Mental Health In Early Childhood Education

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In the recent studies from Flinders University by Helen Askell-Williams and Rosalind Murray-Harvey prove the importance of encouraging positive mental health in early childhood education. In order to instill these positive values in all children it is important that the education policies are updated. Many countries, particularly Australia, just recently updated their Early Childhood Education and Care (ECEC) sector to improve the ideas being educated about maintaining a positive mental health at an early age.
In Australia, the curriculum was recently changed to impact the quality of a young child’s education and care. For ECEC educators in Australia, it was never necessary for them to obtain professional education outside of the workforce
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A wide range of community, government, and privately owned ECEC centres were selected in order to express all diversities. The people who received the questions were 2.4% male and 97.6% female. Questionnaires were administered amongst educators who were responsible for ECEC children between ages 1 and 5 years old. Approximately 60% of educators are full time workers, whereas 40% only worked part-time. Along with that only 25% of these educators actually studied early childhood education at a college level. The questions were based on fidelity, dosage, and engagement with delivery. Program facilitators then rated the quality of initiative within the centres. From the questionnaires it was identified that 54% of centres were identified as High implementers, 32% were identified as Moderate implementers, and 14% of centres were identified as Low implementers.
The findings within the experiment emphasize the importance between professional learning and workplaces that adhere to transformation and renewal. Recommendations from participants include extended learning opportunities, translations of foreign language, and more accessible timetabling of professional development. In conclusion, it is extremely important to show a strong focus on the teachings of our youth because their development is the key to our
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Each educator will learn from the session, but finding time to not only attend the sessions but also implying the information within their classes. The other weakness is that centres used in the study were not chosen at random so the information will not be that accurate. This is should be noted because there could be similar findings between all the centres, educators and children. The study should have also been longer to see if the improvement between the schools increased or stayed within the same regions as before. The study was only recorded for two years with a programmed pace of delivery was six months, not showing within the long run if the schools will keep up with the

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