Introduction
Early childhood pedagogy refers to the technique and way of educating children in their early stages of life. Critical children pedagogy is an art of professionalism in teaching them the integral cores concerning the basic life they live in their childhood. Early childhood pedagogy is a methodology for enhancing the knowledge within children for purposes of their growth and motivation (Dalli, 2010).
Early Childhood Policy Making
Early childhood policymaking is the issue that I would like to gain a better understanding of from the journal readings in Contemporary Issues in Early Childhood. In Early Childhood Policy: National Contexts under week five’s topic, there is a discussion; “Based on three systematic reviews of early childhood policy developments in England, Penn and Lloyd (2007) explain what constitutes evidence in policymaking…” I would like to know more about these systematic reviews.
“For an overview of early childhood policy developments, it is also essential that students have familiarity with ‘the strategy’ document prepared by the Council of Australian Government…” (Council of Australian Government, 2009 p. 5) I would also like to gain more insight concerning the strategy document because I would like to know how it is associated with the early childhood policy developments. I find it important that the Australian government has taken noble initiatives to formulate policies concerning early childhood.
Early Childhood Pedagogy of Different National Contexts
According to the Council of Australian Governments, early childhood pedagogy can be acknowledged from the daycare systems. They can be combined, compared, and contrasted between countries of different national contexts.
Australia’s Early Childhood Pedagogy
In Australia, an example of an early childhood oriented institutions is The Heritage Early Childhood Centre at Canberra. It is a little, society-based children’s daycare center that accommodates children from ages between six weeks to six years. It grants high excellence and flexible child care in a safe and comfy family environment. The facility is a three year endorsed institution that is approved by The Office of Childcare of Canberra. The center promotes a parent personnel affiliation and parent participation in its curriculum and administration. The institution has a workforce of a panel of competent teachers and an experienced Director.
There is a firm and nurturing environment for the children due to the small yield of the personnel. A warm and motivating atmosphere is generated by the workforce. The facility provides unique programs such as yoga, music, fit commencements, and a preschool curriculum. They endeavor to cultivate each child’s growth and progress through the supply of a curriculum that is based on annotations of each child’s strong points and necessities (2009).
Saudi Arabia’s Early Childhood Pedagogy
In Saudi Arabia, there is a daycare center known as The Little Scholars Nursery and Activity Center. It caters to children between the ages of one to six years. It is a highly reputable daycare facility that enhances early childhood pedagogy. This is because it provides vigilant initiatives to generate and grant the children fun-packed days of creative activities. This augments their learning experience and builds resourcefulness for the children.
The daycare facility has qualified foreign personnel with the American prospectus and pioneering curriculum where the children are endowed with a consummate learning experience. The program is premeditated to promote interest, self-direction, and self-assurance among the children. The daycare facility also has a children-oriented library with a multimedia section that boosts the children’s intellectual capabilities from a young age. Furthermore, the facility provides daily updates for the children’s progress which is a fundamental mode for early childhood pedagogy and also to monitor the children’s growth (Penn & Lloyd, 2007).
Online Conversation Concerning Early Childhood Education
My knowledge from the online conversation with Jessica has been sharpened due to a remarkable systematic peer review capabilities and information concerning early childhood education. Separate studies have been combined, contrasted, and compared regarding early childhood pedagogy.
This is between two states instead of three within the framework of national contexts. This is between Australia and Saudi Arabia to ascertain what the substantiation of the two can inform me in respect to the financial effort of early childhood education. In Australia and Saudi Arabia, there is a great scale multicultural society. Therefore, a randomized sample with qualitative research study results is interpreted. Collating two detached studies is essential to view the early children’s welfare and where they are now and how their lives turned out today.
Conclusion
Early childhood pedagogy and political viewpoints can either be similar or vary from one society to another. This is because they all have the common goal of early childhood pedagogy but the national contexts with the multicultural settings make them different, as in Australia and Saudi Arabia. The implications of early childhood education are relevant to the pedagogy of the children’s welfare. Daycare systems are the best examples where children and personnel engage with other children from diverse contexts for the common objective to educate them for the coherent child values (Mitchell, 2002)
References
Council of Australian Governments (2009). Investing in the early years – A national early childhood development strategy. Canberra. Web.
Dalli, C. (2010). Towards the re-emergence of a critical ecology of the early childhood profession in New Zealand. Contemporary Issues in Early Childhood, 11 (1), 61-74.
Mitchell, L. (2002). Differences between community owned and privately owned early Childhood education and care centres a review of evidence. NZCER Occasional Paper no.2. Web.
Penn, H. & Lloyd, E. (2007). Richness or rigour? A discussion of systematic reviews and evidence-based policy in early childhood. Contemporary Issues in Early Childhood, 8 (1), 3-18.