Definition Of Professionalism, Within And Early Childhood Educator ( Ece ) Setting

This helps practitioner’s work together for the welfare of children. It promotes the Every Child Matters outcomes to reinforcing how important it is for all child careers to work together.

In summary I believe to be an Early Childhood Educator one has to be able to keep up with everything. There is no single purpose to educate, but if I had to choose a soul representative it would be to shape our world. Children’s needs must be met in order to do that. To be am Early Childhood Educator one has to be patient, patient, and patient. Putting all of these things together gives one the end product of a successful

The state of the early childhood profession has been discussed on the basis of the following key points in terms of the characteristics, complexities, strengths, challenges and the impact of the policies, trends and movements.

The ECA’s code of ethics is intends for all early childhood professionals, who work with or on the behalf of children and families, to carry the appropriate behaviour. This document is relevant to my study because it notifies educators about their commitment to the children, families, colleagues, community and society as well as their

As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development, as will be identified by this essay; below are areas where one should concentrate in order to further

I believe that most important indicators of professionalism that I possess are respect, accountability and tenacity. I show respect by listening, being fair, and following through. Instead of seeking to control children’s behavior, rather try to respect and understand it. Being accountable not only means being responsible for something but also ultimately being answerable for your actions. Being engaged as a teacher is important to professionalism because

Avis et al (2010) state that historically, only occupations such as Doctors, Solicitors, the Clergy and Bank Managers were worthy of the title of being called a “Professional”. However they go on to say that this has changed over time to the point whereby much more diverse groups are describing themselves within the category of being professional to the point that the term becomes meaningless. That said, they do agree that a professional should hold a set of specific skills and knowledge that are gained through a certain amount of training and “should be used for the benefit of society”. Teachers, lecturers and trainers clearly fit within this remit. Scales (2008) lists professionalism as one of the traits of an effective teacher. He goes on the say that professionalism is multi-faceted, citing the way teachers behave, look, the way interact with their students, how they talk and how they prepare and plan their work all form what he believes makes a professional.

Becoming childcare professional requires engaging in the profession after acquiring specialized skills and knowledge to provide quality care to all children. A professional is a person who continues to perceive educational qualification to complement themselves. Some of the important skills that form the foundation of childcare professional are how we connect with others, communication as key to developing a relationship and advocacy qualities. To become proficient childcare professional a person confronts many

As you will note from my CV, I hold a First Class BA Honours Degree in Childhood and Family Studies and Education Studies. Whilst the majority of the modules I studied were based around developing my knowledge of working with children and families, some modules were focused on my professional and ethical practice.

In order to improve their work with young children practitioners use their own learning by using ways of work that are non-judgemental, sensitive and positive. Therefore, practitoners through initial on-going training and development need to develop, and demonstrate and continuously improve a number of things in their work. They may have to work with the wider community such as parents and carers and also with other professionals with inside and outside the setting. They may have to improve on their relationships with both the children and their parents and develop a knowledge and understanding of the diverse ways that children can learn in order to support and extend children’s learning across all areas and aspects of learning (Leicestershire County Council).

1.2 My expectations as a members of staff in my setting is to become a valuable practitioner, to be reliable and build good relationships with children and parents. I encourage children to play, learn and explore and I always keep in mind their best interests. I work well as a part of a team both with members of staff and parents in order to support learning and development. This will help children feel confident, safe and secure. It will make parents feel confident as well. I make sure I always follow policies and procedures in order to keep my work place safe following all the regulations and codes of practice.

Professional knowledge, skills and values are shared appropriately in order to enrich the experience of children more widely.

As professionals, the process of learning is an ongoing practice; new technological methods and approaches arise that can be beneficial within the work field. As a result, this highlights the importance of recurring staff development. Staff development is imperative across all work fields in order to learn new approaches in the respective field and be a successful organization. As professionals, it is essential to keep an open mind to new and different strategies; a quality that can prove to be beneficial to the field. As an early childhood educator, one must be ready to implement various methods of teaching and be ready to serve as one of the students’ resource. In order to accomplish this, however, one must have recurring

In order to be a successful early years practitioner, they should be able to demonstrate key skills, these include showing that they are patient, considerate, caring, flexible and consistent. What’s more, it is imperative that ‘every practitioner working with young children needs a sound and thorough

I am a pre-five nursery officer and have been qualified for 11 years. I am currently employed by the local authority and work in a pre-five nursery class. I have previously been employed by a private day centre, where I began as a nursery officer and progressed to deputy manager. I was in this role for 2 years, and in this time I gained my SVQ level 4 award. Working towards and gaining my BA in childhood Practice was the next step in my academic learning journey.