based on a pre service teacher doing a placement in the toddler room 2-3 years old. In Australia, Melbourne- please use my resources and read the extra information to understand the interview and activities in photos. PART A: Critical Reflection on your Professional Experience placement PART A requires you to critically reflect on two aspects of your professional experience placement experience. Follow the requirements for Aspects 1 & 2 set our below to complete Part A. Aspect 1: Reflecting on play and learning (600 words) Critically reflect and evaluate the two PMC learning experiences your planned for (AT2) and embedded in your teaching in your placement setting. To write this aspect: FIRST: Provide one annotated photograph of each of the two PMC learning experiences you implemented in your placement. Use dot points for your annotations to briefly note the key resources in the picture that you used, and their PMC learning purpose. (approximately 150 words combined for both photographs) SECOND: Next, drawing from your placement observations of your two focus children and the group of hichildren you had responsibility for, and with reference to each photograph, use your responses to 1-4 below to guide writing your critical reflection. How did the two focus children engage with the experience, and what PMC learning did you observe? Using your assessment of their learning, decide on the children’s PMC Phases of Learning (Emerging, Developing, Transforming). Use your observation data to decide what was successful about the learning experiences for your two focus children, and what you would change if you implemented them again, explaining why. For example, were other children in the group were interested in or engaged with the learning experiences, and if so, what impact did this have on your planning for your focus children? 3. What PMC learning did you plan for next to support your two focus children after the initial implementation and why? 4. In what ways has your understanding of PMC learning developed through this experience? Discuss what areas you are going to focus on in your own future knowledge development and say why. PART B: Developing an advocacy resource 1. A Rationale: The importance of advocacy in the early childhood setting. Follow the 3 part plan outlined below: 1. Introduction (200 words) Describe what advocacy looks like in an early childhood setting. Use literature to support your discussion as to why advocacy is important. Consider how and why we should be advocating on children’s behalf and how we share important information about children’s learning and important role of precursor learning. Outline the key elements that will make up the rest of rationale, which will include the information gleaned from the interviews you undertook on placement, and the ways in which they shaped your thinking in relation to the resource that you have developed. Briefly describe the context for the person that you interviewed. (Remember to use pseudonyms). Choose the following questions for your choice of staff or parent you made in Part A, and use them to guide you writing of this section. Advocacy and communicating with staff What were some of the key aspects that the staff member shared in their interview? What does the literature say about effective communication in the workplace? How does this shape advocacy practices used by leaders? 3. Presenting the resource (200 words) Say what resource have you developed. Describe and present your resource having considered the information that you have gathered and written about so far. For example, if you have created a video recording to support staff understanding of precursor mathematics, say: how your resource draws from and reflects on information from the unit readings and the interview that you conducted, how staff will access your video and what key features in the video will support staff to build their understanding of particular aspects of precursor mathematics concept and how they are learned. 2. A Resource: Communicating with parents or staff The resource you develop will be able to be used to communicate with either parents or staff. Your chosen audience must be consistent with the interview choice you made in Part A and have written about in Part B. The resource must communicate the ways in which either staff or parents in the context of your placement centre can support children’s precursor mathematics concept learning. The resource is directed to parents or staff and focuses on key content about PMCs and the different ways babies and toddlers can be supported in the home or the EC setting. The resource can be selected from a range of possibilities, and must reflect a way of communicating you wrote about in your rationale. For example, you may develop a video, PowerPoint, booklet, newsletter, blog post or podcast.
