Assignment 1-

EDFD 227

Name: Joanna Bracegirdle

Student Number: S00135179

5 pages in total (inclusive of cover page and rubric)

1
Observation No: 1

Key concepts identified in Observation Bibliography
observation
Brock, A. (2012). Building a model of early years professionalism from practitioners
Professionalism One of the infants in the centre was brought into childcare despite being visibly perspectives. Journal of Early Childhood Research, 11(1) 2744. doi:
Partnerships unwell and miserable. This incident was not isolated but has been a trend with this 10.1177/1476718X12456003
Othering particular family. The room leader and assistant had the following conversation:
Freeman, N. K. (n.d.). The Ethical Dimensions of Working with Parents: using the Code
RL: I cant believe her mum just keeps on bringing her in even when shes sick. of Ethics When Faced with a Difficult Decision. Childhood Education, 83(3), 2007.
A: Do you think that she even taken her to the doctors yet? Retrieved from DOI:10.1080/00094056.2007.10522904
RL: Probably not. You know that they never spend any time with her.
A: That would make sense. The poor thing is here 5 days a week!! 7am till 5pm is a G. Dahlberg and P. Moss (2005). Ethics and politics in early childhood education.
long time for an 11 month old. Shes so sweet too! I cant believe that they dont Oxfordshire
want to spend any time with her.
Lasky, S. (2000). The cultural and emotional politics of teacherparent interactions.
Teaching and Teacher Education, 16(8), 843860. Retrieved from
http://www.sciencedirect.com/.../pii/S0742051X00000305

Naughton, G.M., & Hughes, P. (2011). Parents and professionals in early childhood
settings. New York, NY.

Stanulls, R. N., & Manning, B. (2002). The Teacher's Role in Creating a Positive Verbal
and Nonverbal Environment in the Early Childhood Classroom. Early Childhood
Education Journal, 30(1), 3-8. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/62212574?accountid=8194

Tschannen-Moran, M. (2009). Fostering Teacher Professionalism in Schools. Scholarly
Journals, 45(2), 217-247. Retrieved from
http://dx.doi.org.ezproxy1.acu.edu.au/10.1177/0013161X08330501

Analytical Notes
Professionalism: Professional conduct is essential for maintaining a smoothly run centre. The professional in a childcare setting is there to guide and encourage young children in their cares learning and development,
ensuring that they feel happy and safe with their needs being met. The conversation observed above goes beyond the discussion of what would be most beneficial for the child. The room leader and assistant are making
assumptions about the parents of the child such as they dont want to spend any time with her. These opinions are not constructive and will not benefit the child, as such, it is not appropriate for them to be discussed-
especially not when the child is within earshot. A lack of professionalism is evident.
Othering: This interaction is setting a basis for an us and them mentality. The early childhood professionals are envisioning their usual practices such as spending lots of time with the children or taking a child out of care
when they are sick or unwell as the norm. When they have seen the family behaving in a manner that contradicts their expectations of what good parenting is, they came to the conclusion that this mother perhaps does
not care for her child. In this instance they have positioned themselves as being the ones who care for the child and her wellbeing and othered themselves from the childs family who in their opinion lack this same
interest.
Partnerships: Partnerships are important, particularly those between employees within the centre, care giver and child, parent and child as well as parent and the early childhood professional. In this setting the common
goal of this partnership is the wellbeing and development of the child. However, this partnership is jeopardized by the destructive interaction. As discussed earlier, not only is it highly unprofessional but gossip has the
potential to be very damaging to relationships. It also shows a lack of respect or understanding within the partnership, perhaps a more constructive way to deal with the situation at hand would be for the caregivers to
respectfully approach the family and express their concerns for the child.

2
Observation No: 2
Key concepts identified in Observation
observation A new baby in the centre has been having troubles settling. There are certain times of the
day in which she will spend the majority of time crying, namely; after her morning snack,
Transitioning after her midday sleep and in the late afternoon. The room leader spoke to her mother
Knowledge about this reoccurrence in an effort to get suggestions for settling the baby. Through this
conversation it was brought to the room leaders attention that the mother had been
breastfeeding at these times on the days when her baby was not attending the centre. As a
result her child had grown accustomed to being comforted by being fed. In a childcare
centre this is not something that the caregivers are able to offer and as such the baby was
becoming increasingly agitated that she could not communicate her wants to her
caregivers. The room leader and assistant became quite critical of the mothers decision to
breastfeed during the day making comments such as She should know that this will only
unsettle her routine, Doesnt this put us back to day one again in transitioning her and Hubbard, P., & Smith, A. (1988). The Relationship between Parent/Staff
Good on her for breastfeeding but she should really keep it for mornings and nights.
Bibliography
Centre for Equity and Innovation in Early Childhood (2008). Transition: a positive start
to school. Literature review. Melbourne: University of Melbourne, Centre for Equity and
Innovation in Early Childhood.
Dockett, S. & Perry, B. (2003) Childrens Views and Childrens Voices in Starting School,
Austrailian Journal of Early Childhood, 26 (1), 12-17.
G. Dahlberg and P. Moss (2005). Ethics and politics in early childhood education.
Oxfordshire
Communication and Children's Behaviour in Early Childhood Settings. Early Child
Development and Care, 35, 13-28. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/63112025?accountid=8194
Krieg, S. (2010). The Professional Knowledge that Counts in Australian Contemporary
Early Childhood Teacher Education. Contemporary Issues in Early Childhood, 11(2).
Morgaine, C. A. (1996). Holistic Knowledge for Appropriate Professional Development
in Early Childhood Education. Journal of Early Childhood Teacher Education, 17(2),
Naughton, G.M., & Hughes, P. (2011). Parents and professionals in early childhood
settings. New York, NY.
Pacini-Ketchabaw, V. (2013). Politicizing transitions in early childhood. Global Studies
of Childhood, 3(3), 221- 229.

Analytical Notes

Transitioning: The transition from home to childcare can often be quite daunting for young children and infants. We can see here the initial difficulty of settling a baby into a new room with different care givers. Not
only is it an adjustment for the child but also for the family who are used of being at home with her. The effects on the mother have been obvious in this particular instance. A lack of understanding has led to the mother
not realizing the effect of her home routine on the centre routine. While the centre attempts to work with home routines, this is not possible in the case of breast feeding where staff are unable to provide comfort in this
manner.
Knowledge: Parental knowledge is a valuable resource. This mother recognizes the benefits of breastfeeding her child and she understands that this a good way to calm her child when she is distressed. The care-givers
professional knowledge reminds them of the importance of regular, familiar routines for children. The sharing of knowledge is very important in this situation because otherwise the problem will go unchecked. The care-
givers need to speak to the mother and explain to her that while breastfeeding does have many benefits that her child is becoming distressed due to the disruption of her regular feeding times (she will not take a bottle
instead), they could suggest limiting this to mornings and night- a time that is easily kept in the childs schedule despite being at daycare.

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Observation No: 3
Key concepts Observation
identified in
observation The room leader noticed that one of the babies
has been transitioning from babbling towards
Collaboration making sounds that resemble words. She was
Partnerships naturally very excited at this progression and
proudly informed the babies parents, the room
assistant and pre-service teacher. The room
leader discussed with the parent what they as a
centre had been doing to encourage this
language development. The pre-service teacher
had a discussion with both the room leader and
the room assistant to talk about ways that she
could assist in language development.
Bibliography
Addi-Raccah, A., & Arviv-Elyashiv, R. (2008). Parent empowerment and teacher professionalism. Teacher's Perspective, 43(3), 394-
415. doi:10.1177/0042085907305037
Brownlee, J., & Berthelsen, D. (2006). Personal Epistemology and Relational Pedagogy in Early Childhood Teacher Education
Programs. Early Years: An International Journal of Research and Development, 26(1), 17-29. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/61902408?accountid=8194
Dorit, A., & Maya, S. (2008). The Safe Kindergarten: Promotion of Communication and Social Skills among Kindergartners. ERIC,
Current Index to Journals in Education, 19(6), 864-884. Retrieved from
http://search.proquest.com.ezproxy1.acu.edu.au/docview/61926939?accountid=8194
Erbay, F., Esra, O., & Cagdas, A. (n.d.). Development and Validity-Reliability Study of a Teacher-Child Communication Scale.
Educational Sciences: Theory and Practice, 12(4), 3165-3172. Retrieved from
http://search.proquest.com.ezproxy1.acu.edu.au/docview/1373089252?accountid=8194
Hubbard, P., & Smith, A. (1988). The Relationship between Parent/Staff Communication and Children's Behaviour in Early Childhood
Settings. Early Child Development and Care, 35, 13-28. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/63112025?accountid=8194
MacNaughton, G. (2004). Children, staff and parents: building respectful relationships in New Zealand and Australian early childhood
contexts. Australian Journal of Early Childhood, 29(1). Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA118416764&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=289ebfb034b2747e13a5a
Morrow, G., & Malin, N. (2004). Parents and professionals working together: turning the rhetoric into reality. Early Years: An
International Research Journal, 24(2), 163-177. Retrieved from DOI:10.1080/0957514032000733019
Naughton, G.M., & Hughes, P. (2011). Parents and professionals in early childhood settings. New York, NY.
Stanulls, R. N., & Manning, B. (2002). The Teacher's Role in Creating a Positive Verbal and Nonverbal Environment in the Early
Childhood Classroom. Early Childhood Education Journal, 30(1), 3-8. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/62212574?accountid=8194

Analytical Notes
Collaboration: The open communication between all interested parties allows them to work collaboratively towards a common goal (to see this childs language skills develop). Both parents and educators suggesting
ideas and strategies, to ensure further progression of the child, could improve this. Collaboration is such a constructive tool, which shouldnt be undervalued. Using many peoples ideas allows for a much broader view
and can bring a multidimensional aspect as many different opinions and forms of knowledge are considered.
Partnerships: Positive staff parent relationships are often characterized by communication, commitment, equality, skills, trust and respect. From this observation, communication stands out as one of the room leaders
strengths. The inclusion of the parents and other staff members is likely to make them feel involved and valued as an important part of this childs life. This strengthens partnerships and encourages all persons to work
harder and contribute where they feel to be appropriate. The equality is evident in that information was not withheld.

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EDFD227: Rubric for Assessment Task 1: Three Detailed Observations and Bibliography
Aspects of Assessment
Three detailed observations.
Each observation is
analysed using key
concepts as tools to assist
in understanding the
complex dynamics of
partnerships
10 marks
Generation of bibliography
10 marks
Grammar, spelling &
Referencing
5 marks
Tutors Comment:
Grade:
High Distinction Distinction Credit Pass Unsatisfactory
Three detailed Three detailed Three detailed Three observations,
observations and observations and each is observations and each which lack detail and
subsequent analysis approximately 330 words. Three detailed is approximately 330 do not meet word
and each is observations and each words. limit.
approximately 330 Each response is approximately 330
words. demonstrates words. Each response Each response lacks
sophisticated demonstrates focus and does not
Each response observational skills. Each response appropriate demonstrate
demonstrates highly demonstrates strong observational skills. appropriate
sophisticated observational skills. observational skills.
observational skills. Analyses of
Analyses of observations Analyses of observations Analyses do not use
Analyses of demonstrate a observations demonstrate an key concept and lacks
observations sophisticated demonstrate strong appropriate insight
demonstrate a highly understanding of key understandings of key understanding of key
sophisticated concepts and how they concept and how they concept and how they
understanding of key apply in partnerships in apply in partnerships in apply in partnerships in
concepts and how they action action. action.
apply in partnerships in
action
Each response has Each response has Each response has Each response has Each response has
identified at least 6 identified at least 5 identified at least 4 identified at least 3 identified only 2
relevant peer-review relevant peer-review relevant peer-review relevant peer-review relevant peer-review
references. references. references. references. references.
APA referencing is used APA referencing is used APA referencing is used APA referencing is used APA referencing is
correctly at all time in correct at all times in the mostly correctly in the correctly with only a few used incorrectly in the
the bibliography. bibliography. bibliography. errors in the bibliography
bibliography
Language is highly Language is Language is concise Language is not clear
sophisticated, concise sophisticated, concise and focused on the Language is clear and and not focused on
and highly focused on and very focused on the topic/key concept/s. on the topic/key the topic/key
the topic/key concept/s. topic/key concept/s. concept/s. concept/s.