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Educator Paper

Rhona Henry Tappin

ELCC 101

Linda Langevin

Due: February 26, 2020

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Different roles as an early learning and child care educator

Educator as a Co-learner

As a co-learner, educating, garnering and keeping current in early learning is always an

ongoing process for the child care educator. With constant new information flowing as

technology increases this can be very encouraging and will enhance a collaborative effort with

children that will create an environment for children to learn. Children usually need a reason to

learn, and so the educator has to be able to create and find innovative ways to make learning for

children engaging and fun. Co-learners must follow the lead of the child. This opens the door for

the co-learner to be very observant in seeing the strengths and challenges in the child. This is

where dispositions will manifest themselves within a child because dispositions cannot be

taught. It is imperative that co-learner be the catalyst of change on how to enhance the learning

of children instead of how they can improve teaching .Co-learners must encourage critical

thinking and to believe in the children they teach to become lifelong learners.

As a co-learner it is very fundamental to describe, model, and be very specific when

teaching children. Co-learners wear many hats whenever it is play time, and they must always

demonstrate the love and willingness while doing so. Additionally, children need to feel that

assurance that their participation during activities are valued and so much their performance. In

conjunction with my understanding of a co-learner, the Alberta’s Early Learning and care

Framework explains that “As you engage as a co-learner with and alongside children, the

children see that learning is valued for all community members. Children’s dispositions to learn

are nurtured and strengthened overtime and with care, play, and learning environments.”(p.53).
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Educator as a Co-Researcher

A co-researcher is someone who shows up and represents. Someone who participates in

research and a contributor to what is being researched. As it relates to early learning and child

care, a co-researcher creates an atmosphere of readiness and is always willing to learn and impart

new knowledge and bring awareness to children, parents and communities. A co-researcher must

develop a very investigative attitude and mindset to asking pertinent questions, and being very

observant and vigilant during the research process. While research is in progress, the

co-researcher should operate like a sponge to suck every bit of relevant information to

incorporate it with the daily planned curriculum at their facility.

The co-researcher must be prepared to make sacrifices and demonstrate camaraderie

with the team and show solid teamwork in order to make research a success. Additionally, a

co-researcher must be ready to take over as an excellent successor, by filling the gap of pioneers

who have blazed the trail over the years that have gone on before us. The co-researcher must be

able to add value and maintain the hard work of others. Although the educator is acting as a

co-researcher indicates that you are being supportive in learning and researching new strategies

on how to aid in further developing and nurturing the future of young children. After doing

research it is important that the co-learner demonstrates and impart all the positive findings to

the children, their families and the community and its environs. According to Alberta’s Early

Learning and care Framework it defines a co-researcher to be “The process of research involves

asking questions, investigating, reflecting, interpreting, and sharing the results with families,

children, and local communities.” (Makovichuk et al., 2019, p.54)

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Educator as co-imaginers of possibilities

A co-imaginer not only imagines possibilities, but works assiduously to bring imaginary

ideas to reality. A co-imaginer maintains the unity between families and their children which also

extends into the community. It is very important that the co-imaginer is cognizant in recognizing

and being respectful of the ethnic beliefs among all. The co-imaginer must value everyone’s

view point, knowledge and experience when ideas are being created and brain stormed. Being a

co-imaginer you must be able to envision, produce and, design what you perceive happening.

When all is materialized, the invitation of children, their families and the community is welcome

to be a part of the reality.

The co-imaginer must encourage this type of participation as it stimulates healthy and

responsive relationships and the co-imaginer is demonstrating some level of inclusiveness. The

co-imaginer must be prepared to take chances with new inventions with children and their

families. The co-imaginer must be present to show guidance and participation while the new

inventions are being used at playtime. According to the Albert’s Early Learning and care

Framework the role of a co-imaginer is explained as “Through your own participation and

inviting the participation of children and their families, the potential of creating healthy

communities places of vitality becomes possible.” (Makovichuk et al., 2019, p.56)

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Roles and responsibilities of Early Learning Educators

Some of the roles and responsibilities of an Early Learning Child Care Educator are being

passionate about their role, being versatile and illustrates flexibility. They must have a genuine

and natural love for children, their families, and the community. The early childhood educator

must be engaged in a blended and have unbiased community relationships. This will aid in

acquiring more knowledge about children and their families. In addition, the early learning child

care educator is also responsible to create an atmosphere for children and their families that is

loving and welcoming. This will foster responsive and healthy relationships between early

learning educators, their families and the community. Based on Alberta's Early Learning and

Framework. “ The image of the family that you hold influences your participation with families

and communicates to children how their family is valued in early childhood communities. When

you value family connections and contributions, you are more likely to engage families in open

respectful, and reciprocal dialogue to share and generate ideas, solve problems, and learn more

deeply about children. In turn their relationships with you can add value to family life.”

(Makovichuk et al., 2019, p.50-51)

Roles and responsibilities of Early Learning Educators

From the College of Early Childhood Educators

Code of Ethics

Code of ethics are fundamental core values and guidelines that should be an everyday

practice. They are a combination of robust beliefs of an institution, work place, school etc.. and

they are to be respected and upheld. According to the College of Early Childhood Educators they
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published a list on their website that demonstrates Code of Ethics and Standards as it relates to

roles and responsibilities of early learning educators.

Responsibilities to children

“Registered early childhood educators (RECEs) make the well being, learning and care of

children their foremost responsibility. They value the rights of children and create learning

environments where all children can experience a sense of belonging and inclusion. RECEs

foster children’s joy of learning through child-centred and play-based pedagogy.” (p.7)

Responsibilities to Families

“RECEs respect and maintain responsive and collaborative relationships with families.

These relationships are based on mutual trust, openness and respect of confidentiality. RECEs

work in partnership with families, sharing knowledge and resources to support the well being

and learning of children.” (p.7)

Responsibilities to Colleagues and to the Profession

“RECEs builds positive relationships with colleagues by demonstrating respect, trust, and

integrity. They support, mentor and collaborate with colleagues, including students aspiring to

the profession. RECE’s value lifelong learning and reflective practice and engage in the

Continuous Professional Learning program. Through their practice and leadership, RECEs
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support the advancement of the profession in their workplaces and in the wider community. They

recognize that their conduct as professionals contributes to the public’s in the profession." (p.7)

Responsibilities to the community and to the public

“RECE’S provide and promote high quality early years programs and services to support

children and families. They build connections and collaborate with community partners to

enhance programs and promote the integration of services. RECE’S communicate the value and

importance of early childhood education in their communities and to the broader public. They

advocate for the well-being of children and families.” (p.7)

What are Occupational Standards?

Occupational Standards are a set of expert ideas and values consolidated by professionals

to initiate standards to attain and maintain by staff members within an organization. They are

used as guidelines in determining and to distinguish specific titles within the workforce in order

to secure effective work ethics. The Occupational Standards for Early Childhood Educators

explains some of the roles and responsibilities of the early childhood educators. This comes

under the title of Child Development Learning and Care.

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Facilitate the development and behaviour of children

“Early Childhood Educators facilitate daily experiences that support and promote each

child’s physical, language, emotional cognitive, social and creative development and behaviour

using applicable observation tools while respecting inclusion principles and diversity issues.”

(p.11)

Observations and Documentation Techniques

Requires skills and abilities

ECEs should be able to:

a) “Document observation using a range of methods. (eg notes, photos,videos);

b) Seek information from parents’ observations of their children;

c) Categorized observations into development domain;

d) Interpret observations;

e) Communicate observations with team and families;

f) Use non-bias language (eg open-ended sentences, non judgemental terminology.)”

Required core knowledge

“ECEs know:

1) Child development theories;

2) Effective communication skills to understand and interpret children’s behaviour;

3) Theories and approaches about observation and documentation techniques.”

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The practice of relationships

The practice of relationships is very fundamental and valuable for early learning

educators. It produces a healthy camaraderie between children and their families, the

communities,co-workers supervisors and bosses. The early learning educator must nurture and

protect these relationships in order to maintain open and free conversations with children and

their families. These stable relationships make children and their families feel belonged and

included. They are at liberty to express themselves and not feel judged by anyone. This will lead

to positive and healthy growth and development. Parents will observe these positive growths as it

transitions within the communities through daily conversations.

Practice of relationships under the Occupational Standards

Family Community Relations

“ECEs adapts their programs to the needs of diverse families, respecting each family’s

composition, language and culture. They help connect with needed resources, furthering the

child’s healthy development and learning.” (p.65)

Maintaining meaningful relationships with families

Required skills and abilities

“ECEs are able to:

a) Empathize with parents;

b) Communicate ongoing success and concerns;

c) Seek out additional information to assist in understanding parents and families;

d) Create a welcoming environment for all families;

e) Respect different family structures (e.g same sex, single parent).”

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Required core knowledge

“ECEs know:

1) Appropriate social interaction skills;

2) Inclusive practices(e.g different family structures,cultural practices);

3) The distinction between the rule of the ECE and the parent;

4) Philosophy of the program;

5) Challenges facing families (eg shift-work, income disparity, rural/urban).”

Values and Beliefs about your work with children/families

My values and beliefs about working with children and their families, is for every child to

be given that start of laying a foundation to their future. This is by them being enrolled in an

institution that meets the needs of the child without any bureaucracy . I also believe in giving of

myself to aid in nurturing, molding and guiding the minds of children. As an early childhood

educator I will ensure that every child that I come in contact with must learn because every child

can learn. Every child must be given that opportunity to sit with their peers and demonstrate that

God given talent that is embedded within them in a classroom setting.

It is such a pleasure to observe how delighted families are when their children surpasses

challenges and have become masters at them. When educators provide rich environments that

promote learning, growth and development then we’ll have happy families/homes, better

communities and a beautiful world. According to Alberta's Early Learning and Care Framework

“Without question, the relationships between educators, children and families are primary; yet,

the relationships that you build with other community members also support and strengthen the

experiences of families and children within the early childhood community.” (Makovichuk et al.,

2019, p.51)
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Reference

College of Early Childhood Educators (2017, July). Code of Ethics and Standards of Practice

https://www.college-ece.ca/en/Public/professionalstandards

Child Care Human Resources Sector Council (2010). Occupational Standards for Early

Childhood Educators Retrieved from

http://www.ccsc-cssge.ca/sites/default/files/uploads/ECE-Post-Secondary-docs/OSECE_2

010_EN.pdf

Makovichuk, L., Hewes, J., Lirette, P., & Thomas, N. (2014) Flight: Alberta’s early learning and

care framework