Goal One
To Support Children’s Individuality, Uniqueness and Differences
“I think about my early elementary years and wonder about the possibilities that would have been presented if I had been more exposed to an open-ended classroom, one that valued (...) individuality; one where failure did not completely uproot someone” (Nontell, 2021, p.280).
My first goal is to provide each child under care with the opportunity to practice their uniqueness, individuality, and differences.
Through artifacts in this goal, I have illustrated the ways to support children's understanding of other's emotions, values and viewpoints which in turn lead to understanding of individuality, uniqueness and differences. According to Blewitt et al. (2018), early years have a specific impact on supporting children’s social and emotional development, i.e., learning to understand and regulate emotions. As Ritchie (2016) states, children should be equipped with skills for the challenges in the coming years which goes beyond just learning numeracy and literacy. Struggling to communicate social-emotional competencies, e.g., failing to understand differences and individualities of one’s and other’s emotions and thoughts, can lead to the development of mental health disorders (Blewitt et al., 2018; Harris, 2019). In respecting differences and individualities, I particularly found Carr’s (2011) notion relevant, who suggests folk* psychology and folk* pedagogy as a way of reflecting on one’s learning, strengthening one’s mindset, and in the process of learning, revisiting and communicating one’s opinions and attending to other's perspectives.
How Does the First Goal Support the Flower in the Garden?
Through artifacts in this goal, I have illustrated the ways to support children's understanding of other's emotions, values and viewpoints, which as Purcell-Gates et al. (2014) note, in turn lead to an understanding of individuality, uniqueness and differences, embracing the “Other”. According to Blewitt et al. (2018), early years have a specific impact on supporting children’s social and emotional development, i.e., learning to understand and regulate emotions and understanding others' point of views, individualities and differences. Struggling to communicate social-emotional competencies, e.g., failing to understand differences and individualities of one’s and other’s emotions and thoughts, can lead to the development of mental health disorders (Blewitt et al., 2018; Harris, 2019). In respecting differences and individualities, I particularly found Carr’s (2011) notion relevant, who suggests folk psychology and folk pedagogy as a way of reflecting on one’s learning, strengthening one’s mindset, and in the process of learning, revisiting and communicating one’s opinions and attending to other's perspectives.
Note*: "Folk psychology and folk pedagogy, our everyday intuitive theories about learning and teaching and about what children’s minds are like and how they grow, are very powerful, enhancing or constraining children’s opportunities to learn" (Carr, 2011, p. 258).
References
Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), e185727-e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727
Carr, M. (2011). Young children reflecting on their learning: Teachers’ conversation strategies. Early Years, 31(3), 257-270. https://doi.org/10.1080/09575146.2011.613805
Krechevsky, M. Mardell, B. & Romans, A. N. (2014). Engaging City Hall: Children as Citizens, The New Educator, (10)1, 10-20, DOI: 10.1080/1547688X.2014.868212
Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Working with different cultural patterns and beliefs: Teachers and families learning together. Multicultural Education, 21(3/4), 17-22.
Ritchie, J. (2016). Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity. Contemporary Issues in Early Childhood, 17(1), 78-91. https://doi.org/10.1177/1463949115627905
Through artifacts in this goal, I have illustrated the ways to support children's understanding of other's emotions, values and viewpoints which in turn lead to understanding of individuality, uniqueness and differences. According to Blewitt et al. (2018), early years have a specific impact on supporting children’s social and emotional development, i.e., learning to understand and regulate emotions. As Ritchie (2016) states, children should be equipped with skills for the challenges in the coming years which goes beyond just learning numeracy and literacy. Struggling to communicate social-emotional competencies, e.g., failing to understand differences and individualities of one’s and other’s emotions and thoughts, can lead to the development of mental health disorders (Blewitt et al., 2018; Harris, 2019). In respecting differences and individualities, I particularly found Carr’s (2011) notion relevant, who suggests folk* psychology and folk* pedagogy as a way of reflecting on one’s learning, strengthening one’s mindset, and in the process of learning, revisiting and communicating one’s opinions and attending to other's perspectives.
How Does the First Goal Support the Flower in the Garden?
Through artifacts in this goal, I have illustrated the ways to support children's understanding of other's emotions, values and viewpoints, which as Purcell-Gates et al. (2014) note, in turn lead to an understanding of individuality, uniqueness and differences, embracing the “Other”. According to Blewitt et al. (2018), early years have a specific impact on supporting children’s social and emotional development, i.e., learning to understand and regulate emotions and understanding others' point of views, individualities and differences. Struggling to communicate social-emotional competencies, e.g., failing to understand differences and individualities of one’s and other’s emotions and thoughts, can lead to the development of mental health disorders (Blewitt et al., 2018; Harris, 2019). In respecting differences and individualities, I particularly found Carr’s (2011) notion relevant, who suggests folk psychology and folk pedagogy as a way of reflecting on one’s learning, strengthening one’s mindset, and in the process of learning, revisiting and communicating one’s opinions and attending to other's perspectives.
Note*: "Folk psychology and folk pedagogy, our everyday intuitive theories about learning and teaching and about what children’s minds are like and how they grow, are very powerful, enhancing or constraining children’s opportunities to learn" (Carr, 2011, p. 258).
References
Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), e185727-e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727
Carr, M. (2011). Young children reflecting on their learning: Teachers’ conversation strategies. Early Years, 31(3), 257-270. https://doi.org/10.1080/09575146.2011.613805
Krechevsky, M. Mardell, B. & Romans, A. N. (2014). Engaging City Hall: Children as Citizens, The New Educator, (10)1, 10-20, DOI: 10.1080/1547688X.2014.868212
Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Working with different cultural patterns and beliefs: Teachers and families learning together. Multicultural Education, 21(3/4), 17-22.
Ritchie, J. (2016). Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity. Contemporary Issues in Early Childhood, 17(1), 78-91. https://doi.org/10.1177/1463949115627905
Artifact One
ECED 508B 62A 2020 W2 Review of Research in Early Childhood Education
Leaving Tears Behind at Child Care Drop-offs
As an early childhood educator, I start my days by planning children’s transition from home to the child care centre. This is to ensure children can have a better and more pleasant experience at the centre most of the time, if not all the time. The success of children’s settlement at child care centres relies on many factors, such as educators’ and parents’ skills in recognizing children’s individualities and differences in terms of developing a secure attachment (Ebbeck & Yim, 2009). Through this artifact, I investigated five articles to deepen my understanding of the daily interactions with families and young children during the drop-offs to support children's individuality, uniqueness and differences.
References
Ebbeck, M. & Yim, H. Y. B. (2009) Rethinking attachment: fostering positive relationships between infants, toddlers and their primary caregivers, Early Child Development and Care, 179:7, 899-909, DOI: https://doi.org/10.1080/03004430701567934
Leaving Tears Behind at Child Care Drop-offs
As an early childhood educator, I start my days by planning children’s transition from home to the child care centre. This is to ensure children can have a better and more pleasant experience at the centre most of the time, if not all the time. The success of children’s settlement at child care centres relies on many factors, such as educators’ and parents’ skills in recognizing children’s individualities and differences in terms of developing a secure attachment (Ebbeck & Yim, 2009). Through this artifact, I investigated five articles to deepen my understanding of the daily interactions with families and young children during the drop-offs to support children's individuality, uniqueness and differences.
References
Ebbeck, M. & Yim, H. Y. B. (2009) Rethinking attachment: fostering positive relationships between infants, toddlers and their primary caregivers, Early Child Development and Care, 179:7, 899-909, DOI: https://doi.org/10.1080/03004430701567934
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Settlement after the Drop-off, (Image by Zahra Rahbari, 2020)
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Artifact Two
ECED 416 952 2021 S2 Kindergarten Curriculum
What a Fulfilling Journey, My Pedagogical Narration!
In this Artifact, I had the chance to develop Kindergarten Pedagogy about recent research, theories of early learning and curriculum trends and practices. Through my reflections, I grew an understanding of dialogue, material encounters, and pedagogical narrations. I enhanced my knowledge in the early years and my vision as a teacher-researcher. The focus of this assignment was writing my learning statements about children's diversity (through my individual material and leaning experiment, group discussions, and an ongoing partner project, to name a few) which I have highlighted in orange in the attached artifact.
What a Fulfilling Journey, My Pedagogical Narration!
In this Artifact, I had the chance to develop Kindergarten Pedagogy about recent research, theories of early learning and curriculum trends and practices. Through my reflections, I grew an understanding of dialogue, material encounters, and pedagogical narrations. I enhanced my knowledge in the early years and my vision as a teacher-researcher. The focus of this assignment was writing my learning statements about children's diversity (through my individual material and leaning experiment, group discussions, and an ongoing partner project, to name a few) which I have highlighted in orange in the attached artifact.
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Observation, Reflection, and Narration (Image by Zahra Rahbari, 2018)
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Artifact Three
ECED 585E 61E 2021 W1 Advanced Seminar on Research in Early Childhood Education
Sociocultural Perspectives on Early Childhood Education
In Search of Purpose and Guidance
Through this artifact, which supports children's individuality, uniqueness and differences, I have reflected on my practice as an Early childhood Educator who constantly seeks to enhance children’s understanding of themselves and others based on their cultures and differences. As Battiste (2011) and Weisner (2016) point out, children get affected mainly through the relationships in their community, the context and the extent the community accepts them.
Sociocultural Perspectives on Early Childhood Education
In Search of Purpose and Guidance
Through this artifact, which supports children's individuality, uniqueness and differences, I have reflected on my practice as an Early childhood Educator who constantly seeks to enhance children’s understanding of themselves and others based on their cultures and differences. As Battiste (2011) and Weisner (2016) point out, children get affected mainly through the relationships in their community, the context and the extent the community accepts them.
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Putting the Pieces Together: In Search of Purpose and Guidance, (Image by Zahra Rahbari, 2022)
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