JVK Literature Review.
Written policies and procedures- Job description of teachers and other staff
members:
Disciplinary policy: establishing a disciplinary policy at an ECD centre is important
for promoting a positive and safe learning environment. Such policies should be
guided by principles of inclusivity, respect and developmentally appropriate
practices. Below is an outline of key components of a disciplinary policy for an ECD
centre.
Defining the purpose of the disciplinary policy and its alignment with the centre’s
philosophy regarding child development, learning and behaviour.
Recognize that ECD centres must utilize approaches suitable for the children’s
age and developmental stage.
Incorporate the principles of developmentally appropriate practices which focus
on what is typically expected of children at different ages and how to best support
their development (Bredekamp & Copple, 1997).
Clearly outline the expected behaviour for children, taking into account social-
emotional development and cultural contexts.
Use positive reinforcement to encourage desired behaviours and provide
constructive feedback (Morrison, 2007).
Implement a system for addressing misbehaviour that is age-appropriate such as
redirecting, time-outs or discussion about feelings and choices.
Ensure transparent communication with families about behaviour expectations
and disciplinary measures.
Provide ongoing professional development for staff on behaviour management
strategies, including conflict resolution and communication skills.
By adhering to these guidelines, an ECD centre can create an effective disciplinary
policy that supports children’s development while fostering a nurturing and inclusive
environment.
The duties of the teachers: teachers in an ECD centre play an important role in
shaping the developmental experiences of young children. Their duties encompass a
variety of responsibilities that focus on fostering a nurturing and educational
environment. They ensure that physical and emotional safety of all children in the
classroom. This includes maintaining a clear and organized space, managing
potential hazards and providing supervision. They design and implement age-
appropriate learning activities and curricula that promotes cognitive, emotional and
physical development, it includes incorporating paly based learning. ECD teachers
observe children to assess their developmental progress and learning needs.
They encourage positive interactions among the children to develop social skills
such as cooperation, sharing and conflict resolution. Teachers often mediate
conflicts and guide children in their social interactions. They recognize and
accommodate individual differences in children’s abilities, learning styles and
interests Providing opportunities for children to engage in physical activities that
promote motor skills, coordination and overall health. Teachers in ECD centres play
a foundational role in children’s early development, laying the groundwork for future
learning and growth. Their responsibilities require a blend of educational expertise,
empathy, patience and communication skills.
Meal breaks: when discussing meal breaks at Early Childhood Development
centres, it is essential to refer to relevant guidelines and best practices, which can
vary by region. However, general principles often emphasize the importance of
providing adequately timed breaks to support children’s health, development and
nutrition. Regularly scheduled meal and snack times to ensure children receive
balanced nutrition throughout the day. Access to nutritious foods that meet dietary
requirements for young children. Meal times as opportunities for children to develop
social skills and engage with peers in a relaxed setting. Ensuring that meal times are
suitable for the age and developmental stage of the children in care.
Leave policy: leave policies in ECD centres ca vary based on the specific
institution, cultural practices and local regulations. However, a few common themes
often emerge in leave policies in ECD settings, including sick leave, parental leave
and professional development leave.
Parental leave: many ECD centres provide parental leave for staff members who are
expecting or have recently had a child. This leave can vary based on local labour
laws U.S. Development of labour, (2019).
Sick leave: sick leave policies typically allow employees to take time off when they
are ill. This is particularly important in ECD centres to prevent the spread of illness
among children.
Professional development leave: many ECD centres encourage ongoing
professional development and may offer leave for staff to attend training sessions or
conferences related to early childhood education, Division for Early Childhood,
(2014).
Employment contract: creating an employment contract for Early Childhood
Development centres involves outlining specific terms, responsibilities and roles that
pertain to positions within such facilities. Essential elements of ECD centre
employment contract.
Offer of employment
Contract signing
Record keeping
Compliance
Communication
Overall, the service of employment contracts in the ECD sector requires careful
attention to detail, clear communication and commitment to compliance with relevant
labour laws and regulations. By following these steps, ECD organizations can
effectively conduct the service of employment contracts and establish positive and
productive working relationships with their employees.
Reflection: reflecting on Early Childhood Development disciplinary policies and
employment contracts involves examining how these frameworks ensure a
respectful, safe and supportive environment for both teachers and learners. Overall,
both the employment contract and disciplinary policy serve as foundational tools for
fostering a positive work environment in ECD settings. They should prioritize clarity,
fairness, growth and support. Reflecting on these aspects enables organizations to
create a nurturing atmosphere that benefits both teachers and the children they
serve, ultimately laying the groundwork for a thriving and educational community.
References:
Morrison, G. S. (2007). Early Childhood Education Today. Pearson.
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally Appropriate
Practice in Early Childhood Programs Serving Children from Birth Through Age 8.
National Association for the Education of Young Children.
