Workshop, module content integration, discussion, analysis, early childhood education and care, Early Years Learning Framework, National Quality Standards, open communication, teamwork, challenging obstacles, learning methods
This paper comes up with strategies that fit diversity and advocate encounters in the early-childhood educational center. The inclusion of the multifaceted backgrounds, encounters, and characteristics of families and children by ECEC professionals and other early years professionals can be used to create an auspicious and wholesome learning environment. Diversity inculcates not only respect and knowledge but also improves the quality of the medical care given and education of the youth. One of the main objectives of this investigation is to emphasize the role and function of diversity and inclusion in early childhood education and care (ECEC) settings. This can help educators to improve their practices by acting on the insights we offer into current approaches that they can use to ensure that all learners, trainees and their families feel appreciated and are provided with respect and support as they go through their learning and training period.
[...] Simultaneously satisfying the parental expectations with the ideas stated at the Early Years Learning Framework (EYLF) and National Quality Standards (NQS) presents another issue. This may be a purpose antagonistic to what a number of parents have in mind for their children. ECEC educators must advocate for play as the prime learning approach that complies with the and standards (Merriam, & Grenier, 2019). Furthermore, ECEC settings' transitioning becomes another step for educators to conquer, whether it is as a transition from one ECEC to another or as the move from ECEC to schooling. [...]
[...] Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 160-177. Zepeda, M., Gonzalez-Mena, J., Rothstein-Fisch, C., & Trumbull, E. (2012). Bridging cultures in early care and education: A training module. Routledge. [...]
[...] By adopting children-centered learning methods, for instance play-based learning, the children are fully involved in the learning journey and are supported to develop concerns, creativity and analytical skills. Also, the teachers' of practice will utterly depend on effective communication and coordination with the families of the youngsters of the ECEC. Through the means of open communication and teamwork, the teachers will have an opportunity to get to know the individual children`s personal needs and proclivities and then this will serve as creating a base for development and welfare in the ECEC framework. References Carrillo, C., & Flores, M. A. [...]
[...] This paper comes up with strategies that fit diversity and advocate encounter in the early-childhood educational centre. The inclusion of the multifaceted backgrounds, encounters, and characteristics of families and children by ECEC professionals and other early years professionals can be used to create an auspicious and wholesome learning environment. Diversity goes inculcates not only the respect and knowledge but also improve the quality of the medical care given and education of the youth One of the main objectives of this investigation is to emphasize the role and function of diversity and inclusion in early childhood education and care (ECEC) settings. [...]
[...] (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European journal of teacher education, 466-487. Fabian, H., & Dunlop, A. W. (2002). Transitions in the early years. London: RoultedgeFalmer. Marfo, K., Agorsah, F. K., Bairu, W. W., Habtom, A., Ibetoh, C. A., Muheirwe, M. [...]
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