Professional Development in Early Childhood Settings in NZ (reflective paper) Samples

Professional Development in Early Childhood Settings is a special professional skill that is pursued by healthcare students in New Zealand. In this course, students enhance their skills in early childhood learning. While learning these skills of professional development, students write many types of health &wellbeing assignments. One of the complex assignment tasks is writing a reflective paper for professional development in early childhood settings.

So, let us check how to write a reflective paper sample for professional development in early childhood settings.

What is Self-Reflective Thought in Early Childhood Education?

Self-Reflective thought in early childhood education means promoting children’s ability for self-reflection. Here, an early childhood educator promotes children’s capacity to understand, think, and talk about your thought as a learner. It also includes asking various questions about life and learning in a flexible method.

Importance of Professional Development for Early Childhood Settings

For an Early Childhood Educator, Professional Development is important for early childhood settings.  Learning this skill allows them in sharing, network, and remaining present in the childhood setting or field. Professional development is also a continuing process that teaches early childhood educators to enhance and enlarge their skills and knowledge in various settings of childhood care.

Professional development in early childhood settings also offers learning experiences to childhood educators and childhood practitioners. This includes various opportunities for promoting education, training, and development for early childhood educators. This enhancing of skills makes childhood educators work with children aged 0-8, along with their family members.

Professional Development in Early Childhood:  Best Evidence Synthesis Iteration (BES)

Best evidence synthesis iteration (BES) is a report based in an early childhood setting. This professional development is specially made to strengthen the base of evidence that updates New Zealand’s education policy and practice. The main aim of this reflective report is to provide the current evidence-based talk among early childhood educators, policymakers, and child learning researchers.

Addressing Issues of Best Evidence Synthesis Iteration (BES) in Early Childhood Education

The Best Evidence Synthesis addresses the issues or questions of what makes quality professional development. These questions or issues related to learning outcomes, opportunities, and experiences for Maori and Pasifika children, and other children belonging to various socio-economic groups.

Extensive research is done by researchers and professional development providers. There is also evaluation and selection of researches are evaluated and selected if it meets the method for quality evidence. Moreover, there is cross-checking and analysis of research findings to address various issues and questions of best evidence synthesis iteration.

Categories of Synthesis Findings on Professional Development in ECE

There is a total of 3 categories of synthesis research findings that lays an impact on professional development in early childhood educators. These 3 categories are

• Developing Pedagogy

Effective development of pedagogy needs education and integrated care for children. These are inter-related with learning, development, and experiences. These are the key components to create a curriculum outline in New Zealand’s childhood services.

• Child Learning Contributions

There are research findings and shreds of evidence that professional development makes significant child learning contributions. These contributions are to develop pedagogy in early childhood settings in three areas. These are:

1. Challenging early childhood educators’ opinions, reflective thoughts, and expectations from a short view.
2. These opinions and assumptions are made on the collection and analysis of data from the participant’s own setting.
3. Supportive revolution in participants’ communication between children and their parents.

• Connections of linkage building in Early Childhood Settings

Connections of linkage building between settings of home and early childhood service. This process of building linkages between these two settings is by sharing curriculum and supportive learning aims, like understanding and share of experiences. This connection with early childhood settings contributes mainly to the learning and wellbeing of children.

Real Characteristics of These Findings on Professional Development

There are 8 real characteristics of quality professional development findings from shreds of evidence. These are:

• The professional development includes participants’ own skills, aspirations, knowledge, and thought into the learning context.
• The professional skill development offers theory knowledge and content information about substitute practices.
• Participants are investigating pedagogy within the boundaries of their own childhood settings.

• Analysation of data from their own settings by the participants.
• Serious reflection allowing participants to find and challenge their thoughts as an important feature.
• Professional development cares and makes provision for educational and academic practice for children, their families, and the community.
• The professional development helps the participants in changing educational practice, thoughts, and attitudes.
• It provides support to the participants in gaining awareness of their own thoughts, activities, and inspiration.

Conclusion

These processes and experiences are quite helpful for professional development. This makes the participants (early childhood educators) greatly skilled. Experienced and critically conscious. This reflection of professional development in early childhood settings makes childhood educators the skill to collect and analyze data. Moreover, it can also help them practice actual pedagogy themselves.

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