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What do I think are the most pressing educational issues of our time?

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What do I think are the most pressing educational issues of our time?

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To my experience, one of the most challenging issue that I face everyday is the misconception that early childhood educators are merely babysitters rather than professionals responsible for children’s learning and development in their early years of learning. It is unfortunate to witness when educators fail to differentiate between passive supervision and active facilitation of play-based learning, resulting in a lack of intentional teaching strategies. This issue not only affect children but also the future development of educational industry. This concept map will analyses this issue by engaging with contemporary literature and exploring how play-based learning should be implemented to support children's cognitive, social, and emotional growth specially in their early years of learning.

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Understanding the Role of Early Childhood Educators

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Understanding the Role of Early Childhood Educators

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To my knowledge the role of early childhood educators broaden beyond basic supervision. According to Minson (2024), early childhood educators are professionals who plans and implement structured learning experiences that support children's learning experience. However, the issue is that some educators adopt a passive approach, hardly overseeing children's activities without engaging in meaningful interactions that extend their thinking and curiosity. This reflects a fundamental misjudgment of their professional responsibilities as teachers, reinforcing the problematic perception that early childhood educators are equivalent to babysitters.

Minson (2024) explains that early childhood educators must be intentional in their teaching, implementing well-designed play-based experiences. Unlike babysitters, who's responsibility is to primarily ensure children's safety and basic needs, early childhood educators must actively engage with children's exploration, communication, and problem-solving skills in the class room and throughout outside play.

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Play-based learning is an important part of high-quality early childhood education. The Queensland Government (2023) emphasizes that play-based learning is about unstructured play, it is a purposeful and planned teaching approach where educators guide children’s play experiences to promote meaningful learning. Meanwhile, educators who allow children to play without direction throughout the day risk missing valuable teaching moments that could enhance their development.

As an example, an educator observing a child stacking blocks can involve by introducing mathematical language such as “higher” and “balance,” encouraging problem-solving and critical thinking, as well as fine motor skills. To extend my discussion, during pretend play, an educator can extend children’s narratives by introducing new age appropriate vocabulary, asking open-ended questions, and encouraging collaboration among peers. I believe that these interactions transform play into a rich learning experience rather than a passive activity.

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According my research, a lack of professional development and inadequate understanding of pedagogical practices contribute to misjudgments among some educators. Minson (2024) highlights that early childhood educators often feel undervalued and underpaid, which can lead to underperformance from their teaching responsibilities. When educators view their role as barely supervisory, they are less likely to implement structured play-based learning strategies effectively.

As a solution to this situation, educators are encouraged to follow and attend professional development programs and training workshops that reinforce the importance of intentional teaching can help educators shift their mindset. By attending these programs educators may develop their professional skills and be an active role in children's learning.

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From a Lens of Sociohistorical and Sociocultural Influence

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From a Lens of Sociohistorical and Sociocultural Influence

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According to my research, the misconception that early childhood educators are care takers is deeply rooted in sociohistorical and sociocultural contexts. Historically, early childhood education has been undervalued, often seen as an extension of maternal care rather than a professionalized field (Minson, 2024). Somehow, this concept continues today, influencing how educators see their roles and how society views their work.

From a sociocultural perspective, Vygotsky’s (1978) theory of social constructivism explains the importance of guided interactions in children's learning. Vygotsky argues that learning occurs within the “zone of proximal development” (ZPD), where children benefit from the support of knowledgeable communities. When educators fail to engage with children’s play, they miss opportunities to scaffold learning within the ZPD, limiting children's potential growth.

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Enhancing the Quality of Early Childhood Education

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Enhancing the Quality of Early Childhood Education

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A a solution to this issue, early childhood education policies should emphasize ongoing professional development, ensuring that all educators understand the principles and importance of play-based learning. The Queensland Government (2023) advocates for play-based pedagogies that integrate intentional teaching with child-led exploration. Providing educators with practical strategies to implement these approaches can widen learning outcomes and help develop professional skills.

Additionally, public awareness campaigns can help shift societal perceptions about early childhood education. These campaigns enable the opportunity to understand the complexity and importance of educators’ roles.

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1. Queensland Government. (2023, August 28). Play-based learning. Early Childhood Education and Care. https://earlychildhood.qld.gov.au/sector-news-and-resources/teaching-and-learning-resources/age-appropriate-pedagogies/approaches/play-based-learning

2. Minson, V. (2024a, June 18). Early childhood educators are not “babysitters”. What do their jobs really involve? The Conversation. https://theconversation.com/early-childhood-educators-are-not-babysitters-what-do-their-jobs-really-involve-228107

3. (n.d.). Www.education.vic.gov.au. https://www.education.vic.gov.au/Documents/childhood/three-year-old-kinder/What%20is%20play-based%20learning.pdf

4. eReserve Plus. (2025). Vu.edu.au. https://vu.ereserve.vu.edu.au/app/manage/resources/access?item_id=195968&session_public_key=d5f07530249f4dd0b4096af91be9c1d0

5. Pick, P. (2025). Girl and boy holding book while standing in grass field. In website PickPick. https://i1.pickpik.com/photos/401/155/670/children-book-dear-pa-preview.jpg

6. Tipchai, S. (2024). Techer with students . In pixabay. https://v1.padlet.pics/1/image.webp?t=c_limit%2Cdpr_1%2Ch_334%2Cw_508&url=https%3A%2F%2Fpadlet-artifacts.storage.googleapis.com%2F6ea53359eddbceb9d8653360f100f8e08ca9d8c8%2Fb8ac7010ef6c560921fd6b0a2d280696-h-eb87abca2b3ab31da953b260599b1895.jpg

7. Krause, W. (2024). Bird teaching [AI Design ]. In pixabay. https://v1.padlet.pics/1/image.webp?t=c_limit%2Cdpr_1%2Ch_254%2Cw_508&url=https%3A%2F%2Fpadlet-artifacts.storage.googleapis.com%2Fb93bd68b197bb671c4552664d41d271cda8505cf%2Fa22023377f9bd028225bab24e60bfc95-h-e8c1000597cd74f622f3ad6eccb630ba.jpg

8. Aritha, A. (2023). Kids play [Photography]. In pixabay. https://v1.padlet.pics/1/image.webp?t=c_limit%2Cdpr_1%2Ch_287%2Cw_508&url=https%3A%2F%2Fpadlet-artifacts.storage.googleapis.com%2Fdd478197f831717374e4ae67c1d2b8d859867b6a%2F03f8dd94831b4fc522606e57712493df-h-7eb342790aee72b44fba9de55c7b8be4.jpg

9. Altmann, G. (2023). Professional development [AI Design ]. In pixabay. https://v1.padlet.pics/1/image.webp?t=c_limit%2Cdpr_1%2Ch_249%2Cw_508&url=https%3A%2F%2Fpadlet-artifacts.storage.googleapis.com%2F61da5413a5e0e2a5ed2e599c1a2a4ffd18d303a3%2F7c702d6ebcf3df48b7793b39aff4a0ef-h-0a0b8c90f024c4a7c07d10abf34268d8.jpg

10. congerdesign, congerdesign. (2022). Books [AI Design ]. In pixabay. https://v1.padlet.pics/1/image.webp?t=c_limit%2Cdpr_1%2Ch_761%2Cw_508&url=https%3A%2F%2Fpadlet-artifacts.storage.googleapis.com%2Fc6050d686a77bd454207bb5d05b8c9b028e0c0fa%2Fe424571c8ae002addf856431ec70dc6b-h-e372eb4de6213ac56726219dc7b666f9.jpg

11. Pexels, P. (2022). Teacher [Photography]. In pixabay. https://v1.padlet.pics/1/image.webp?t=c_limit%2Cdpr_1%2Ch_340%2Cw_508&url=https%3A%2F%2Fpadlet-artifacts.storage.googleapis.com%2F9cb3f698c3debfc3ab0d1cf015e0e82c3216b264%2Fe1550e47e3bad0c54a3706ee806823b5-h-d5f57f8db177d7b07dd9a522f5fcf534.jpg

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To my point of view, education completes a person and direct the person to understand life and react to what happen in life. That is what education is for.

Supporting my argument, Orr (1991) argues that most people who is well educated, such as BAs, BSs, MBs, PhD holders value theories and concepts instead of human beings.