Diversity in Early Childhood Environments - Assignment Example

Article 1 I chose this article mainly because it provides incisive information that portrays different views on early childhood environments. Nola Alloway, the author of this article has highlighted how postmodernism has impacted on early childhood education. In this article, she examines how postmodernist thinking has found its way in early childhood education and altered views that were previously considered as empirical truths. Alloway observes that, postmodernists’ ideas in early childhood education have caused the definite and accepted universal principles and practices in early childhood education to be contextually determined, flexible and fragile. Based on postmodernist views, there are no standard or universal principles of practice in early childhood education since different cultural and social groups have their own view and values when it comes to dealing with children. Instead, postmodernist view asserts on relativism and induces skepticism and uncertainty when it comes to determining the best practice in early childhood education. This article has managed to show that there is indeed a big gap and diversity in early childhood environments. According to Alloway, traditional views on early childhood practices accentuate on a universal code of practice that is applicable in different areas of learning. On the other hand, postmodernist views on early childhood education accentuates on questioning the foundations of early childhood practices and principles (Alloway, 1997, p.1). Moreover, I chose this article because it provides a critical outlook on some of the fundamental views in early childhood education. Alloway has provided competing views on some of the principles in early childhood educations that are considered as “universal truths.” For example, with regards to the view that autonomy and independence should be the core goals of emotional development in early childhood education, Alloway provides a competing view which challenges this accepted notion. She argues that these aspects of autonomy and independence are largely embedded on Western civilization which accentuates on individualism and a competitive spirit thus it not applicable in all cultures (Alloway, 1997, p.3). By reading this article, my overall outlook on some of the fundamental principles and codes of practice in early childhood education has changed. As a reader, this article has caused me to become critical and at the same time skeptical about some of the principles and practices advocated in early childhood education. Alloway’s sentiments in this article have helped me to develop a postmodernism view particularly when it comes to evaluating the principles and practices embedded in the Early Years Learning Framework (EYLF). Basically, EYLF is a nationally consistent document that gives provision on the significant practices and principles that early childhood educators should follow. It outlines the type of environment that the learning of children should be facilitated and the desirable knowledge, attitudes and skills that early childhood educators should have when teaching. Furthermore, EYLF recommends ways in children the learning opportunities for children can be enhanced (Goodfellow, 2006). Personally, I consider the EYLF to be an imperative tool for guiding the practice of early childhood educators. Nevertheless, with reference to the postmodernist views highlighted in this article, I am prompted to question whether the concepts in the EYLF are applicable in all environments. It seems that the principles and practices outlined in the EYLF are more fitting for some socio-economic and cultural groups than others. For example, in the education sector, there are many disparities between the education outcomes of indigenous and non-indigenous. Generally, indigenous students experience poorer outcomes in education as compare to non-indigenous students. These disparities are as a result of both cultural and socio-economic factors that have over the years caused the indigenous communities to be disadvantaged (Calma et al 2008). For instance, according to the 2006 Western Australia Aboriginal Child Health Survey, 24% of children from indigenous communities are at a high risk of behavioral and emotional trauma that were linked to family factors such as poor family functioning and parenting and economic issues such as low income. On the other hand, as for the non-indigenous communities the survey indicated that only 15% of non-indigenous children are at risk of behavioral and emotional traumas (Zubrick & De Maio, et al 2006, p1). Going by these statistics and considering the postmodernist persepective, it is evident that the early childhood environments for indigenous and non-indigenous children are different. Therefore, it would be wrong to assume that a standard framework of principles and practices such as the EYLF can be suitable and effective in early childhood environments that are significantly different particularly with regards to cultural and socio-economic issues. General, this article has changed my outlook on what are the best practices in early childhood education. I acknowledge the importance of adhering to the standards outlined in the EYLF, however in my practice I will endeavor to be open –minded about the best practices since some of the accepted universal principles and practices in early childhood education may not be suitable in some contexts. Article 2 The information provided in this article is very helpful when it comes to critically examining whether the principles and practices epitomized in early child hood education are universally suitable and can be used in diverse early childhood environments. I chose this article mainly because the author has examined in –depth and critiqued some of the key concepts that dominate this field and play a great role in determining best practices in early childhood education. The information provided in this article is evidence-based since the author has supported his arguments by alluding to various theories and perspectives pertinent to early childhood development and education. Moreover, I chose this article because it portrays the extent in which early childhood environments are diverse and as a result it exposes the biasness and predisposition of the mainstream early childhood principles and practices. The author of this article argues that principles and practices in early childhood education are grounded on knowledge dominated by Euro-American ideals about children and as a result stereotypes, prejudices and inequalities have been reinforced. He suggests that there is need to deconstruct some of these dominant ideals so as to reveal the biasness, contradictions and inconsistencies within these dominating concepts (p. 1-2) By reading this article, I have gained invaluable insights on which principles, beliefs and theories in early childhood education are valid or have inconsistencies. The author of this article has critically deconstructed the assumptions, beliefs, ideals and theories that form the basis of early childhood practices and principles. Among the presented views, that I found to be preferable are the principles implemented in British Infant School and programs. The author observes that British Infant School and programs such as Summer hill implemented their teaching practices based on their belief on open –education whereby children were allowed to freely discover and express themselves through interactions with others and nature. Personally, I find that this notion is suitable, since it is flexible and can be properly implemented in diverse early childhood environments. It also embedded in the EYLF which accentuates on the notion self-discovery amongst children between the ages of 0 to 5 years (Goodfellow, 2006). Moreover, this article has shed light on fundamental truths revolving around the plight of marginalized groups of children. The author has highlighted the ways in which some principles and practices in early childhood educations do not favor or are not applicable to children from lower social-economic class and marginalized ethnic and cultural groups. From this I have learnt that in my future practice as an early childhood educator, I am bound to work in diverse early childhood environments or encounter children from different cultural, ethnic or social groups. In order to meet the learning needs of all children and ensure that no child is left behind, it is essential to look beyond the set frameworks and identify the learning needs of the marginalized groups. Thereafter, it is essential to employ learning approaches that will meet the specific needs of these children. By reading this article I have learnt in as much there are various constructions on best practices the needs of children are “voices of silent ‘knowing’”(p.10) and thus it is essential to put into account the specific needs of children. From this article, I have learnt the importance of envisioning new possibilities. The views presented in this article have made me realise that there are no ultimate or superior principles, beliefs, assumptions or practices. Every notion has its inconsistencies and thus it can be challenged or deconstructed. Therefore, as an early childhood educator, it is essential to have an open mind, envision new possibilities and work towards the improvement of the existing principles and practices so as to holistically meet the learning needs of children. Furthermore, this article has provided great insights particularly with regards to deconstructing and reconstructing the mainstream principles and practices of early childhood education. I have learnt that the available forms of critiques can provide substantial knowledge on the existing gaps and what needs to be done in order to fill these gaps. Therefore, it is important to welcome and address constructive criticisms rather than impose our views or beliefs (p.17). In addition, I believe that this article has equipped me with the relevant skills and knowledge needed to address issues that emerge as a result of diversity in early childhood environments. By reading this article, I have learnt to recognize constructs that are biased and foster empathy particularly when it comes responding to issues revolving around cultural, racial and ethnic diversities. References Alloway, N. (1997). Early childhood education encounters the postmodern: What do we know? What can we count as ‘true’? Australian Journal of Early Childhood. Vol 2, No. 2, pp. 1- 5. Calma, T. et al. (2008). Achieving improved primary and secondary education outcomes for indigenous students. Sydney: AMP foundation. Goodfellow, J. (2006). The Early Years Learning Framework: Getting started. Retrieved on August 13, 2011 from Zubrick, S. & De Maio, J. et al (2006). The Western Australian Aboriginal Child Health Survey: Improving the Educational Experiences of Aboriginal Children and Young People. Perth: Curtin University of Technology and Telethon Institutes for Child Health Research. Read More