Sept 10, 2012

Putting Knowledge into Action Questions

When applying for the Margaret McCain Putting Knowledge into Action scholarship, I answered these two questions:

1. What are the personal and professional contributions you intend to make to the early childhood sector over the next 5 to 10 years? I believe that I have much to contribute to the early childhood sector. My passion for children and for education has flourished all the more as I have been studying Early Childhood and Care Education. I intend to apply the principles that I have learned in the program, and to support and encourage fellow educators in their practice. I plan to work in early learning centres, providing meaningful experiences and activities that will foster a childs natural love for learning. Through developmentally appropriate activities, I want to help children develop a healthy sense of self, and to grow as individuals who can celebrate the exceptionalities of themselves and others. There are a couple of areas in the field that I am particularly interested in and hope to make personal contributions towards. Knowing that the single best childhood predictor of adult adaptation is not IQ nor school grades, but rather adequacy with which a child gets along with others (Hartup, 2002, as cited in Kostelnick, Gregory, Soderman, Whiren, 2012, p. 5), I see great importance in guiding children in their social interactions with others. After observing children during my OJT placements I became very interested in learning how to guide children through conflict resolution. I began reading more about social development and guidance strategies. Over the summer I was able to practice what I learned in helping to guide children through conflicts. I put myself in the place of the neutral mediator and empowered children to become creative problem-solvers. I have experienced how conflictresolution helps to not only meet and validate the emotional needs of children, but also helps them to experience conflicts as opportunities for growth and learning. Conflicts provide children with opportunities to join hearts and minds with others in coming up with solutions. I intend to continue studying conflict-resolution with the intention of practicing that which is learned. I feel passionate about contributing to the field by helping to promote these prosocial skills, as well as empowering co-workers and families to guide children through conflictresolution. Another area of great interest to me is that of moral development. As young children begin to recognize the feelings of others and become aware of some of the issues in our world, there is the opportunity to cultivate within them empathy, compassion and a concern for the welfare of others. I believe in supporting childrens emerging morality through group discussions, teaching aids, role plays and books which are developmentally appropriate. I feel that if children have the opportunity to explore their feelings and thoughts about situations that are relevant to them, then this is much more meaningful and beneficial than if I were to try and enforce on

them my own beliefs. In the field, I would provide experiences for children to gain insight, ask questions, and develop their views even further. I would also be an example to the children of someone who takes ethics into consideration, asking aloud how certain actions of mine might affect those around me.

2. What role do you believe an early childhood educator plays in the care and education of a young child and his/her family? An early childhood educator plays a very important role in the education of young children. The early years are a formative time in which children are learning about the world around them and their place in it. Important development is taking place that will have far-reaching effects into adulthood. Learning dispositions and attitudes about school are also being formed and influenced in the early years. Early childhood educators have an opportunity to make a big impact on children that can last a life time. An educator meets the basics needs of children including feeding, changing, touch, opportunities for rest, etc. It is also an educators role to facilitate learning, and offer meaningful experiences that will help prepare children to be successful in school. This is done through developmentally appropriate activities within a curriculum framework that promotes growth in all areas of development. An educator makes observations and documents childrens learning so that families can have an understanding of the childs progress. An early childhood educator also plays a big role in their relationship with families. The early years of childhood can also be a tender time for families. Young childrens development, although continually advancing, is in its beginning stages. This can be delightful and fascinating for families, but it can also be challenging. Educators have the opportunity to offer support for families and can provide information and resources that can be helpful to families in the raising of their children. Families may have certain concerns, especially in regards to school readiness. Educators can share their knowledge of child development to offer assurance that children are learning skills that will help them to be successful in school. Educators partner with families to understand the needs of the child and the family, and how to best support the childs learning and development. Educators also provide families with resources, and can make suggestions as to whether other professional support might be of benefit for the child.

References Kostelnik, M., Gregory, K. M., Soderman, A., K., Whiren, A., P., (2012). Guiding childrens social development and learning (7th ed.). Belmont: Wadsworth, Cengage Learning.