Day Home Philosophy
In my center, we strongly believe in “family grouping” and “continuity of care” (Swim, 2017, p. 13). It provides a sense of belonging and community when one educator cares for a small ratio of six children to ensure the quantity of time with a multi-age group of children and invest quality time. This also gives practice for close “bi-directional and reciprocal” (Swim, 2017, p. 10) relationships and a homely feeling. This thinking relates to John Bowlby and Mary Ainsworth’s attachment theory which states that this practice supports positive development achieved through quality interactions, connections, and meaningful relationships.
We value cultural diversity, and we implement Vygotsky’s Sociocultural theory which states that the knowing, being, and doing within each culture are passed down through generations, and it envisages a child’s development. We also use this theory to show how each child uses their current knowledge in the zone of proximal development and how educators and peers who have achieved a skill can help scaffold learning through age-appropriate challenges for that child to accomplish that skill. Bronfenbrenner’s ecological systems theory explains that these layered surrounding structures sway people’s conduct and growth. We work in partnership with families, and we encourage family involvement. We welcome stakeholder consultations who are invested in our program.
Our child-centered program gives children autonomy and choices in and for their learning. Piaget’s cognitive developmental theory described observable stages of development that indicate cognitive skills. Children demonstrate this through maneuvering and discovering the responsive play area indoors or outdoors to become cognisant and build knowledge. Through our pedagogy of care, we ensure that children’s physical needs, learning domains, dispositions, and play-based holistic goals are met.
We value cultural diversity, and we implement Vygotsky’s Sociocultural theory which states that the knowing, being, and doing within each culture are passed down through generations, and it envisages a child’s development. We also use this theory to show how each child uses their current knowledge in the zone of proximal development and how educators and peers who have achieved a skill can help scaffold learning through age-appropriate challenges for that child to accomplish that skill. Bronfenbrenner’s ecological systems theory explains that these layered surrounding structures sway people’s conduct and growth. We work in partnership with families, and we encourage family involvement. We welcome stakeholder consultations who are invested in our program.
Our child-centered program gives children autonomy and choices in and for their learning. Piaget’s cognitive developmental theory described observable stages of development that indicate cognitive skills. Children demonstrate this through maneuvering and discovering the responsive play area indoors or outdoors to become cognisant and build knowledge. Through our pedagogy of care, we ensure that children’s physical needs, learning domains, dispositions, and play-based holistic goals are met.
Curriculum
Our daily rhythm is flexible. We provide a responsive environment where children get enough time, space, materials, and opportunities to participate. The educators meet the children’s pace and speed while being in the moment with the children. We provide opportunities for experiential learning, lively, and dynamic play experiences. We make learning visible and understand what meaning infants and toddlers make of their world. Therefore, we share their learning journey through documented strength-based learning stories in Storypark; we explain the meaning the children made and how we plan for the next steps/ask input from the child for curriculum possibilities that will enhance the child’s development and learning in our curriculum.
Our role as educators is to learn, research, and drive future courses of action alongside children. We hold our image of a child in mind when we will plan and meet their interests, needs, abilities, learning domains (social, physical, Intellectual/cognitive, creative, emotional), schemas, dispositions, and holistic play-based goals. We listen to children’s input, whether non-verbal or verbal, and plan the big idea – how we can extend it for them, but always willing to follow a child’s lead when our planning does not seem to engage them. This is a wonderful learning opportunity for us because we reflect, ask questions, adapt, and plan again to see what play experience we offer now if it engages them and stimulates deeper engagement and learning potential.
Our curriculum is a combination of 3 curriculum ideologies that we have combined to best meet each child for who they are. We have articulated the three curricula as follows to explain our programming process.
Our role as educators is to learn, research, and drive future courses of action alongside children. We hold our image of a child in mind when we will plan and meet their interests, needs, abilities, learning domains (social, physical, Intellectual/cognitive, creative, emotional), schemas, dispositions, and holistic play-based goals. We listen to children’s input, whether non-verbal or verbal, and plan the big idea – how we can extend it for them, but always willing to follow a child’s lead when our planning does not seem to engage them. This is a wonderful learning opportunity for us because we reflect, ask questions, adapt, and plan again to see what play experience we offer now if it engages them and stimulates deeper engagement and learning potential.
Our curriculum is a combination of 3 curriculum ideologies that we have combined to best meet each child for who they are. We have articulated the three curricula as follows to explain our programming process.
- Flight: Alberta’s Early Learning and Care Framework: “ … inspires curriculum meaning-making that highlights the relationships and curriculum decisions shaping responsive practices in early learning and child care communities. (Makovichuk et al., 2014, p. 4)
- Emergent Curriculum: “Devised curricular experiences based on previous observations of the children’s interests, needs and questions” (Swim, 2017, p.370) as well as “Emergent programming [is] an approach to planning where the program is process-related and co-constructed by children and adults” (Dietze & Kashin, 2016, p. 231).
- Play-based Learning: Play-based programming requires children to have flexible schedules that allow for them to have large blocks of time to engage in play” (Dietze & Kashin, 2019, p.120). Children choose what to do. They are trusted to initiate learning in a safe and cognitively challenging environment and form relationships with other children and adults” (Smidt, 2013, p.142).
Expectations
Response
Infants understand that their actions, like crying, elicit an action from their caregiver. We need to have the flexibility to meet each child’s “routine care times” and “Physical schedules” (Swim, 2017, p. 220) as well as “Inserimento” (Swim, 2017, p. 128) and “emotional talk” (Swim, 2017, p. 134). It is essential to build reciprocal and responsive relationships with the child and the family because they will tell you how the toddler behaves and sleeps at home, therefore, giving the educator clues about how to collaborate with the child and family as well as how to coordinate it into our routine and to consider what their preferences are, how to help them transition to fall asleep, or how frequently we have to diaper as well as how to extend/support their development and growth here at the center.
Action
All Educator’s actions are influenced by family input, societal views, the child’s input, and influences of the center’s philosophy. According to Terri Swim, applying the practice of “… Attention, Approval, and Attunement – while meeting the basic needs of infants and toddlers promotes optimal development and learning” in essence, “everything [educators] do facilitates” (2017, p. 220) this. All educators need to understand their own biases, prejudice, values, and beliefs to promote “diversity and social responsibility that encompasses inclusiveness, equity, democratic practices, and sustainable futures” (Makovichuk et al., 2014, p. 109). Swim remarks, “Through shared experiences, readings, and conversations with others; the adults can examine their beliefs carefully and then decide what changes to embark on” (2017, p. 214). This knowledge helps us to become inclusive and accepting of all genders, identities, cultures, and types of families. Practice self-care.
Infants understand that their actions, like crying, elicit an action from their caregiver. We need to have the flexibility to meet each child’s “routine care times” and “Physical schedules” (Swim, 2017, p. 220) as well as “Inserimento” (Swim, 2017, p. 128) and “emotional talk” (Swim, 2017, p. 134). It is essential to build reciprocal and responsive relationships with the child and the family because they will tell you how the toddler behaves and sleeps at home, therefore, giving the educator clues about how to collaborate with the child and family as well as how to coordinate it into our routine and to consider what their preferences are, how to help them transition to fall asleep, or how frequently we have to diaper as well as how to extend/support their development and growth here at the center.
Action
All Educator’s actions are influenced by family input, societal views, the child’s input, and influences of the center’s philosophy. According to Terri Swim, applying the practice of “… Attention, Approval, and Attunement – while meeting the basic needs of infants and toddlers promotes optimal development and learning” in essence, “everything [educators] do facilitates” (2017, p. 220) this. All educators need to understand their own biases, prejudice, values, and beliefs to promote “diversity and social responsibility that encompasses inclusiveness, equity, democratic practices, and sustainable futures” (Makovichuk et al., 2014, p. 109). Swim remarks, “Through shared experiences, readings, and conversations with others; the adults can examine their beliefs carefully and then decide what changes to embark on” (2017, p. 214). This knowledge helps us to become inclusive and accepting of all genders, identities, cultures, and types of families. Practice self-care.
Unpacking Expectations of a Competent Early Childhood Educator
Physical and Mental Health
We value our educators: therefore, personal days are given for self-care or those necessary doctor appointments to be healthy when they spend time with infants and toddlers in close quarters due to care routines, play, or assisting in learning domains.
Caring and Respectful
By valuing children and finding them worthy of your time, you are creating “Human-to-human caring relationships for self, others, and community are the core that can bring social justice and caring together for world survival” (Noddings, 2002, 2005, as cited in Swim, 2017, p. 100). Respectful and caring relationships lead to building a good foundation for partnerships.
Positive Self-image
Good self-esteem is essential; this gives pathways to taking risks in and for learning. This apprises how we will make conclusions, solve problems, and consider locums that might work in situations.
Lifelong Learner
An educator needs to have an open mind. Swim remarks, “New information and experiences lead to new insights, understanding, and skills” (2017, p. 100). Self-evaluation is crucial because only you know where there are gaps in your understanding and what professional development you need.
We value our educators: therefore, personal days are given for self-care or those necessary doctor appointments to be healthy when they spend time with infants and toddlers in close quarters due to care routines, play, or assisting in learning domains.
Caring and Respectful
By valuing children and finding them worthy of your time, you are creating “Human-to-human caring relationships for self, others, and community are the core that can bring social justice and caring together for world survival” (Noddings, 2002, 2005, as cited in Swim, 2017, p. 100). Respectful and caring relationships lead to building a good foundation for partnerships.
Positive Self-image
Good self-esteem is essential; this gives pathways to taking risks in and for learning. This apprises how we will make conclusions, solve problems, and consider locums that might work in situations.
Lifelong Learner
An educator needs to have an open mind. Swim remarks, “New information and experiences lead to new insights, understanding, and skills” (2017, p. 100). Self-evaluation is crucial because only you know where there are gaps in your understanding and what professional development you need.
Qualifications
Formal Education, Dispositions, and Skills
We need educated Early Childhood Educators (ECEs) to ensure a quality program. For example employing a Level 1, Level 2 or Level 3 ECE or an ECE with a diploma, degree or masters. Early childhood educators need to understand their thinking and doing. Do they have a seeking disposition and how can we use it to improve quality programming? Through education, we will understand how to collect data, analyze it, and use the information to plan curriculum that will provide learning in all developmental domains for the children.
Trained in Trauma Awareness
This training is crucial for our centre because we need to know how to handle these situations sensitively, effectively and with understanding. This will help support good outcomes for children of neglect and abuse or at least reduce their Adverse childhood experiences.
Developmentally Appropriate Practice
Evidence or expertise about child skill building and erudition is dependent on the procedure of Educators making instructive choices on the well-being and education of infants and toddlers.
Knowledge about Advocacy
Being an “effective advocate” (Swim, 217, p. 104) is time-consuming and takes time, dedication and the acquisition of skills as a teacher-leader.
Community of Practice
Coming together to share knowledge, feedback, responsibilities feelings and how a problem was solved can be a learning episode for educators when we reflect together and pull out what was meaningful and how we can do it differently in the future... According to Swim, “[Educator’s] educational and professional experiences give you information, insights, and perspectives that will help others understand issues and deal with problems.” (2017, p. 171). Communication and non-judgement are key.
We need educated Early Childhood Educators (ECEs) to ensure a quality program. For example employing a Level 1, Level 2 or Level 3 ECE or an ECE with a diploma, degree or masters. Early childhood educators need to understand their thinking and doing. Do they have a seeking disposition and how can we use it to improve quality programming? Through education, we will understand how to collect data, analyze it, and use the information to plan curriculum that will provide learning in all developmental domains for the children.
Trained in Trauma Awareness
This training is crucial for our centre because we need to know how to handle these situations sensitively, effectively and with understanding. This will help support good outcomes for children of neglect and abuse or at least reduce their Adverse childhood experiences.
Developmentally Appropriate Practice
Evidence or expertise about child skill building and erudition is dependent on the procedure of Educators making instructive choices on the well-being and education of infants and toddlers.
Knowledge about Advocacy
Being an “effective advocate” (Swim, 217, p. 104) is time-consuming and takes time, dedication and the acquisition of skills as a teacher-leader.
Community of Practice
Coming together to share knowledge, feedback, responsibilities feelings and how a problem was solved can be a learning episode for educators when we reflect together and pull out what was meaningful and how we can do it differently in the future... According to Swim, “[Educator’s] educational and professional experiences give you information, insights, and perspectives that will help others understand issues and deal with problems.” (2017, p. 171). Communication and non-judgement are key.
Partnership
“Alliances with family and community members to support and enhance the well-being and learning of young children” (Swim, 2017, p. 103).
Families as a Valuable Resource
The children’s parents/guardians are our best source of information on everything we need to know about children. For example, their needs, abilities and interests. Partnership is foundational when we can “co-learn, co-research and co-imagine possibilities” (Makovichuk et al., 2014, p. 86) for the children.
Interactions, Relationships, & A Third Culture
We interact daily with infants, toddlers, and their families and use “rapport building“ and “involves two components: Calibrating and pacing” (Swim, 2017, p. 150) to establish it. Positive conduct established by another should be spotted and replicated. We each have our own beliefs, values and culture – when we create a third culture with new co-constructed beliefs and values the children and adults will benefit greatly from this interaction.
Community Resources & Networking
When we partner up with community resources, for example, information on autism and support groups, we also need to help parents network by forming a weekly/monthly meet and greet with each other. Educators can network with their agencies and other educators to receive expertise, new ways of doing, or advice.
Connections Through Effective Communication
When a relationship, good communication, and connections are perceived as positive we have more parent involvement and the educator’s image of the child is also more positive.
Families as a Valuable Resource
The children’s parents/guardians are our best source of information on everything we need to know about children. For example, their needs, abilities and interests. Partnership is foundational when we can “co-learn, co-research and co-imagine possibilities” (Makovichuk et al., 2014, p. 86) for the children.
Interactions, Relationships, & A Third Culture
We interact daily with infants, toddlers, and their families and use “rapport building“ and “involves two components: Calibrating and pacing” (Swim, 2017, p. 150) to establish it. Positive conduct established by another should be spotted and replicated. We each have our own beliefs, values and culture – when we create a third culture with new co-constructed beliefs and values the children and adults will benefit greatly from this interaction.
Community Resources & Networking
When we partner up with community resources, for example, information on autism and support groups, we also need to help parents network by forming a weekly/monthly meet and greet with each other. Educators can network with their agencies and other educators to receive expertise, new ways of doing, or advice.
Connections Through Effective Communication
When a relationship, good communication, and connections are perceived as positive we have more parent involvement and the educator’s image of the child is also more positive.
Conclusion
Our philosophy, curriculum, expectations, qualifications, and how we form partnerships through interactions and connections with children and families directly impact the quality early childhood program we have for infants and toddlers. We have explored what quality means for us in this center. We know qualified educators are essential to providing quality programming in our early childhood setting. Their behavior, attitudes, and love for learning, researching, and finding new opportunities for children and themselves to do stuff impact their practice. Our quality program values all family’s voices, children’s input, and world views. We believe that they will thrive when children feel a sense of acceptance, belonging, and well-being.
References
Dietze, B., & Kashin, D. (2016). Empowering pedagogy for early childhood education (1st ed.). Toronto: Pearson
Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. Pearson Canada Inc.
Makovichuk, L., Hewes, J., Lirette, P., & Thomas, N. (2014). Flight: Alberta's early learning and care Framework. Retrieved from https://www.flightframework.ca/
Smidt, S. (2013). The developing child in the 21st century: A global perspective on child development (2nd ed.). Routledge.
Swim, T. J. (2017). Infants and toddlers: Caregiving and responsive curriculum development (9th ed.). Cengage Learning Inc.
Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. Pearson Canada Inc.
Makovichuk, L., Hewes, J., Lirette, P., & Thomas, N. (2014). Flight: Alberta's early learning and care Framework. Retrieved from https://www.flightframework.ca/
Smidt, S. (2013). The developing child in the 21st century: A global perspective on child development (2nd ed.). Routledge.
Swim, T. J. (2017). Infants and toddlers: Caregiving and responsive curriculum development (9th ed.). Cengage Learning Inc.