4.1 Early Childhood Worker Accountability
All early childhood workers in Australia are accountable for their actions and interactions with the children in their care. They are governed and monitored by external agencies such as ACECQA and DEEWR who scrutinize their performance, regulate their pay rate and conditions of employment through industry awards and regulatory governance.
Irrespective of credential, the early childhood worker is appraised by the way in which they interact with the children in their care, as well as the children’s parents, their co-workers and colleagues. The early childhood worker is held accountable for any breach of protocol or legal regulation which may occur, not only by their employers, but the regulatory …show more content…
4.3.2 Practice and Provision of Care
Discussions with participants on whether they believe the way in which they perform their duties, as carers, would change as a result of their undertaking an accreditation course in early childhood education, clearly communicated that, as far as they were concerned it would make little difference. They believe that, although of value in developing standardized procedures across the early childhood sector with respect to the manner in which early childhood workers perform their duties, any relevance for those workers who had worked in the industry for a period of five years or more was minimal:
As far as my work performance with regard to the way in which I care for the children is concerned, having attained my Certificate III has had no real impact on the way I perform my duties or interact with the children or their parents …show more content…
It is not necessarily the qualification held by the early childhood worker that affects outcomes for the child, but the ability of the staff member to create a better pedagogic environment that makes the difference (Sammons et al., 2003).
4.3.4 The Untrained Early Childhood Worker –Further Study
Ongoing professional training experiences, are an invaluable tool by which staff can acquire new skills to employ in the child care environment, thereby promoting child development (Elliott, 2006).
Russell (2009), emphasises the need for every early childhood practitioner to be responsible for their own professional development, through their participation in further technical and tertiary education courses and ongoing in-services training. Defining various conceptions of professional development which include, participation in workshops, conferences, in-services training etc. in addition to the sharing of ideas, open ended discussions and reflecting critically on experiences (Russell,
All early childhood workers in Australia are accountable for their actions and interactions with the children in their care. They are governed and monitored by external agencies such as ACECQA and DEEWR who scrutinize their performance, regulate their pay rate and conditions of employment through industry awards and regulatory governance.
Irrespective of credential, the early childhood worker is appraised by the way in which they interact with the children in their care, as well as the children’s parents, their co-workers and colleagues. The early childhood worker is held accountable for any breach of protocol or legal regulation which may occur, not only by their employers, but the regulatory …show more content…
4.3.2 Practice and Provision of Care
Discussions with participants on whether they believe the way in which they perform their duties, as carers, would change as a result of their undertaking an accreditation course in early childhood education, clearly communicated that, as far as they were concerned it would make little difference. They believe that, although of value in developing standardized procedures across the early childhood sector with respect to the manner in which early childhood workers perform their duties, any relevance for those workers who had worked in the industry for a period of five years or more was minimal:
As far as my work performance with regard to the way in which I care for the children is concerned, having attained my Certificate III has had no real impact on the way I perform my duties or interact with the children or their parents …show more content…
It is not necessarily the qualification held by the early childhood worker that affects outcomes for the child, but the ability of the staff member to create a better pedagogic environment that makes the difference (Sammons et al., 2003).
4.3.4 The Untrained Early Childhood Worker –Further Study
Ongoing professional training experiences, are an invaluable tool by which staff can acquire new skills to employ in the child care environment, thereby promoting child development (Elliott, 2006).
Russell (2009), emphasises the need for every early childhood practitioner to be responsible for their own professional development, through their participation in further technical and tertiary education courses and ongoing in-services training. Defining various conceptions of professional development which include, participation in workshops, conferences, in-services training etc. in addition to the sharing of ideas, open ended discussions and reflecting critically on experiences (Russell,