Why childrens agency is important in the toddler room

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Reference no: EM133567957

Assignment: Principles and Practices in Early Childhood Education

Length: 1500 words.

Learning Outcomes

You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:

1. Describe and apply the key principles and practices of the Early Years Learning Framework (AGDE, 2022).

2. Understand and analyse the importance of relationships and how to build and foster them with children, families, staff and the community respecting the diversities of their histories and backgrounds.

3. Develop the knowledge and skills regarding setting up learning environments for children that are flexible and sustainable both indoors and outdoors.

Task Description

Students are required to develop a professional response to the three(3) scenarios described below that have occurred in early childhood settings making reference to the unit materials, the National Quality Standard (ACECQA, 2020) and the EYLF (AGDE, 2022).

Rationale

The scenarios are based on real life events in early childhood settings and relate to the early childhood principles and practices that have been explored over the first three weeks of the unit.

Task Instructions

Develop a professional response to each scenario below (500 words each) to demonstrate your knowledge of relationships and the environment, by referring to the EYLF, the NQS and unit materials to support your points.

Scenario I

You are the early childhood teacher in the toddler room. You notice some of your staff does not believe the toddlers are capable of making choices and completing routines on their own.

Question 1. What do you say to the staff about why children's agency is important in the toddler room and how will you communicate this to staff?

Question 2. Provide staff one way they could allow the children to have more agency in the room.

Justify your response with reference to one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022).

Scenario II

You are the early childhood teacher responsible for the four-year-old room in a long day care centre that provides food. You are wanting to implement a healthier eating program within your room. You have diverse family groups from a wide variety of cultures and food preferences (including families who are vegan).

Question 1. What is one way you could involve the children in developing and implementing the healthier eating program?

Question 2. What is one way you could involve the families and community in developing and implementing the healthiereating program?

Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF practice (AGDE, 2022) to justify your changes.

Scenario III

You are the educator in the 0-2-year-old room. You have a number of new families who do not understand why the children are so upset at drop off time. You want to ensure that parents are aware that this is common for many children.

Question 1. Explain a strategy you could use to help the children build trust and settle each morning.

Question 2. Outline what information you would share with families about this issue.

Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) to justify why your actions are important for the child and family.

Reference no: EM133567957

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