In this task you are required to use literature to support a critical examination and articulation

of the role of the early childhood educator in the development of pedagogies that focus on
children’s strengths and honour children in respectful, responsive and reciprocal ways.

Your examination should include the importance of pedagogies and professional

responsibilities towards young children and their families and communities as
competent and confident, and the role of transitions for young children as
they move into, through and beyond early childhood settings.

3500

Criteria:

1. Discusses diverse ways of knowing and being: interrogate understandings that inform
advocacy for diverse ways of knowing, being and doing for children and their families
including foregrounding Indigenous and diverse cultural, ecological and relational realities.
a. Knowing:
- Your experience as a child compared to the contemporary image of a child in
Early childhood context.
- Aware of available policies and documents that promote strength-based
approaches in early childhood context
- Knowing through doing
b. Being:
- Cultural competent
- Respectful/cultural responsiveness
- Reflection
- Update changes in policies and document
c. Doing/take action
- Implement streng-based strategies for children and their families
- Build relaltionship with children and families
d. The relational approaches of knowing, being and doing within Indigenous context
2. Explains transitions beyond early childhood settings: analyses and provides
justification/evidence for a critical understanding of young children’s transitions and
continuity of learning into, throughout and beyond the early childhood setting.
- Three stages of transitions
- Planning for equity and fairness in transition
- Strength-based transition statement
3. Examines Strengths-based pedagogies that honour the child. (Why it is important/your role)
- What types of strength-based theories
4. Develops pedagogical practices: incorporate contemporary theories to inform pedagogical
practices that affirm respectful responsive and reciprocal relationships with children,
families and communities
- Openedness to diversity- respectful: ways of knowing
- Responsive is to demonstrate the respectfulness: cultural responsive
5. Appraises professional responsibilities: Formulates informed conclusions about professional
responsibilities using research and appraising relevant, foundational, documents, curriculum
frameworks and policies (EYLF, Possum Skin, ECA, Code of ethics, VEYLDF) (teacher’s role)
References:

Part 1

Macartney, H; Harris, T. (2014). The image of the Child Constructed and transformed by preservice
teachers in International contexts. Action in Education. Routledge.

Kamenrarac, O.; Gould, K. (2021). Transnational conversations about teacher identities in early
childhood places and spaces: Call for alliance-building, advocacy and activism. Policy Futures in
Education. Vol. 19(4) 400-405. Sage

Fenech, M.; Sumsion, J; Shepherd, W. (2010). Promoting Early Childhood Teacher Profesionalism in
the Australian Context the place of resistance. Contemporary Issues in Early Childhood. Vol.11 Nr.1

Sinclair, K. (2021). Disrupting normalised discourses: ways of knowing, being and doing cultural
competence. The Australian Journal of Indigenous Education.

Krechevsky, M. & Mardell, B. & Ronans, A. N. (2014). Engaging City Hall: Children as citizens. The New
Educator, 10:10-20. Routledge.
[Link]

Martin, K & Booran, M. (2009). Ways of knowing, being and doing: A theoretical framework and
methods for Indigenous and indigenist re-seach. Journal of Australian Studies. Vol. 27-Issue 76:
Vocing Dissent

[Link]

Part 2

National Quality Standard. Professional Learning Program (2013). Moving in, moving up and moving
on. Vol. 7

Gath, M. E. & Herold, L. & Hunklin, E. & McNari, L.J. (2024). Infants’ emotional and social experiences
during and after the transition to early childhood education and care. Journal of Early Childhood
Research. Vol. 22(1) 88-105.

Dalli, C. (2002). From home to childcare centre. Challenges for mothers, teachers and children.
Transitions in the Early Years. Debating continuity and progression for young children in early
education. Routledge& Falmer. London& Newyork

Beban, M & Mccormilla, L. (2012). Plan effective Transitions for children in Education and Care
services. How to series. Child Australia. PSC National Alliance.
[Link]

Department of Education and Training (2019). Strength-based Approach to transition. A guide to

writing transition learning and development statements. Sections 6 Tools to support effective
Transition. Melbourne: State Government of Victoria, DET

Dockett, S. & Perry, B. (2021). Professional linkages at the transittion to school: Boundaries and linked
ecologies. Special Issue: Transnational conversations: (Re)forming Teacher Identities in Policy and
Practice.

Nolan, A et al. (2017). Early Years Transitions. Support for children and famlies at risk of experiencing
vulnerability: Practice review report. Early Years & Primary Reform Division. Department of Education
and Training. Victoria Government.
Australian Government. Australian Institute of Health and Welfare (2022). Australian’s children.
Transitions to primary school. [Link]
contents/education/transition-primary-school

Part 3

Galloway, R. & Reynolds, B.& Williamson, J. (2020). Strengths-based teaching and learning
approaches for children: Perceptions and practices. Journal of Pedagogical Research Vol. 4, Issue 1.
JPR

Anastasi, M. (2023). Using strengths-based language to discuss behaviour. Community early learning
Australia

[Link]
discuss-behaviour

Ashton, A.& Hawting, J. & Harrison, J. (2011). Growing up our way. Practices matrix. Aboriginal and
Torres Strait Islander Child rearing. Secretariat of National Aboriginal and Islander Child Care.

Neurodiversity in the Classroom: Strengths-Based Strategies to Help Students with Special Needs
Succeed in School and Life (pp. 33–35), by T. Armstrong, 2012, Alexandria

Iorio, Yelland (2021). Defying deficit. Children as capable citizens of the now. Melbourne of Graduate
school of Education.

Stronger Smarter Institute. (2020). Stronger Smarter: A strength-based approach to Aboriginal and
Torres Strait Islander education. Stronger Smarter Institute position paper.
[Link]
approaches_final_2020.pdf

Commonwealth Department of Social Services. Children and Family intensive support. Strengths-
based approaches. [Link]
_strengths-based_approaches.pdf

Part 4

Australian Children’s Education & Care Quality Authority (2017). Guide to the National Quality
Standard 3. [Link]
Resources-Kit/[Link]

Australian Children’s Education & Care Quality Authority (2023). Information sheet. Belonging, Being
& Becoming. Secure, respectful and reciprocal relationships.
[Link]
%20childrens%[Link]
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early
Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the
Ministerial Council

Australian Children’s Education & Care Quality Authority (2016). Information sheet. Quality Area 1.
Developing a culture of learning through reflective practice.
[Link]
QualityArea1/[Link]
Department for Education. Government of South Australia (2022). Cultural responsiveness
Framework 2022. [Link]
[Link]

Kennedy, A. (2011). National Quality Standard. Professional Learning Program. What have theories
got to do with it?
[Link]

Aliwood, J. et al (2022). Communities of care: A collective writing project on philosophies, politics

and pedagogies of care and education in the early years. Policy Futures in Education Vol. 20(8). The
Authors. [Link]
[Link]-articles.5

Part 5