I. Caring and Responsive Relationships
I am aware that building and maintaining a positive and supportive relationship with children, families, and colleagues are essential to providing a rich learning environment. I know a positive relationship with children would lead to healthy child development and engagement. I have demonstrated that I have respectful verbal and non-verbal communication with children and have shown them that I am always available to assist and support their improvement. I have always demonstrated a friendly and caring relationship with families and children in my workplace and placement experience. I use caring words in communication with children to let them know they are respected and understood. I explain to children that it is okay for you to express your feelings. I verbalize children's feelings by saying "It is okay for you to express your feelings. You seem upset or disappointed." I help children to improve their self-regulation and problem-solving skills.
The following pictures are the thank you cards from my onsite supervisor in my Practice Level placement at River Parkway Children's Centre. They show the solid relationship I had with children and educators during the four weeks and my liaison’s feedback about my performance in my placement. The last picture shows enthusiasm when I am working with children.
II. Curriculum and Pedagogy
I am aware of the importance of the curriculum cycle for implementing any learning experience. I observe children to help them realize their interests. I appraise the value of my observation. Then I plan a learning experience based on children’s interests and developmental level. Then I implement the activity that I have already planed. Finally, I document and reflect on the planned activity in order to assess children development. I am aware of the benefit of observation and pedagogical documentation to see what the children are capable of. I am familiar with various techniques and tools for observation including running records, checklists, profiles, and informal observation as well as various tools for pedagogical documentation such as learning stories, work samples, photographs, and documentation panels.
The following file is the sample of pedagogical documentation I have conducted for the assessment course.
III. Safety, Health & Well-being in the Learning Environment
A s an early childhood educator, I am responsible for creating and maintaining a supportive learning environment for the children, families, and colleagues in my practice. Safety is my first priority. I acknowledge the importance of creating a safe and inclusive environment that supports play and learning and helps children experience a sense of belonging and well-being. When designing a curriculum, I consider the significant role of indoor and outdoor environments. I am aware of using safe age appropriate materials for all learning experiences to make sure that all equipment is safe. Before implementing any potentially risky play activity, I have a discussion with the children to review the rules and expectations. I make a list of all children with allergies indicating the type of the allergy and attach it onto the classroom’s door. I make sure that I have all medications, first aid kits, and families’ contacts with me while I am outdoors or on field trips with children.
I have the current First Aid, CPR, and WHIMS certifications as well as a Worker Health and Safety Awareness in 4 Steps.
IV. Professionalism & Leadership
I have demonstrated professionalism in my communication with children, families, and coworkers. I keep my knowledge up to date about current legislation, policies, and regulation that are relevant to my professional practice. Even though I already had a master’s degree of education when I came to Canada, I decided to update my knowledge and become familiar with regulations and policies that are applied in the Canadian education system. In 2014, I participated in a Body Language workshop to improve my non-verbal communication with children, families, and colleagues. I attend professional workshops which help me enhance my knowledge about children and families.
V. Professional Boundaries, Dual Relationships & Conflicts of Interest
A s an early childhood educator, I know that it is important to maintain professional boundaries in relationships with parents and coworkers. My boundaries are clear between myself as an ECE professional and my personal relationships. I always keep those two relationships separate. I believe that relationships are the way that we build trust with each other, families and colleagues. However, those relationships should be professional and consider boundaries. For example, I did not share any information about my current workplace, supervisor, and children with my onsite supervisor or liaison. I also do not share my personal page on social media with any one that I have a professional relationship including supervisors, colleagues, and families.
VI. Confidentiality, Release of Information & Duty to Report
I am aware of the importance of confidentiality and do not share any information about children, families, and colleagues with anyone else. I am careful about children’s information and do not share their personal information in public or with anyone in my personal life. I make sure to put children's files in their designated secured location to prevent any unauthorized access. I understand that families have the right to obtain access to or request correction of a record of information about their children; however, I make sure that they won't see other children's information during the process.