In this essay professionalism will be discussed as well as reflective practice, ethical practice and effective interpersonal communication will be identified and how they promote professionalism in the early childhood setting. Included in the discussions some strategies will be present to effectively promote the practices.
Professionalism in Early childcare reflects an
desire to meet the minimum
expectations of excellence within their jobs or responsibilities states Anderson (2006). Anderson (2006) also states some key ingredients that can help further professionalism are honor; good role modeling and good examples of people who give good examples of professionalism both traditionally and non-traditionally.
It is clear that when professionalism is present, there is always something evident. For example, going beyond what is needed, willingness to work late to finish a project, having integrity, and mutual respect for colleagues and others (2006).
In this section promoting ethical practice in the early childhood setting will be discussed and how it can promote professionalism. Ethical practice is a set of shared values for all early childhood educators in Aotearoa/New Zealand to abide by, teachers need supporting documents like the code of ethics. Early childhood education code of ethics national working group (1996) state to provide guidelines for their professional conduct, enhance the protection of children and those who work with them, also building unity among people working in different sectors of the profession. Ethical practice is important as it upholds the quality in early childhood education, it provides a common set of statements, a sense of purpose, beliefs, protection for workers, children, whanau, community and society (Early Childhood Education Code of Ethics, National working group, 1996).
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Rodd states the significant responsibilities of educators in the early childhood setting is to make decisions and to act in a way that will promote and protect the rights of children. The ethical responsibilities for early childhood educators is acting as a protector, facilitator, advocate and champion is a high priority as the educators are in the best position to know what is in the interest of the child and their family (Lansdown & Lancaster, 2001). For example, New Zealand s teachers council (2004) say commitment to parents/whanau/guardians/family is establishing opem honest relationships and involving them in decision making. Commitment to society, working with local schools and centre s, commitment to learners- maintaining and developing an relationship based on the ethics in the early childhood setting.
interests are a few strategies that can promote
The following discussion will explain and identify reflective practice in the early childhood setting. Teachers reflective practice is important as it helps them to understand what they already know and to clarify and give reasons for their actions (Perry, 1997). O Connor & Diggins (2002) state reflective practice also impacts on values and beliefs of educators as well as the influences of theories learnt and observations of the practces of other educators. Strategies to promote reflection would be asking open-ended questions, Te Whariki (Ministry of Education, 1996) shows how such links are made for example, what problem-solving activities support each other? (Contribution, Goal 3, [MoE], 1996, p.70). Reflective skills are not mastered entirely at the beginning of teacher training, however they develop along with professional experience and knowledge. This becomes a part of ongoing professional growth and development (O Connor & Diggins, 2002).
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O Connor & Diggins (2002) also state reflective practice helps to catch your own assumptions and explore them, instead of taking them for granted....