Part One :

In the above post I attempted to add value with pointing out that an early childhood tutor represents not simply teaching kids, but a variety of things like knowing their needs and a safe learning environment. A student could make references and correlations to the principles of Te Wh?riki through my post. This serves to emphasize the fact that individual teacher values can fit and be related to those expressed in the curriculum and this illustrates that this framework can be used as a guide to us kaiako to help us in our daily practice to create an inclusive environment to our children.

Part Two:

Early childhood education is both a chance to impacted on the lives of children, social abilities and emotional growth, which are lifetime. Staying sound in background, kaiako has to provide an inclusive environment that will allow children to learn. The culture that is created by an effective teacher encourages and supports the health and well-being of children (Te Whariki, Ministry of Education, 2017). According to my values and beliefs, three key characteristics of a good professional early childhood teacher are support of the decision-making in children, establishing of positive relationships, and respect of diversity.

As a professional teacher, one promotes choices on the part of children in learning. An example of this is when a teacher is playing with children in a classroom during playtime, a teacher can give the children a chance to decide on which toys they will play with. This assists them in relying on their own means and they gain confidence in making decisions. To illustrate this, I went to see my kindergarten and found out that when children got the choice to choose between building blocks and puzzles, they were more attentive and concentrated. The teacher helped them in making their choices by just telling them when needed, and complimenting their efforts. This strategy is in line with the principle of Whakamana (Empowerment) in Te Whakamana, which is about giving the children the ability to make their own decisions.

The professional teachers establish close relationships that are trusting, with the children, families and with colleagues. Learning the personal interests, backgrounds, and needs of children is necessary in order to deliver individualized learning. Case in point: One teacher noticed that a child was not cooperative when it comes to group activities. The child was made more willing to engage in group play by having one-on-one time and slowly getting her to participate in group play. This indicates that professional teachers tend their style to the needs of each child.

It is difficult to fit into other cultures and traditions. A kaiako should also establish an inclusive setting in which the originality and variety of tamariki and their whana can be honoured (Education Council NZ, 2017). According to Te Wharaiki (MoE, 2017), tamariki need to feel that they belong and become active and confident. Establishing the caring learning environment to every learner is a crucial element of support of inclusion and respect (Education Council NZ, 2017). By identifying themselves in the learning context, tamariki is useful in gaining confidence. According to Derman-Sparks (2017), there can be no quality in the early childcare unless there is equality. He also says that all programs in early childhood should be centred on diversity.

To sum up, it is possible to state that it takes commitment, compassion, and learning to become a professional early childhood teacher. It includes upholding independence in children and their own decisions, developing a good and trusting relationship and honoring diversity. Early childhood education is not only about professionalism by rules but also empowerment of children, the importance of their personalities and their comprehensive growth.

Part Three:

To be effective and professional Te Whariki and Our Code, Our Standards are used to guide the teachers in New Zealand. The principle of Relationships (Ngai Hononga) and the Standard of Commitment to Learners is what I have chosen to focus on in this essay. They both focus on the need to help children in their learning by respecting them, caring, and guiding them.

This principle is important and stresses that, children learn well when they are connected strongly, caring and trusting, with others. In a way, a teacher who gives the child a listening ear to listen to his/her ideas makes the child feel appreciated and is more open to listen. Safe relationships develop trust, foster social relationships, and facilitate learning (Ministry of Education, 2017).

The standard “Commitment to Learners” helps teachers to remember about the wellbeing and learning of children as the priorities. The support offered by the teachers is personalized to suit each child like modifying activities to a shy child or helping a child in need. This strategy is a sign of fairness, respect and a desire to see all learners achieve their potential (Education Council, 2017).

The Relationships principle as well as the Commitment to Learners standard inform my teaching style. I would like to establish healthy relationships with children and families and make all children feel safe and belong. In such a case as an example, I would encourage a child that faints when working in groups by providing smaller groups until they are comfortable. These are based on my values of teaching being based on relationship and learner-centered approach to teaching.

The standards of Relationships and the Commitment to Learners focus on the notion of respect, trust, and fairness. Using these frameworks I will be able to establish safe, supportive and inclusive learning environments that allow all children to thrive.

Part Four:

The teachers are expected to provide safety and wellbeing of the children at all times. One of the ways of improving practice is by reflecting on situations. In this reflection, I will apply the model proposed by Smyth to a health and safety incident, which I witnessed, and how I can improve my intervention in future.

When playing outside, I noticed that a child was running on the slippery playground that is wet. The child fell and luckily did not have major injuries.

This accident teaches the need to positively evaluate environmental risks. Although kids must have time to romp around, the issue of safety should come first. According to the Ministry of Education (2008) Licensing Criteria, to ensure that centres are free of hazards, they are supposed to be well monitored.

The difficulty lies in the balancing between the exploration of children and the issue of safety. The thought of this incident inspired me to be more sensitive to the aspect of identifying and controlling possible hazards prior to play.

When I go outside to play later I will always check on safety, block unsafe places and also inform children why some places are not allowed to go. This will aid in the provision of safe play with children being able to explore and learn without problems.