Early Childhood Professional Practice

Goals

(What I want to achieve)

Action Steps

(How I will achieve it)

Indicators of Achievement

(How I will know I have achieved it)

Goal 1

Goal:

Rationale:

APST:

1. To build trust with the students. 

2. To develop the students with cognitive, behavioral and physically interactive nature (Coe et al., 2014).

3. APST module with AISTL, 2011 have illustrations that building the students with cognitive, behavioral and physical skills help them to get developed with ability to accomplish rapport with surroundings and also helped them to enhance their learning (DEEWR, 2011).

1. Students have developed with a compassion to join the school (Coe et al., 2014).

2. They build a rapport with the educators and other student mates with their own.

3. Have become socially active and start participating in the activities.

4. Geo-spatial and supportive engagement have reported as with the successful outcomes. The students have developed with communication and interpersonal skills that has bring up with the significant behavioral positive changes (DEEWR, 2011).

Goal 2

Goal:

Rationale:

APST:

1. To develop the students with fine and gross motor skills.

2. Developing the students with gross motor skills will germinate the seeds of independence and evolve them as self-directed (Tharp, 2018).

3. The smart goals is designed to exemplify the skills in students and lead the colleagues to select, create and evaluate the available resources that could be within the settlement/school or beyond the place. The Australian professional standard, AISTL, 2011 described that educators involved in the activities such as solving puzzles with students will evolve them to acquire the useful knowledge only (Tharp, 2018). 

1. Students have started up feeding themselves by their own (Tharp, 2018).

2. They participate in the group activities involving the coordination and balance movements.

3. Also motor skills developments in students will lead to the development of important physical actions and make them capable to plan their activities and monitoring their progress (Tharp, 2018). 

4. By acquiring this method and goal, educators can evolve the children to accept challenges depending upon their ages such as to tie up their shoes and buck up with the timings during vocational tests. 

Goal 3

Goal:

Rationale:

APST:

1. The third goal is to build the children with confidence and enhancing the engagement of their parents/ carers in the educative processes (Follari, 2015).

2. Rationale behind is engagement of parents in the educator’s activities organized for children development will enhance the understanding of students about their individual roles and thus develop them with confidence for their doings (Follari, 2015). Also, the involvement of parents in useful, appropriate, contextually relevant processes and opportunities will enhance the children’s learning.

3. According to the standard 4 in Australian professional standards and practice AITSL, 2011 the drafted smart goal will provides the children with supportive and safe learning environment (DEEWR, 2011). Since the presence of parents in certain activities necessary for the students and their carers to get participated within, will leads to the productive outcomes and allows the educators also to utilize the existing teaching pedagogies and to explore the new to build a rapport with the children and their parents too (Follari, 2015).

1. Students have started up with the leading and implementing the acts of doings in the activities they are involved in (Follari, 2015).

2. The indicators of achievement can also be assisted by judging the student’s behaviour in class and outside with the others.

3. Effective classrooms activities, will also promote the students for grabbing their responsibility towards learning (DEEWR, 2011).

4. The collaborating activities, educators performs along with the parents and carers will allows the students to feels secured and thus can work safely. Also, the assistance of practices performed by both groups (parents and students) were helped the educators to evaluate the assessment activities, compliance with the curriculum further diagnosis of any additional learning needs required by the students (Follari, 2015).

References for Early Childhood Professional Practice

APST, (2011). AITSL is funded by the Australian Government. Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf

APST, (2011). Retrieved from https://www.aitsl.edu.au/teach/standards

Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching. Review of the underpinning research, 1-57.

DEEWR, (2011). Department of Education, Employment and Workplace Relations. Annual Report 2010–11. Retrieved from https://docs.education.gov.au/system/files/doc/other/annual_report_201011.pdf

Health. (2015). The professional leadership and action research training model: supporting early childhood leadership. Retrieved from https://www.thefreelibrary.com/The+professional+leadership+and+action+research+training+model%3A+...-a0439953277

Follari, L. (2015). Foundations and best practices in early childhood education: History, theories, and approaches to learning. Pearson Higher Education AU.

Tharp, R. (2018). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Routledge.

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