Enabling Environments, Spiritual Well-being, Pastoral Care, and Ethical Dilemmas in Early Childhood

Question 1: Enabling Environments

PDF document Providing Enabling Environments.pdf

What are enabling environments?

Describe three different enabling environments from the chapter.

• Enabling environment inside and outside:  
• Enabling environment in community:
• Enabling environment as relationships:

 What benefits do enable environments have for children and teachers?

Which of the enabling environments do you most like? Give reasons.

1. What are the strategies for enhancing CHILDREN'S spiritual well-being?

2. In Australia, what pastoral care resources are you aware of /have researched that provide support for EC professionals or children?

3. Reflect on your personal experience, what kind of practical emotional and spiritual support you received from the schools you attended?

4. Do you agree that “Pastoral careis an expression of the philosophy and vision of a school?” Briefly explain why.

Refer to the lecture discussion, slides and the two readings including one below

PDF document Ch 4 section Spirituality in Children p 64 on.pdf

Huggins, V. makes some important comments in the chapter and in the Conclusion of Chapter 15 in Parker-Rees and Leeson.

1. What key ideas does the author outline in relation to advocacy for children? pp.228-229.
2. How can these principles be applied to your understanding of advocacy for children in the context of EC education?
3. What additional comments do you wish to make about advocacy?

On a sunny Thursday morning in March this year, Wattle Leaf Early Learning Centre (WLELC) received notification from the authorities that they would be closed the following week from Monday until further notice, as a result of  the COVID19 pandemic.

 It is now Thursday afternoon, after a busy day at the centre. Although parents have heard things on the news they have not yet been officially advised about the changes.

The centre coordinator, Manju, needs to notify all families and implement a range of strategies that will best support the families and children and her staff. She was due to take long service leave from the Friday (the next day), expecting to fly to New Zealand on Saturday morning. She wonders if she should go.

As well, Francesca, the bubbly EC Teacher who loves her job working with the toddlers at Wattle Leaf ELC, has a four-year old daughter Mischa, with considerable behaviour challenges. She is very concerned about how she may be able to manage at home with her two other children, as well as Mischa, and she now faces a loss of income.

Four weeks later, the Wattle Leaf ELC is advised by the authorities, that the centre can reopen. Francesca would like to return to her job but her daughter Mischa’s early learning centre has now closed. She would like to enrol her daughter at Wattle Leaf until she finds a new place for her.

Francesca is ready to call WLELC to ask about Mischa possibly coming to her workplace when the phone rings. It is her very close neighbour, Serena, who often babysits, and had recently returned from a cruise, calling to say she has been diagnosed with Covid19.

Topic 4 Reflection: Research Policy and Practice and implications for EC Educators

Reflect on the following questions and answer specifically in relation to this scenario:

Firstly briefly make notes on the tensions or dilemmas from the perspectives of the EC teacher, the director, the children, the families, the community.

1. Briefly outline the ethical dilemmas, and ethical responsibilities from this scenario.

2. Who are the different people who decide what will happenin early childhood education and care?

3. What are the legal, ethical and professional responsibilities of the teachers at the program?

4. What policies and proceduresat the EC centre and supervening levels affect the program most?

Base your response on the knowledge and understanding from the Code of Ethics, Code of conduct, EYLF, NQS and Ch. 16 of Parker-Rees and Leeson.

• a) Discuss what key ethical dilemmas or tensions there are in relation to the child’s perspective, the teacher’s perspective and the parent’s perspective. 
• b) what core principle/s apply when considering a decision. 
• c) What ethical, professional and legal responsibilities and Commitments to Action ought the teacher consider as they take a decision to best address the dilemma/scenario? 

(Base your responses on the ECA Code of Ethics,  Code of Conduct and Duignan’s article. 

Refer also to the decision-making cycle on Slide 19).