Challenging children’s behaviour does not follow any orderly pattern or sequence. A child may display extremely challenging behaviour by consistently throwing tantrums and resisting requests of teacher to seek attention. If the child exhibits such behaviour, then the teacher needs to investigate the issue through discussions with fellow teachers, interviews with parents and direct observation (Hedefalk et al., 2015). This is mainly because different children have different needs based on their inclusion in society, complexity of family expectations, cultural diversity, environmental challenges, professionalism of educators, multi-literacies and digitalization. Hence, it is imperative for educators to understand the theoretical perspectives of social behaviour to develop their own student philosophy. Teachers must be well-educated and qualified to support positive social engagement of children, their self-regulation, development of emotional resilience, perseverance and well-being (Hedefalk et al., 2015).
The focus of all theoretical perspectives understands early childhood behaviour and cognitive and consistent development of each child by facilitating the identified developmental needs. Teachers should believe the fact that young children need time and attention to attain knowledge and maturity, before they are ready for a formal education. Teachers should be patient in teaching children as they need to develop naturally and biologically. They should understand the interest and ability of each child and plan his curriculum accordingly to naturally unfold child growth (Theobald, 2017).
This essay discusses the importance of early childhood education and new discoveries in the field of child care and primary schooling. The agenda of this research is to unpack basic theories and practices for promoting development of teaching skills and competencies necessary for high quality early childhood experiences (Woodrow, 1999). This research also claims that apart from schooling, children also require a stimulating home learning environment during the early years of development. The findings of this study are about identifying influencing outcomes and opportunities for professional development of educators and providing need based learning to children.
This report is an introspection of Australia’s new policies and guidelines that have been designed to encourage child care facility and preschool education before primary school. These efforts are done to integrate education with child care for the benefit of children. The study evaluates relative professional and personal contributions of staff, training content, coaching/consultation practices, roles of teachers and their relationship with students. This provides critical information about teaching standard and strategies in Australia. It aims at identifying interventions for families and children and implementation of professional models for child care and development.