Professional - Practice Resources

This board offers resources to support practice and this relates to the concept that knowledge benefit's practice. This view is supported by Atay, (2008) who illustrates the 'profound effect' (p. 140) exposure to research can have on educators practice. Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147. doi: 10.1093/elt/ccl053
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This pin offers information about reflective practice which relates to the concept of deep consideration of one's conduct. This is supported by Mitchell, (2007) who illustrates that reflection can be used to 'examine practice systematically' (p. 59). Mitchell, J. (2007). Reflective practice. Nursing Standard, 21(46), 59. http://search.proquest.com.ezproxy.lib.monash.edu.au/docview/219831119/fulltextPDF?accountid=12528

NAEYC Standard Becoming a Professional -Becoming a Reflective Teacher - "For reflective teachers, their work is an ongoing process of closely observing and studying the significance of children's unfolding activities.

This clip considers the science of early childhood development and relates to the understanding the early years of life are influential on future development, which is supported by Black and Hurley (2014) who illustrate the early years act as a 'blueprint for lifespan trajectories' (p. 1244). Black, M, & Hurley, K. (2014). Investment in early childhood development. The Lancet, 384(9950), 1244-1245. doi: http://dx.doi.org/10.1016/S0140-6736(14)60607-3

Inbrief: The Science of Early Childhood Development-great for understanding the development of early neural pathways

This site contains a wealth of resources relevant to early childhood education and this relates to the concept that in order to be considered a profession standards of conduct should be met, and this is supported by the Code of Ethics (Barblett, Buckell, Cheeseman, Clyde, Fasoli, Hydon,  and Woodrow, 2006),  which illustrates the importance of supporting standards and practices.

ACECQA - Our mentors. Guiding the way education and care services implement the National Legislation, National Quality Standards and the Early Years Learning Framework.

This pin details the Early Childhood Australia 'Code of Ethics' which relates to the conduct of early childhood educators in Australia. This is supported by 'The Early Years Learning Framework for Australia,' (DEEWR, 2009) evidenced through the complex and diverse repertoire of expectations for professional practice reflected within the document. https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

This pin details the Early Childhood Australia 'Code of Ethics' which relates to the conduct of early childhood educators in Australia. This is supported by 'The Early Years Learning Framework for Australia,' (DEEWR, 2009) evidenced through the complex and diverse repertoire of expectations for professional practice reflected within the document. https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

This pin considers children transitioning from home to early childhood settings and this relates to the concept of the influential nature of parent educator collaboration to support children during this time. This concept is supported by 'The Early Years Learning Framework', (DEEWR, 2009) which illistrates children 'use effective routines to make predicted transitions smoothly' (p. 21). https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

This pin considers children transitioning from home to early childhood settings and this relates to the concept of the influential nature of parent educator collaboration to support children during this time. This concept is supported by 'The Early Years Learning Framework', (DEEWR, 2009) which illistrates children 'use effective routines to make predicted transitions smoothly' (p. 21). https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

This pin offers an online forum for early childhood educators and this relates to the concept of connecting with colleagues to make connections and share ideas. This concept is supported by Curtis and Carter, (2008) who illustrate interactions with fellow educators can facilitate formation of alliances. Curtis, D., & Carter, M. (2008). Learning together with young children : a curriculum framework for reflective teachers. St. Paul, MN: Redleaf Press.

This pin offers an online forum for early childhood educators and this relates to the concept of connecting with colleagues to make connections and share ideas. This concept is supported by Curtis and Carter, (2008) who illustrate interactions with fellow educators can facilitate formation of alliances. Curtis, D., & Carter, M. (2008). Learning together with young children : a curriculum framework for reflective teachers. St. Paul, MN: Redleaf Press.

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to ensuring children have opportunities for learning. This is supported by Barblett et al., (2006), who argue children should have opportunities for 'learning, development and engagement' (Barblett et al., 2006). http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to ensuring children have opportunities for learning. This is supported by Barblett et al., (2006), who argue children should have opportunities for 'learning, development and engagement' (Barblett et al., 2006). http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to ensuring children have opportunities for learning. This is supported by Barblett et al., (2006), who argues children should have opportunities for 'learning, development and engagement' (Barblett et al., 2006). http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to ensuring children have opportunities for learning. This is supported by Barblett et al., (2006), who argues children should have opportunities for 'learning, development and engagement' (Barblett et al., 2006). http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf

This pin offers resources relating to components of a teaching philosophy. This relates to the ethical importance of conveying values and views to families and employers. This is supported by week four reading by Newman and Pollnitz, (2005) who illustrate educators should 'demonstrate sound and sensitive ethical reasoning' (p. 13). Newman, L., & Pollnitz, L. (2005 ). Working with children and families: professional, legal and ethical issues. Frenchs Forest, N.S.W. Pearson Education Australia

This pin offers resources relating to components of a teaching philosophy. This relates to the ethical importance of conveying values and views to families and employers. This is supported by week four reading by Newman and Pollnitz, (2005) who illustrate educators should 'demonstrate sound and sensitive ethical reasoning' (p. 13). Newman, L., & Pollnitz, L. (2005 ). Working with children and families: professional, legal and ethical issues. Frenchs Forest, N.S.W. Pearson Education Australia

This pin offers a fortnightly newsletter relating to current research, practices and programs in early childhood education. This relates to the concept that knowledge provides educators with opportunities to improve their practice. This view is supported by Atay, (2008) who illustrates the 'profound effect' (p. 140) exposure to research can have on educators professionalism. Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147. doi: 10.1093/elt/ccl053

This pin offers a fortnightly newsletter relating to current research, practices and programs in early childhood education. This relates to the concept that knowledge provides educators with opportunities to improve their practice. This view is supported by Atay, (2008) who illustrates the 'profound effect' (p. 140) exposure to research can have on educators professionalism. Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147. doi: 10.1093/elt/ccl053

This pin offers information about inclusive practice and this relates to the concept of respecting and fostering difference. This is supported by the 'Code of Ethics,' (Barblett et al., 2006) which highlights the importance of ensuring children do not experience discrimination. Barblett, L., Buckell, J., Cheeseman, S., Clyde, M., Fasoli, L., Hydon, C., & Woodrow, C. (2006). Code of Ethics. (Reprinted from: 2009).

This pin offers information about inclusive practice and this relates to the concept of respecting and fostering difference. This is supported by the 'Code of Ethics,' (Barblett et al., 2006) which highlights the importance of ensuring children do not experience discrimination. Barblett, L., Buckell, J., Cheeseman, S., Clyde, M., Fasoli, L., Hydon, C., & Woodrow, C. (2006). Code of Ethics. (Reprinted from: 2009).

This pin offers a range of current research and this relates to the concept that research provides educators with knowledge which can benefit practice. This view is supported by Atay, (2008) who illustrates the 'profound effect' (p. 140) exposure to research can have on educators professionalism. Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147. doi: 10.1093/elt/ccl053

This pin offers a range of current research and this relates to the concept that research provides educators with knowledge which can benefit practice. This view is supported by Atay, (2008) who illustrates the 'profound effect' (p. 140) exposure to research can have on educators professionalism. Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147. doi: 10.1093/elt/ccl053

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