102110 Professional Experience 3-5 Years and Other Units for 2H 2016

Yurina Kanuma (SID 16994863)

Professional Standards 7.2, 7.3, 7.4 - My Philosophy
As a future professional educator, my personal philosophy has focalised on serving the best
interest of the child. This has aligned with Australias political and ethical policy, legislation
and requirements (which simultaneously follow global rights). Notable examples include the
Early Years Learning Framework and the Conventions on the Rights of a Child (DEEWR,
2009; UNICEF, n.d.). I wish to promote practice which advocate childrens health and safety
at all times: notably, the National Quality Framework and National Quality Standard (The
Seven Quality Areas, Standards and Elements) (ACECQA, 2016). Specifically for Health
and Safety, I wish to follow NQS 2. Childrens health and safety; 3. Physical environment
and 1. Educational program and practice Always and to the best of my ability possible. I
also wish to ethically, sensitively advocate for the confidentiality of children and families at
all times. These ethical and legal obligations underpin my educational pedagogy and practice.
It will regulate by means of serving as a benchmark to facilitate child-directed and play-based
activities; for the best benefit of their life.
This key social construction perceives children as proactive and capable agents in engaging
and voicing their opinion and expression. (This contrasts from traditional western social
constructions which understand children as in needs of adult-oriented education, merely
treating children as passive and silent agents) (Jones-Diaz, 2014). Play-based and multimodal
activities will empower children as they gain access to resources which simply rely on
English-dominant literacy skill and abilities. Such activities will respect of their autonomy,
agency and choice in the process. (e.g. balancing and using resources such as: open-ended
materials, popular culture and technology to stimulate creativity and imagination) (Arthur,
Ashton & Beecher, 2014; Vera, 2011; Crescenzi, Jewitt & Price, 2014; Wright, 2015; Thom,
2010).
Every child has a Right to belong. I advocate how a childs strong sense of belonging is an
intrinsic element to their self conceptualisation of identity. Affirmation and inclusive practice
fosters opportunities to celebrate diversity and difference of children, regardless of whatever
background (Arthur, Asthon & Beecher, 2014; Cologon, 2014).
I believe in the strengths of Staff-family partnerships. (Furthermore, information attained
from external professionals and community representatives will be of fundamental
importance). Such beneficial 'two-way exchange' will value childrens home-based literacy
and practice; to design the best possible curriculum and activities which promote their best
sense of belonging, learning and development. Information will serve as a valuable input to
identify effect strategies supporting their strength-based learning curve. I wish to offer and
engage in planning meaningful and integrated curriculum which provide children the
opportunities to explore and build on their: investigation, creativity and problem-solving
skills (Cologon, 2014; DEEWR, 2009; Wright, 2015; Arthur et al., 2015).
 102110 Professional Experience 3-5 Years and Other Units for 2H 2016
Yurina Kanuma (SID 16994863)
References
ACECQA. (2016). The National Quality Standard. Retreived from http://acecqa.gov.au/

Arthur, L., Ashton, J. & Beecher, B. (Eds.). (2014). Diverse literacies in early childhood: A

social justice approach. Melbourne: Australian Council for Educational Research

Press. 22-40.

Australian Government Department of Education, Employment and Workplace (2009).

Belonging, Being and Becoming The Early Years Learning Framework for

Australia (ISBN 978-0642-77873-4). Retrieved from

http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-

Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_austr

alia.pdf

Cologon, K. (Ed.). (2014). Inclusive education in the early years: Right from the start. South

Melbourne, Victoria: Oxford University Press.

Crescenzi, L., Jewitt, C. & Price, S. (2014). The role of touch in preschool children's learning

using iPad versus paper interaction. Australian Journal of Language and Literacy,

37(2), 86-95. Retrieved from:

<http://search.informit.com.au/fullText;dn=204230;res=AEIPT> ISSN: 1038-1562.

[cited 10 Apr 16].

Jones Daz, C., (2014). Institutional, material and economic constraints in languages

education: unequal provision of linguistic resources in early childhood and primary

settings in Australia. International Journal of Bilingual Education and Bilingualism,

17(3), 272-286, DOI: 10.1080/13670050.2012.754400

Thom, L. (2010). From simple line to expressive movement: The use of creative movement

to enhance socio-emotional development in the preschool curriculum. American

 102110 Professional Experience 3-5 Years and Other Units for 2H 2016
Yurina Kanuma (SID 16994863)
Journal of Dance Therapy, 32(2), 100-112. Retrieved from

http://search.proquest.com/docview/850702121?accountid=36155

Wright, S. (Ed.) (2012). Children, meaning-making and the arts. Sydney, Australia: Pearson

Prentice Hall.

UNICEF. (n.d.). UNICEF - Convention of the Rights of the Child. Retrieved from

http://www.unicef.org/crc/

Vera, D. (2011). Using popular culture to increase emergent literacy skills in one high-

poverty urban school district. Journal of Early Childhood Literacy, 11(3), 307-330.