Sophia L.
Student, M. Ed
Professionalism as an Early Childhood Educator
Early childhood educators (a) identify and participate as members of the early childhood profession. They serve as informed advocates for young children, for the families of the children in their care, and for the early childhood profession. They (b) know and use ethical guidelines and other early childhood professional guidelines. They (c) have professional communication skills that effectively support their relationships and work young children, families, and colleagues. Early childhood educators (d) are continuous, collaborative learners who (e) develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
Key Elements
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
6b: Know about and uphold ethical and other early childhood professional guidelines.
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
6d: Engage in continuous, collaborative learning to inform practice.
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
Evidence & Artifacts
1. EDUC 585 - Reflecting on The Dangers of a Single Story
2. EDUC 582 - Personal Teaching Philosophy
Reflective Connection
6 A. In my article, "Reflecting on The Dangers of a Single Story," I demonstrate my involvement with the early childhood field by discussing various issues and challenges prevalent in education, particularly concerning children and families. By reflecting on personal experiences and observations, I advocate for a more inclusive and supportive approach to education that considers the diverse backgrounds and needs of children and families. This is also reflected in my work as a Forest Preschool owner and educator.
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Additionally, in my Personal Teaching Philosophy, I showcase my involvement in the early childhood field by discussing my journey as an educator and my commitment to nature-based learning. I advocate for the Forest School approach and emphasize the importance of nurturing children's curiosity and holistic development. By sharing my experiences and insights, I will continue to serve as an advocate for young children, families, and the profession of early childhood education.
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6 B. Throughout the article, "Reflecting on The Dangers of a Single Story," I discuss how I uphold ethical standards by acknowledging the impact of single stories on individuals and communities and advocating for dialogue, empathy, and understanding to counteract these narratives. By recognizing the importance of respecting individual experiences and avoiding judgment, I demonstrate an understanding of ethical considerations in professional practice.
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6 C. My article on the dangers of a single story showcases my understanding of professional communication skills by effectively conveying complex ideas and advocating for change in educational practices. I also demonstrate professional communication skills by effectively articulating my teaching philosophy and the principles of the Forest School approach in the assignment above as well as in my everyday life. I emphasize the importance of collaboration with families and colleagues, as well as the use of technology-mediated strategies to support children's learning and development. By fostering open communication and collaboration, I strive to create a supportive and inclusive learning environment for children and families.
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6 D. I explain in Personal Teaching Philosophy assignment that as a Forest School teacher, I engage in continuous learning through workshops, seminars, and conferences dedicated to early childhood education and nature-based learning. By remaining connected with research and best practices, I refine my teaching methods to meet the evolving needs of my students and foster a positive educational experience.
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6 E. In my article, "Reflecting on The Dangers of a Single Story," I demonstrate reflective practice by critically examining my own experiences and assumptions regarding single stories and their impact on children, families, and education. I understand the importance of intentional practice and continuous self-assessment in promoting positive outcomes for children and families in the early childhood profession.
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As seen in my Personal Teaching Philosophy, reflective practice is central to my work. I know the importance of intentional practice in creating a nurturing learning environment that fosters children's growth and development. By continually reflecting on my practice and seeking feedback from colleagues and families, I strive to improve as an educator and member of the early childhood profession.