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WRITTEN ASSIGNMENT        12
WRITTEN ASSIGNMENT
Table of contents
Introduction    4
Systems and Person-Centered Techniques    4
Theoretical Foundation    4
Implications for Practice    4
Practical Applications    5
Schools: Using the Reggio Emilia Approach    5
Theoretical Foundation    5
Implications for Practice    6
Early Learning through Play-Based and Emergent Cu
iculum    6
Theoretical Foundation    6
Implications for Practice    7
Culturally Responsive and Inclusive Practices    7
Theoretical Foundation    7
Implications for Practice    8
Responsive and Respectful Care (RIE)    8
Theoretical Foundation    8
Implications for Practice    9
Practical Applications    9
Natural Based and Outdoor Education    9
Theoretical Foundation    9
Implications for Practice    10
Applications to Educator Training and Support    10
Challenges and Considerations    11
Conclusion    11
Reference    13
Introduction
Childcare during infancy and toddlerhood has evolved remarkably in the last few decades depending on development psychology, neurology, and education. The modern approaches include developmentally appropriate, attachment, respect for their autonomy, and culturally sensitive, in consideration with variability in families living in today’s societies. These frameworks have far-reaching implications for early childhood Education and Care (ECEC) practices especially in Australian Nurseries where multiculturalism
ings novelty dimensions to the care provision. This essay aims to discuss several recently popular theories of working with infants and toddlers, their features, the ways they could and are being implemented in Australian nurseries and further describes potential positive development outcomes.
Systems and Person-Centered Techniques
Theoretical Foundation
PERSON-CENTERED APPROACHES AND WHOLISTIC DEVELOPMENT recognizes that the young childis a whole person who learns in body, mind, emotions and social relations simultaneously. From John Bowlby’s attachment theory, this framework emphasizes depended, affectionate and favorable relationships for improving a child psychological and social development (Byrne et al., 2022). Neuroscientific research is useful in this regard because it shows that positive interaction with caregivers during childhood makes impacts on the
ain and stress managing systems.
Implications for Practice
For Australian nurseries this means constructing sound and secure base relationships between caregivers and the children. To do this, nurseries use continuity of the carer so that the child and carer get to know each other, and develop a trusting relationship. Teachers learn how to pay attention to such youngster signs and satisfy their physical and emotional necessities without using force. Positive conditions evolve to constitute a base for experimenting, teaching and learning and growing fist.
Practical Applications
That is why in practice, such concept as relationship-based care reflects primary caregiving models that are common in Australian nurseries. This also gave each caregiver a small group of children to bond closely with them and therefore recognize each and every child’s needs. For example, a caregiver may set up comforting routines whereby a child might be held during nap transition or through play
eak. The built environments are a
anged purposefully to provide a feeling of security and use objects, familiar to the children and areas to play, which may used when the children feel threatened by some observed conduct.
Schools: Using the Reggio Emilia Approach
Theoretical Foundation
Reggio Emilia System was founded at the end of the Second World War in Italy, Early childhood education emphasized on children as active constructors of their learning process. A large part of this principle includes supporting the ‘One hundred languages of children,’ which means supporting not only multiple forms of communication, including drawing, storytelling or music (Zarnowiecki et al., 2021). The presented approach shares epistemological views with constructivism, particularly Piaget’s and Vygotsky’s theories which stress the roles of exploration, social interaction, and support, or scaffolding, in a child’s development.
Implications for Practice
Applying Reggio Emilia principles in their nurseries means that these institutions create situations that ask questions and provoke invention. Pre-school teachers not only solve problems but also serve as co-learners rather than as protoctors of knowledge, who assist children and provide suggestions when they encounter difficulties in solving tasks. Intentional partnership with families and...