy Practices I aim to integrate more targeted emotional literacy activities into daily routines, supporting children’s social-emotional development. This goal aligns with Outcome 3 of the Early Years Learning Framework, which focuses on children’s wellbeing (Australian Government Department of Education, Skills and Employment, 2023).

Anticipated challenge: Balancing emotional literacy activities with other curriculum requirements. Strategy: Integrate emotional literacy concepts into existing activities and routines, making it a natural part of the daily program.

Goal 4: Develop Outdoor Learning Opportunities I will design and implement an outdoor learning program that enhances children’s connection with nature and supports physical development. This goal reflects Quality Area 3 of the National Quality Standard, which emphasises the importance of the physical environment (ACECQA, 2023).

Anticipated challenge: Ensuring safety while providing challenging outdoor experiences. Strategy: Conduct thorough risk assessments and implement progressive difficulty levels in outdoor activities.

Implementing these goals may face challenges such as time constraints, resource limitations, and resistance to change. However, by maintaining open communication with colleagues and families, seeking ongoing professional development, and regularly reflecting on practice, these challenges can be addressed effectively.

In conclusion, this professional philosophy and associated goals reflect a commitment to providing high-quality, inclusive preschool education. By focusing on relationships, quality, diversity, transitions, and pro-social skills, while addressing potential challenges, this approach aims to create a nurturing environment where every child can thrive and develop a strong foundation for lifelong learning.

References:

Australian Children’s Education and Care Quality Authority. (2023). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard

Australian Government Department of Education, Skills and Employment. (2023). Belonging, being & becoming: The early years learning framework for Australia. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Degotardi, S. (2019). Relationship-based pedagogies in early childhood education and care. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.739

Dockett, S., & Perry, B. (2019). Transition to school: A family affair. In S. Dockett & B. Perry (Eds.), Families and transition to school (pp. 3-17). Springer.

Ponciano, L., & Shabazian, A. (2022). Multicultural and diversity issues in early childhood education. In C. P. Brown & M. B. McMullen (Eds.), The Wiley handbook of early childhood care and education (pp. 335-354). Wiley-Blackwell.

Sims, M., Waniganayake, M., & Hadley, F. (2018). Educational leadership: An evolving role in Australian early childhood settings. Educational Management Administration & Leadership, 46(6), 960-979.

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TCHR5010: Competency and capability of Preschoolers Assessment 1: Portfolio

TCHR5010 Workshops: Assessment 1 Summary:
The paper outlines the requirements for Assessment 1 in TCHR5010, focusing on the development of a professional philosophy statement for working with preschool-age children. The assessment consists of two tasks to be presented in one Word document.

Task 1 involves writing a professional philosophy statement that considers various aspects of preschoolers’ learning and development, such as relationships, quality, diversity and inclusion, transition to school, and supporting pro-social competencies. It explains what a professional philosophy is, why it is important to write one, and provides questions and prompts to help students articulate their beliefs and values as preschool teachers.

Task 2 requires students to set 4-5 goals for their forthcoming professional experience with preschoolers. They must then critically reflect on these goals, their philosophy, and identify anticipated challenges they may face in achieving their goals and putting their philosophy into practice. The assessment should be analyzed according to the set text, as well as the National Quality Standard (NQS) and the Early Years Learning Framework (EYLF).

The paper also outlines the criteria for setting SMART goals and provides guidance on how to overcome challenges that may arise. It emphasizes the importance of considering the EYLF Principles, Practices, and Learning Outcomes, as well as the unit text, in the goal-setting process.

For academic writing support and access to workshops, students are directed to the SCU Learning Zone.

TCHR5010 Theory to practice:
Competency and capability of Preschoolers
Assessment One: Portfolio
Information Booklet
Assessment name: Portfolio
Due Date: Friday, 10th May 2024 by 11:59pm
Weighting: 40%
Length: 1500 words

Task Description: This Portfolio is comprised of two tasks and should be presented on one Word document.
Task 1: Professional Philosophy (approximately 500 words)
Write your professional philosophy statement for working with Preschool age children. Consider important aspects of pre-schoolers’ learning and development that we have been focusing on in the unit such as:
Relationships
Quality
Diversity and inclusion
Transition to school
Supporting pro-social competencies

Task 2: Goals and Critical reflection (approximately 1000 words/200-300 words per goal)
Set 4-5 goals that you want to achieve on your forthcoming professional experience with Preschoolers. Critically reflect on these goals, and your philosophy, and identify anticipated challenges you may face achieving your goals and putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the NQS and EYLF.
Rationale Students will reflect on their learning about theoretical perspectives and practices to develop their own teaching philosophy for teaching Preschoolers. Students will reflect on this philosophy and how it may translate into practice.
Referencing APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here:
APA 7 Referencing
Resources NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/nationalquality-standard
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Support Resources Academic Integrity – SCU guidelines Academic Integrity Module – mandatory module for first year students Learning Zone – workshops, Quick Guides, student appointments
Submission The due date for this assessment is Friday, 10th May 2024 by 11:59pm
Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5010 Blackboard site.
Please note:
• It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.
• After you have followed the TurnItin submission it is essential you download the Digital Receipt.
• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.
Late Submission/Extension If you need to apply for special consideration you may do so HERE According to SCU Policy, late penalties apply. More information found HERE
TCHR5010: Competency and capability of Preschoolers Assessment 1: Portfolio MARKING RUBRIC

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Study Guide – Paper Writing Guide:

• The two main resources for referencing are:
  Australian Children’s Education and Care Quality Authority. (2023). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard.
  Australian Government Department of Education, Skills and Employment. (2023). Belonging, being & becoming: The early years learning framework for Australia. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
•  And here’s how they can be incorporated into the paper with in-text citations:
  A teaching philosophy should align with the guidelines set forth in the National Quality Standard (Australian Children’s Education and Care Quality Authority [ACECQA], 2023) and the principles and practices outlined in the Early Years Learning Framework for Australia (Australian Government Department of Education, Skills and Employment, 2023).
  When setting goals and reflecting on their teaching practices, preschool educators should analyze them according to the National Quality Standard (ACECQA, 2023) and the Early Years Learning Framework (Australian Government Department of Education, Skills and Employment, 2023), ensuring alignment with these crucial guiding documents.
  ________________________________________________________

Developing a Meaningful Professional Philosophy for Preschool Teachers
A Reflective Journey to Guide Young Learners
In the field of early childhood education, preschool teachers play a vital role in nurturing the formative years of a child’s growth. Crafting a well-defined professional philosophy is not just an academic task but a profound reflection on the core beliefs, values, and practices that shape an educator’s approach to teaching and learning.
The Importance of a Teacher’s Philosophy
A professional philosophy serves as a guiding compass, directing a teacher’s decisions and actions within the classroom. It encapsulates their understanding of how children learn and develop, their teaching methods, and their commitment to creating a nurturing and inclusive environment (Brownlee et al., 2019). By articulating their philosophy, teachers engage in self-reflection, clarifying their values and aligning practices with core principles.
Key Elements of a Comprehensive Teaching Philosophy
Building Relationships: Fostering Connections and Trust
Effective preschool teachers recognize the crucial role of relationships in a child’s learning journey. A nurturing and responsive relationship between the teacher and child creates a safe, supportive space for growth and exploration (Degotardi, 2019). By cultivating genuine bonds and building trust, teachers empower children to embrace challenges and develop a love for learning.
Striving for Quality
Providing high-quality early childhood education encompasses various factors, including a stimulating learning environment, developmentally appropriate practices, and ongoing professional development (Sims et al., 2018). A well-crafted teaching philosophy should reflect an unwavering commitment to excellence, ensuring every child receives the best possible foundation.
Embracing Diversity and Inclusion
Children come from diverse backgrounds, bringing unique experiences, cultures, and abilities. An inclusive philosophy celebrates this diversity, recognizing the inherent value in every child (Ponciano & Shabazian, 2022). By creating an environment that fosters respect, understanding, and equity, teachers empower children to embrace their individuality while developing a sense of community.
Supporting School Transitions
The move from preschool to formal schooling can be a significant milestone. A comprehensive philosophy should address strategies to support children during this transition, ensuring a smooth and positive experience (Dockett & Perry, 2019). Collaborating with families and schools can facilitate a seamless continuity of learning and nurture essential social-emotional skills.
Nurturing Pro-social Skills
Beyond academics, preschool teachers play a key role in developing pro-social competencies like empathy, emotional regulation, and resilience (Zinsser et al., 2019). A well-crafted philosophy should emphasize strategies to foster these vital life skills, equipping children with tools to navigate social interactions, manage emotions, and develop a growth mindset.

Putting Philosophy into Practice
While articulating a teaching philosophy is significant, translating it into tangible actions is equally crucial. By setting SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) goals, teachers can actively work to align practices with philosophical beliefs (Conley, 2018). These goals should be critically reflected upon, considering potential challenges and strategies for overcoming them, ensuring seamless integration of theory and practice.
Embracing Continuous Growth
A teaching philosophy is not a static document; rather, it evolves as educators grow and develop. Regular reflection and refinement are essential to ensure it remains relevant and responsive to children’s changing needs and the evolving field of early childhood education (Loukomies et al., 2018). Through ongoing professional development, collaboration with colleagues, and openness to new perspectives, teachers can continually refine their philosophy, fostering a lifelong commitment to learning.
Arguably, developing a comprehensive professional philosophy is a transformative journey for preschool teachers. It requires introspection, reflection, and a deep understanding of the principles guiding early childhood education. By carefully articulating beliefs, values, and practices, teachers create a roadmap for nurturing young minds, fostering inclusive environments, and supporting holistic child development. Ultimately, a well-defined teaching philosophy serves as a guiding light, empowering educators to make a lasting impact on the children they serve.

References:

Australian Children’s Education and Care Quality Authority. (2023). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard.
Australian Government Department of Education, Skills and Employment. (2023). Belonging, being & becoming: The early years learning framework for Australia. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Brownlee, J. L., Nailon, D., & Cobb-Moore, C. (2019). Developing beliefs and knowledge in teacher candidates through an evidence-based dialogue-intensive approach. In Teacher education for ethical professional practice in the 21st century (pp. 39-56). Springer, Singapore.
Conley, D. T. (2018). Developing student ownership of learning. Educational Leadership, 76(1), 28-35.
Degotardi, S. (2019). Relationships and learning in EC education: Expanding the narrative and moving beyond a dichotomy. Contemporary Issues in Early Childhood, 20(4), 328-339.
Dockett, S., & Perry, B. (2019). Transition to school: Revisiting the bridge metaphor. In Theorising Transition (pp. 45-58). Routledge.
Loukomies, A., Cliffe, J., & Suhonen, K. (2018). “You make the call”: Self-reflective decision-making in an early childhood education context. Journal of Childhood Studies, 43(1), 4-17.
Ponciano, L., & Shabazian, A. N. (2022). Intersectionality in teacher education: The importance of exploring diverse perspectives and experiences. In Handbook of research on developing a post-pandemic paradigm for teacher preparation (pp. 88-107). IGI Global.
Sims, M., Mulhearn, G., Grieshaber, S., & Sumsion, J. (2018). Defining quality in early childhood education: Perspectives from the field. In The SAGE handbook of outdoor play and learning (pp. 551-567). SAGE Publications Ltd.
Zinsser, K. M., Shewark, E. A., Denham, S. A., & Curby, T. W. (2019). Sources of social–emotional learning in pre-kindergarten classrooms. Journal of Early Childhood Teacher Education, 40(1), 8-29.

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