As educarer I believe that we need to give children full attention when caring for them and support their development. Encourage children to learn as they grow. Have eye contact and speak in a soothing tone.

Maintaining high standards of professional conduct. Allow children to express their ideas and thoughts freely as you interact with them. As educarer I need to learn, grow professionally and deepen learning of new knowledge and skills.

Be respectful of and sensitive to families cultural beliefs and practices. Work collaboratively with families to align practices at home and at the centre and to achieve the children’s learning goals. Be attentive when communicating with parents on their expectating and concern on the child's development.

1. The Developing Child - the importance of their early relationship with the Edu carer and also giving them the sense of security.

 

2. The Intentional Programme - develop learning skills during their routine care such as telling them this is your right hand; these are your fingers etc...

 

3. The Involved Family - how to maintain good relationships with the parents are important to nurture them in their growth. This relationship will help in exchanging information abt the baby and help us to understand them more.

 

2 questions regarding how to use the EYDF when you work with the children in your centre.

1.What kind of learning needs we need to improve caregivers and teaching practices?

2.How we as an Edu carer help a child with separation anxiety?

The first thing that is most useful to me are the example of activities in the “Intentional Programme” that the educarer can do with the children to develop them holistically and have a great impact on the foundations of learning in children. It allows me to be able to plan the curriculum according to their needs to maximise their potential in all their developmental domains. It transforms my understanding that the role of an educarer is not to babysit. 

 

The second thing that is useful to me is that staff-child interactions are to be respectful, responsive and reciprocal. Being respectful includes greeting the child warmly upon arrival at the centre to reduce the level of separation anxiety of the child. Being responsive allows the child to be able to trust the world around them as their basic needs are met. Being reciprocal acknowledges that the child’s feelings and thoughts are important and this enhances their self-esteem.

 

The third thing that is useful to me is that the educarer should continue to be open to new ideas for lifelong learning in this field and to keep herself updated with the latest research and practices to continually improve on her approach in the care and development of children. She should be able to work as a team with her colleagues and be open to feedback from her mentors. 

 

2. 

In the first 2 pillars of the EYDF, “the developing child” and “the intentional programme”, there is much emphasis on what educarers can do with the child. At this age group, there is a lot of one-to-one interactions with teacher and child, unlike in older age groups where there is more classroom activities and teacher directed learning. The first question I have regarding how to use the EYDF in the centre is that with the given teacher-child ratios stipulated by ECDA, how can I give the child more one-to-one attention in order to meet their needs? I find it challenging to for the 1:5 ratio at infant care centres to be able to implement the EYDF effectively with this ratio.

 

The second question I have regarding how to use EYDF at the centre is that the EYDF has much emphasis on caregiving practices for infants. For the older age group (pre-nursery) level, some parents may begin to expect the teachers to conduct less “routine care” and more emphasis on academic domains such as literacy and numeracy. Is the EYDF sufficient to cater to the needs for the older age group (pre-nursery)?

2)      We as educarer need to know that our role is to engage activities for the children irregardless of their age.

3)      Family involvement is very important as so to let them know how important they are as a role model to the children.


1) How to get the child get along with all educarers instead only certain ones?
2) Ways to approach a child with separation anxiety?

2. Respect for self and others start from when they are still babies. During arrival/dismissal time, educarer greets every child warmly by using a pleasant tone. This is so that they feel welcomed and will be ready to start the day on a right note. 

3. Getting family involved is a good way to help them understand what are the centre’s curriculum by providing them with monthly newsletters and portfolios. These newsletters and portfolios contain summarised concepts of the curriculum and it also shows the development of the child. Parents will be able to have a better understanding of the curriculum and adopt them as strategies for learning at home. 

How to manage and soothe a child with separation anxiety?

How do educarer help the child slowly wean off from using a pacifier?

If the child refuse to drink milk, what should the educarer do? 

            The intentional programme - To bond with each child with fun activities and let them overcome the obstacle and challenges of the programme so that they learn and explore.

             The involved family - The involvement of family is important so the educarer and the family have a great relationship in order to help the child’s development at school or at home.

 

1) DESIRED OUTCOME 

Explanation: Educarers are encouraged to make good use of the guide to reflect and improve on our own practices

2) PILLARS AND GUIDING PRINCIPLES

Example: To understand how to involve family as partners to care for the children development and education

3) QUAILTY FOR EARLY YEARS

Example : To understand how to develop children's security, confidence and help the children to be safe and healthy

 

How can educarers guide parents to develop a conducive learning environment for the infants and toddlers at home?  

 

How to help toddlers who cant express themselves well in class or shy to express to their educarers their needs?

= If we didnt provide this approaches towards individual child, they will feel lack of self confidence, emotional disorders. It will affect their studies, family and peers.

= Improving on care & teaching practices. Deliver high level services to cater the best interest of a child & their family's context. This will determine how much the young children learn from the caregivers.

= Engagement activities with the stakeholders will help the young children to form friendships and good relationships , good communication & helps them to deal with daily challenges. Also, become better in resolving conflicts with their peers.

Qs:

 

1- Definition and clear understanding/ guidelines of 5 pillars in EYDF to the development of child (from 2 months to 36 months old)

a) The developing child

b) The intentional program

c) The professional educarers

d) An involved family

e) An engaged community

 

2- The desired outcomes and sub-outcomes to determine goals and approaches for child’s development.

 

3- The suggested practices for all involved stakeholders to follow up.

For early years educarers, we can use the Framework as a tool to make informed decisions and plan developmentally appropriate experiences and environments for infants, toddlers and nursery children. Strategies outlined in the Framework will guide educarers to focus on developing warm and nurturing relationships with the children in their care by responding appropriately to their physical, linguistics, cognitive, social and emotional needs. 

Write down 2 or more questions you have regarding how to use the EYDF when you work with the children in the centre:

-Question 1: How to get parents/ families to co-operate in using EYDF to develop a holistic child?

-Question 2: As every child is unique, how we the teachers to understand EYDF and foster a child to his/ her best development’s capacity?