WEEK 1
Professional Experience Portfolio:27, 29 and 30th May
On the first day of my placements, even though I did all my research about the place I was working with the childcare centre, I was not familiar with my new environment and upon arrival, I was shy and a bit nervous at the same time. I walked in and I loved the cozy warm atmosphere! The walls were decorated with bright children’ art and there were shelves of learning materials. It felt like an open, welcoming space full of possibilities and I had the feeling that I was about to learn for it, or at the very least, spend the next few hours of my life, brilliantly.
I was very well received by Miss Evelin, the director, that from the beginning was very sweet and calm and let me feel at ease. She took me around the centre briefly - here’s the lunchroom, here’s the kitchen, here are the toilets and here are the other staff. The preschool had two main rooms, and Miss Evelin put me in with the toddlers for my placement. She then told me to meet Miss Usha in the toddler room, who showed me what I would be doing and that the educators would be teaching and playing at the same time.
The toddler room had 18 children, with 5 educators (including one covering breaks). When I arrived, the children were already engaged in Montessori activities. I observed that the educators encouraged independence by letting the children choose their own activities while sitting nearby to support them without interrupting.
The dimensions of professionalism
During my first week at Kirrawee Montessori Academy, I showed professionalism by being punctual, respectful, and actively involved in the daily routines of the centre. I supervised how educators used calm voices, worked as a team, and treated children and families with kindness. I followed their example by helping them to set up the room, having clear communication and respecting centre policies. These behaviours not only helped to create a safe but also welcoming environment, supporting EYLF Outcome 1 (children have a strong sense of identity) and Outcome 4 (children are confident and involved learners) (Department of Education, 2022).
I applied Montessori’s philosophy by allowing children to lead their learning and supporting their independence (Montessori, 1967). I also drew on Dalli’s (2008) idea that professionalism includes ethics, teamwork, and reflection, and followed Vygotsky’s theory of learning through social interaction (Vygotsky, 1978). One example was a shy child who began to engage with me after I consistently showed patience and encouragement. Educators also gave me positive feedback on my reflective attitude and professional conduct.
This experience taught me that professionalism is shown through daily actions how I speak, listen, act and work with others educator and family. I now understand that being a professional educator means being ethical, respectful, and always open to learning everyday(AITSL, 2011).
Declarations, conventions, obligations, and codes
During my placement at Kirrawee Montessori Academy, I learned to become more confident and assured of the important statements, conventions and ethical responsibilities of early childhood education. I referenced the Early Childhood Australia (ECA) Code of Ethics through demonstrating respect, honesty and fairness in my relation to children, families and colleagues (2016). It fostered trust and demonstrated my professional obligations. I identified my duty to confidentiality of children and family information that contributes to ethical behaviour and the requirements of National Law (ACECQA, 2023).
My practice also connected to the United Nations Convention on the Rights of the Child, which highlights every child's right to feel safe, be heard, and get quality education (UNICEF, 1989). I applied this by listening carefully to children’s voices, giving them choices in play, and creating an inclusive environment. These actions supported EYLF Outcome 1 (children feel safe, secure, and supported) and Outcome 2 (children connect with and contribute to their world) (Department of Education, 2022).
Through this experience, I realised that professional conduct is shaped not only by workplace rules but also by broader ethical and legal frameworks and i will continue to reflect on these codes and obligations to guide my teaching decisions and ensure I will always act in children’s best interests.
National regulatory considerations
My third day at Kirrawee Montessori Academy, I implemented national regulatory standards by assisting with ensuring the safety, instigating policies and procedures in the centre. During indoor and outdoor activities, I made sure that the educator-to-child ratios are always kept, by actively supervising children in my care and monitoring the environment to ensure children were safe. I conducted regular checks of the environment and resources to monitor that it was safe to ensure no accidents would occur and the correct reporting was followed if an incident did happen, following policies and procedures which links with (ACECQA, 2023). Such Hands-On participation complies with, for example, Bronfenbrenner’s Ecosystem Model that points to a safe and supportive environment as particularly important for children’s development (Bronfenbrenner, 1979). It also links to EYLF Outcome 3: Children are developing a strong sense of wellbeing, with the ideology that children learn best when they are emotionally secure (Department of Education, 2022). I learned that national agreements and policies shape daily practice to provide a secure and caring environment for learning. This made reiterated my belief in using legislation regularly such, to protect the rights of children and through the promotion of excellent provision.
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