The National Occupational Standards can help to inform my intentional practice of ECE in many ways. First, I will be able to use them as a standard to measure when I develop evaluation tools and learning plans. Apart from developing new programs in accordance with the standards, I will be able to compare existing courses to them in case these courses or programs are ineffective and do not give proper results. Second, I will always be aware of my competencies as an early childhood educator, assessing my performance and improving my skills and knowledge. Finally, the National Occupational Standards establish a fixed framework of desirable outcomes, so I can be aware of the learning outcomes and goals I should aim to accomplish as an early childhood educator.
There are many aspects in which the National Occupational Standards and the 6 Provincial Standards set out by the College of ECE are similar. For example, both Section A in the National Occupational Standards and the first standard of the college of ECE are both focused on the importance of child development and well-being. Both of these standards explain that registered early childhood educators should create a safe and favorable environment for children, maintain their health, promote communication and interaction, and support their learning experiences in different ways. In addition, both sets of standards pay attention to professionalism-related issues, such as boundaries and conflicts in the workplace. In addition, both of them address the importance of proper pedagogical and curriculum approaches (Child Care Human Resources Sector Council, n.d.). Finally, the importance of responsiveness is also covered in both: collaborative partnerships with parents are acknowledged as essential to promoting children’s learning and development.
Reference
Child Care Human Resources Sector Council. (n.d.). Occupational standards Child Care Human Resources Sector Council for Early Childhood Educators.