In the video, A Career in Teaching – Early Childhood Teaching, an experienced educator, Claire, was observed outside in an early childhood setting. Claire was interacting with the children on the climbing frame, Michael and Marcello. Marcello is seen confidently climbing the frame, whilst Michael is struggling and looks to Claire and says, “I can’t do it.”. At this point, Claire intervenes and asks, “What can’t you do Michael?” to which he replies, “I can’t climb up off the ground.”. Claire then encourages Michael to “ask Marcello how he did it.”, Claire then observes Marcello and tells Michael, “Oh he used his knee.”, Michael curiously says “his knee?”. Claire takes this opportunity to challenge Michael by asking, ‘I wonder if you can use your knee?”. Michael slowly starts to climb the frame using his knee, so Claire encourages him even more, “You’ve got one knee on Michael, look at hat, you did it, so you can climb up.” Marcello says, “I got it.”, which Claire praises him also, by saying, “and you showed him how to do it Marcello.”
Relating:
Throughout this interaction, Claire helps Michael to climb the frame by encouraging him and building on his strength and skills which in turn ensures his motivation and engagement (Department of Education, Employment and Workplace Relations [DEEWR], 2009). The EYLF (2009) states, “educators are responsive to all children’s strengths, skills and interests”, Claire demonstrates these characteristics when she notices Michael is interested in climbing however notices that to complete the task he needs encouragement and guidance. Claire was able to create a healthy, respectful, supportive and challenging learning environment using her own knowledge, with this Claire stretches Michael’s ability and aids in making the experience achievable (National Association for the Education of Young Children [NAEYC] Standards, 2010). Claire uses these characteristics to build a positive relationship with Michael, seen through this interaction, Claire communicates with, teaches and guides Michael, and cares for his physical needs to provide him with a sense of trust, value, security and respect (Feeney, Moravick & Notle, 2016).
Reconstructing:
Reflecting on these observations and readings, I understand that it is important to build positive relationships with children and to ensure they feel safe, respected and valued in the classroom environment. I feel that as an educator we should be responsive to all children’s strengths, skills and interests, providing a challenging environment with achievable experiences for children to extend their learning. I aim to build positive relationships with children and families by partnering with children’s families to gain as much information as I can about their backgrounds, beliefs and values and culture, ensuring open communication through a trusting relationship by appearing as a welcoming, approachable and warm person. I aim to be encouraging, caring, enthusiastic and knowledgeable as an educator and to ensure the children can achieve their goals in a safe and welcoming environment.
Reflection 2: Developing effective relationships with children
Reporting:
Throughout the distributed day at a primary school in a suburb of middle socioeconomic status, the educator was observed in the classroom setting. The educator welcomed the children into the classroom to begin the day and sat the children on the mat. She began by asking each child to tell the class an interesting event that happened at home. The children were excited to tell the class their story, and eagerly awaited their turn. One of the children, began to talk about how his father has a sore back, the educator then began to ask him, “Why does your dad have a sore back?” and “Is he going to see the doctor?” (Personal Communication, April 12, 2017). As the educator asked questions, it made the child cheerful because his teacher was showing interest in something personal to him. The educator was seen to interact with all the children in this manner, allowing them to commence the day in an excited and joyful temperament.
Relating:
During this interaction, the educator understands the importance of positive relationships with children. As an educator, they communicated interest and authentic liking for the children’s activities and personalities, through these personal connections children can develop not just academic skills but positive learning temperaments and become confident learners (National Association for the Education of Young Children [NAEYC] Standards, 2010). In this group experience, the children feel safe and supported but they also learn how to interact with others with care, respect and empathy because the educator ensures all children are listening to each other and that they are learning not to interrupt their peers (DEEWR, 2009). When relationships are built between children and the educator, the children feel as though they belong in the classroom setting. When an educator uses respectful communication it “conveys to [the] children that you value their feelings and thoughts” (Feeney, Moravcik, & Nolte, 2016).
Reconstructing:
Based on these observations and readings, I understand it is important to build relationships with children that are positive, trusting and respectful as children develop confidence and feel belonging. As an educator, I feel that having strong relationships with children allows learning to occur within a safe environment. I must be authentic and engaged through open communication and active listening to notice and understand children’s interests and needs. I aim to create these relationships as they develop trust which is foundational to the social and emotional development of children, and allows me to know each child’s uniqueness. Developing relationships with children, helps them appreciate their interdependence, learn about responsibilities and become active participants in a nurturing environment. I aim to develop and nurture positive relationships with children so that they can grow in confidence and feel appreciated and respected inside and outside the classroom setting.
Reflection 3: The influence of the environment on children’s learning.
Reporting:
The observed kindergarten environment was set up for open space and small group activities. The environment has small tables in groups with large mat space near the book corner and children’s work displayed around the room. The classroom has a separate space with dress-ups and for wooden blocks with more open space to allow for play. The educator had set up a themed learning space within the classroom, it had two tables covered in different objects, the objective of this space was to explore the five senses which was a curriculum topic the class were exploring. Each week, the educator added objects linked to a certain sense and the class learnt about that sense before being able to explore the senses corner. The educator only allowed small groups into the space whilst other groups were completing other activities, each group in that space were only allowed a specific amount of time before other groups were allowed.
Relating:
This environment is constructed to maximise learning for students and considers the four main elements of the intellectual, physical, social and emotional and temporal environment. The educator created an environment which encourages “children to explore, solve problems, create and construct” (DEEWR, 2009, p. 15). The temporal environment within the classroom is always considered, majority of the lessons are taught through play and activities as well as routines which are set for outside play and learning in the classroom. Piaget understood that children learnt through play and their learning was driven through curiosity. “He stressed that children construct their knowledge through active involvement” (Bullard, 2017), by using the five senses corner the educator prompted active involvement and learning by using familiar and unusual objects as stimuluses for the children. The educator understands the importance of play and whilst doing one-on-one and small group activities the rest of the children can play in the other areas of the classroom until the groups switch. The large open spaces in the classroom environment stop crowding from occurring which usually links to insecurity and heightened tone. Also in the social and emotional environment, the educator never excludes a child from the group or singles a child out in a group setting, this is to ensure that it is a nurturing environment where children feel they belong.
Reconstructing:
From these observations and readings, I understand as an educator that I must create a learning environment that maximises learning. I will ensure that the learning environment is student-centred, flexible and responsive to all learners. Children need a positive environment and as an educator I aim to ensure that I do not focus only on the physical environment but on the intellectual, temporal and social and emotional environments. I understand the importance of play in an Early Childhood setting and I will implement in classroom activities and experiences. I now aim to create positive learning environments as they have crucial impacts on children’s development and learning.
Conclusion:
After all these observations and reading, I understand the importance of the role of an Early Childhood Educator. As an educator, I must be encouraging, knowledgeable and caring but most importantly trustworthy. I know educators must build positive relationships with children through open communication and active listening for learning to occur. I understand that educators must create a positive learning environment to maximise learning and consider not only the physical environment but the intellectual, physical, temporal and social/emotional environments. I now know that my role as an educator is important in the lives of children.