TCHR3001 Early childhood matters Report 2 Sample
This assessment task maps to the following ULOs:
• ULO1: Identify a range of issues important to early childhood education and care.
• ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care.
• ULO3: Critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues.
• ULO4: Argue a position on current issues in early childhood education and care, in relation to the literature
Task Description
This task requires you to analyse and evaluate the various positions of the contemporary issues presented in Module 4 – 6. Include a personal reflection that explains your own position on a selected issue and critically analyse and justify your personal position in relation to current, scholarly literature.
Task Instructions
Drawing on the unit learning materials, unit tutorials and a range of relevant and current scholarly literature, select one issue addressed in Module 4 to 6 of this unit and:
• Part 1: Analyse and evaluate the positions put forward on this issue within the unit materials and discussions. (500 words)
• Part 2: Reflect on and synthesise your personal position on the issue explaining why and how it is relevant to you personally as a teacher/educator working with children, families, and other relevant stakeholders in the Australian early years sector (500 words).
• Part 3: Justify your personal position on the issue using a range of relevant and current scholarly literature. (500 words).
Solution
Part 1: Analysis and Evaluation
The module 4 for university assignment help issue described the poor children's education and care issue around the world that is a highly threatening factor for the growth of this generation. Different issues are responsible for restricting children from getting proper education and care during their early childhood. Children must have certain rights in terms of education and care (Davis & Elliott, 2023). Education should be the top most priority for the children from their early childhood. However, poverty is found to be the fundamental reason behind this issue. Not every family can afford to send their children to academic institutions due to the monetary issue. Children in poverty, detention and domestic violence pant are of childhood. The rights of children are regarded as an important part of society. According to the report, more than 200 million children under five years old fail to reach their developmental potential.
A huge amount of children worldwide are not able to attain minimum proficiency levels in the major subjects. Foundation skills in children in literacy and numeracy stay further from grasp. Children are deprived of education due to various reasons. The situation has gotten worse since the pandemic (Eadie et al. 2020). According to UNICEF, first child marriage has become a significant barrier for education in several developing countries. The module highlights the “immunisation issue”, which is seen in Australia. Most of the families have access to immunisation without any charges. Some adults choose not to have their children immunised. Lack of literacy in the parents also results in this issue. If parents are not well educated, they will never push their children to experience the same. Poverty plays its role again in this case.
Family valences are another responsible factor behind the poor early childhood condition faced by the children. Exposure to family valence creates a potential effect on our child development, well-being and mental health growth. This also creates an effect on physical health growth and housing stability as well. Children exposed to family violence can have a wide range of detrimental effects. They have to go through a lot of issues in their childhood due to the unstable housing conditions and poor educational options (Edwards et al. 2020). Some of the other factors responsible for this condition are diminished educational attainment, reduced social participation scope for the children in their early childhood, physical and psychological issues, suicidal tendencies, homelessness and behavioural issues.
When a child is exposed to family violence along with other risk factors, it is hard for them to concentrate on the educational aspect. Parental mental illness, the habit of substance use and not having a decent surrounding to grow create difficulties for the children to take part in the early childhood education and care programs. Overweight and obesity are other major health issues according to the “Australian institute of health and welfare”. Poor physical activity such as rapid weight gain, poor sleep, having obese parents and exposure to unhealthy food allow children to carry an unhealthy lifestyle, which affects their early childhood care and education scopes.
Part 2: Reflection and Synthesis on the Personal Position
This issue plays a huge role in my teaching career as children having these issues are not able to attend classes. My responsibilities are to make my students aware of the requirement of education for a steady growth in personality development. This issue prevents children from coming to the schools (Macartney et al. 2020). Domestic violence and lack of interest in parents to send their children to school come up as other problems. As a teacher, my responsibility is to make the parents aware of the importance of providing their kids proper education and care at the early childhood. If parents are not capable of understanding the value of education for their children, it is hard for me to provide my students adequate education and facilities. The increasing number of students staying away from education affects the teaching profession. If this ratio will keep on increasing, the number of uneducated children will go on more severely.
I will receive limited opportunities to empower students from their childhood if most of them fail to attend schools. Education is a fundamental right of every individual, which is not always valued by the parents. This significantly affects teachers' careers as they receive limited opportunities to sharpen their skill sets. My responsibility is to make my students aware of the negative consequences of not having proper education at the early childhood. My responsibilities also include strengthening my students to deal with family violence. I must encourage my students to take part in more social activities in their early childhood so that they get the motivation to stay engaged with the education (Hussain et al. 2023). Teachers are not just bound to serve the needs of students; however, they must support children mentally to get rid of their mental fear as well.
I have always tried to support my students to deal with the behavioural difficulties, obesity, homelessness, mental health difficulties, depression and offence. I have always felt challenged to inspire my students dealing with all these issues to attend the classes. It is always that children dealing with mental issues can never concentrate on their studies. This has pushed me to consult the matter with their parents. However, poor families are not aware of the educational importance. Poverty teaches parents to find ways for survival in this society. They have no knowledge or awareness of social conditions, weather updates, current affairs and other segments (Thorpe et al. 2020). This is a huge challenge for me to convince these parents to send their children to schools.
Lack of environment of children with the physical activities and extracurricular events make them obese. This pushes individuals to gain rapid weight. Poor sleep schedule and unhealthy lifestyle are other reasons behind the reduced participation of children in the educational programs. Lack of knowledge of parents in terms of unhealthy food consumption results in rapid weight gain of their children. If parents are not capable of providing their children healthy food items, physical health difficulties will automatically restrict them to avail proper education. Having a clear understanding of this issue is relevant to me for empowering myself as a teacher in Australian society (Blewitt et al. 2020). I can prepare myself better as a strong teaching candidate in this country if I learn about the problems faced by the Australian society in terms of children education.
Part 3: Justification of Personal Position
My personal position allows me to support my students accordingly to deal with all these difficulties and restrictions of this issue. Teachers must have a clear picture of the social issues and probable difficulties faced by the students so that they can support students accordingly. My personal position in this field suggests that I identify the reason behind the absence of any student at the class. I have always supported my students mentally and psychologically. I have always believed that complete growth of a human being is only possible if he or she is well-educated. I have seen opportunities in several underprivileged children that have built this mentality in me. I know the value of pushing an underprivileged kid towards a prosperous career, which is only possible with the help of educational opportunities.
I have supported my students no matter how tough times they are facing. The pandemic has created another critical time for the teachers. It was hard for me to convince parents to engage the students with virtual education policies. Not every student can afford mobile phones, laptops or tablets at an early age due to the financial condition of their family (MacDonald et al. 2020). This factor has created a huge threat for education. Making a topic understandable through virtual platforms is also difficult for me at times as students are not habituated of receiving class notes through digital platforms. The application of digital features within the education system has reduced the overall quality of education as well. My personal teaching position has put me into a hard time to make students learn about the use of digital tools in education. My personal position in this field has taught me ways to be patient with children while encouraging them for education. I have always valued their problems while motivating them for education (Evans et al. 2020).
Lockdowns have been prevalent in Australia and across the world as people are required to work from home. However, engaging students with mental and physical difficulties with the online learning session has created a huge problem for the teachers. My personal position in this field has made me realise that children find different ways to avoid academic learning. If the parents have no awareness of education, it is hard for the Teachers to encode students in education. Teachers are not enough to motivate a student to take part in the education. Parents have to be conscious in this area. I have developed my position in this field for supporting my students to have a promising future. This issue of child education has always challenged me to improve my teaching abilities (Khatri & Assefa, 2022). I have always tried to use interesting teaching methods for keeping my students engaged.
References
Blewitt, C., O’connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., ... & Skouteris, H. (2020). Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International journal of environmental research and public health, 17(3), 1049. https://www.mdpi.com/1660-4601/17/3/1049
Davis, J., & Elliott, S. (Eds.). (2023). Young children and the environment: Early education for sustainability. Cambridge University Press. https://books.google.co.in/books?hl=en&lr=&id=bDXuEAAAQBAJ&oi=fnd&pg=PR7&dq=Issues+for+children+in+early+childhood+education+and+care+in+Australia&ots=Wk7NQhga5D&sig=736V1XSyn5FZv4IZ9mLzjNQfi8I&redir_esc=y#v=onepage&q=Issues%20for%20children%20in%20early%20childhood%20education%20and%20care%20in%20Australia&f=false
Eadie, P., Levickis, P., Murray, L., Page, J., Elek, C., & Church, A. (2021). Early childhood educators’ wellbeing during the COVID-19 pandemic. Early childhood education journal, 49(5), 903-913. https://link.springer.com/article/10.1007/s10643-021-01203-3
Edwards, K., Rimes, T., Smith, R., Fernandez, R., Stephenson, L., Son, J., ... & Woolfenden, S. (2020). Improving access to early childhood developmental surveillance for Children from Culturally and Linguistically Diverse (CALD) Background. International journal of integrated care, 20(2). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7181950/
Evans, S., Mikocka-Walus, A., Klas, A., Karantzas, G., & Westrupp, E. M. (2020). From “it has stopped our lives” to “spending more time together has strengthened bonds”: The varied experiences of Australian families during COVID-19. Frontiers in psychology, 11, 588667. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.588667/full
Hussain, A., John, J. R., Dissanayake, C., Frost, G., Girdler, S., Karlov, L., ... & Eapen, V. (2023). Sociocultural factors associated with detection of autism among culturally and linguistically diverse communities in Australia. BMC pediatrics, 23(1), 415. https://link.springer.com/article/10.1186/s12887-023-04236-2
Khatri, R. B., & Assefa, Y. (2022). Access to health services among culturally and linguistically diverse populations in the Australian universal health care system: issues and challenges. BMC Public Health, 22(1), 880. https://link.springer.com/article/10.1186/s12889-022-13256-z
Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., ... & Chant, K. (2020). Transmission of SARS-CoV-2 in Australian educational settings: a prospective cohort study. The Lancet Child & Adolescent Health, 4(11), 807-816. https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(20)30251-0/fulltext
MacDonald, A., Huser, C., Sikder, S., & Danaia, L. (2020). Effective early childhood STEM education: Findings from the Little Scientists evaluation. Early Childhood Education Journal, 48(3), 353-363. https://link.springer.com/article/10.1007/s10643-019-01004-9?wt_mc=Internal.Event.1.SEM.ArticleAuthorOnlineFirst&utm_source=ArticleAuthorOnlineFirst&utm_medium=email&utm_content=AA_en_06082018&ArticleAuthorOnlineFirst_20191123&sfns=mo
Thorpe, K., Jansen, E., Sullivan, V., Irvine, S., McDonald, P., & (2020). Early Years Workforce Study team Thorpe Karen Irvine Sue McDonald Paula Lunn Joanne Sumsion Jennifer Ferguson Angela Lincoln Mary Liley Kate Spall Pam. (2020). Identifying predictors of retention and professional wellbeing of the early childhood education workforce in a time of change. Journal of educational change, 21(4), 623-647. https://link.springer.com/article/10.1007/s10833-020-09382-3
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