ECE6009 Assessment 1: Exercise- Child as capable and competent | Victoria University

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Category	Assignment	Subject	Education
University	Victoria University Melbourne, Australia	Module Title	ECE6009 Child as Capable and Competent

ECE6009 Assessment 1: Child as Capable and Competent

Write: Demonstrate your emerging image of the child as capable and competent (500 words) Refer to at least 2 different sources (theory and/or literature).

Each individual forms an image of the children based on their experience within their community and cultural environment, as well as their upbringing both at home and in educational settings (Dahlberg, Moss & Pence, 1999; Lancy, 2008). The concept of the image of the child involves individual's perceptions regarding a child abilities, development, motivations, objectives, and agency. While reflecting the image of the child as capable and competent remember that each child has a lot of potential right from the beginning. Kids are good at figuring things out and adjusting to their environment. They are naturally curious to everything and wants to explore what's around them.

The Reggio Emilia philosophy highlights the importance of the image of the child as a fundamental principle and educators are encouraged too consciously articulate their own image of the child which is crucial for effectively integrate into teaching and educational practices with children (Martalock, P.L. 2012 P. 7). Additionally, the Reggio Emilia approach proves the perception of children as protagonists, exhibiting their learning journey. The concept is built upon the belief that providing children well- designed, flexible learning opportunities tailored to their interests and encouraging social interactions will enhance their social and emotional development. A child is not an empty vessel waiting to be filled, but rather, is inherently prepared to participate in the learning process actively and promptly. They possess inherent potential, adaptability. an inclination for growth, curiosity, capacity for wonder, and a drive to connect with others and communicate (Rinaldi, 2002, p. 19).

Further exploring the concept and theories, I have found that an image of a child is much vaster from what I had imagined. Children actively build their understanding of the world through exploration, interaction and reflection being an active participant in their own learning journey. When children are given chances to decide, take the lead, and participate in meaningful learning activities, they cultivate a feeling of responsibility and control over their learning process, resulting in increased motivation and involvement. (Deci, Koestner, and Ryan, 1999). We should not refrain or neglect the child's ability as a newcomer to world but as a potential new learner who is not afraid to learn as every child is capable and competent in their own way and we should encourage them. Children are taken as fragile glass in terms of their emotion, and they can sense the atmosphere among the adult and can understand if there is genuine collaboration or a sense of separation which they can interpret even without saying anything to them.

In Conclusion, recognizing children as capable and competent by valuing their abilities and empowering them effect a lot in how education is approached. Utilizing theories such as Reggio Emilia, alongside other researcher, educators like me can foster a culture where a child can excel and reach their full potential.

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Child as Capable and Competent

Descriptor	The child is…	Examples of the child demonstrating themselves as capable and competent
Descriptor #1	Problem solver	1. Parents usually buy different kinds of puzzle challenges according to their age which includes various pieces, shapes, and sizes. Once they figure out what needs to be made from the puzzle pieces, they start experimenting with different combinations and slowly solve the puzzle which clearly shows they are capable and competent to solve puzzle problems. 2. A child sees something but its beyond his/her reach (in terms of their height), but they really want it, they will look for ways to get to that place. For instance, there is a toy in the top shelf, but they cannot reach so instead of giving up they look around for a stool or a chair to stand, which demonstrate resourcefulness and problem-solving skill.
Descriptor #2	Risk Taker	1. On chilly winter day, we made the choice to switch off the lights and illuminate our room with candles. The children quickly grasped the safety precautions and demonstrated a keen awareness of their closeness to the candles. This decision resulted in the creation of a peaceful and comforting surroundings in our space. (Saunders, 2014, p 10-11) 2. Children wants to try everything that they see around them, such as helping in cutting vegetables, jump into water, climb up the tree and so on. They are not afraid of the consequences if something went wrong. They learn as they go and how they do while performing the activities. Such as children climbs a tree in playground and test their physical limits and balance despite the chance of falling and they learn new skill by taking risk.
Descriptor #3	Curious	1. A child is presented with new toys, even an empty bottles/container or any item, the child is curious to know or touch that things. If its a toy they want to figure out how it operates and what its features are? Same goes for any instrument, for example if they get a piano board, they will start pressing the keys to create sounds. 2. As a baby grows up and start to crawl, they start to roam towards the corner of the house where they haven't been before and start to open draws which they are not even able to open themselves and when they can open it they would start looking up stuffs and all.
Descriptor #4	Persistent and Resilient	1. Once the training wheels are off from the bike, children struggle to ride without it but instead of giving up, they keep practicing and eventually learn how to ride which display persistence and resilience. 2. A child is afraid of swimming or even touching a pet animal. Even though, they are nervous and anxious about it, they try best do it again by either attending a one class or by petting the pet slowly. Through their determination, they conquer their fear and overcome the obstacle.
Descriptor #5	Independent	1. We have seen parents encouraging their child to be independent from young age as they educate children to look after their own belongings, serve themselves meals and so on, without to seek assistance whenever necessary. Such as, spreading butter on bread or pouring a bowl of cereal. 2. Every child becomes independent in certain things in certain age and time, for example a child is dress themselves when getting ready for school and even ties their own shoes once they are capable and pack their backpack without assistance, showing responsibility.

REFERENCES

4.0 children are confident and involved learners: Kindalin ~* early childhood learning centres (no date) 4.0 Children are confident and involved learners: Kindalin Early Childh Learning Centres. Available at: https://www.kindalin.com.au/eylf/4-0-children-are-confident-and-involved-learners/ (Accessed: 03 May 2024).
Australian Government Department of Education. (2022, January 1). Children are confident and involved learners. Kindalin; Kindalin Early Childhood Learning Centres. https://www.kindalin.com.au/eylf/4-0-children-are-confident-and-involved-learners/
Commisioner for Children Tasmania. (2015). Involving children in decision making (pp. 1-51). Commisioner for Children Tasmania. https://www.childcomm.tas.gov.au/wp- content/uploads/2015/06/Guide-to-making-decisions-booklet.pdf
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. Philadelphia, PA: RoutledgeFalmer Eisenberger, R., Pierce, W.D. and Cameron, J. (1999) 'Effects of reward on intrinsic motivation--negative, neutral, and positive: Comment on deci, Koestner, and Ryan (1999).'. Psychological Bulletin, 125(6), pp. 677-691. doi:10.1037/0033-2909.125.6.677.
Malaguzzi, L. (n.d.). Your image of the child: Where teaching begins (pp. 1-5). North American Reggio Alliance. https://www.reggioalliance.org/downloads/malaguzzi:ccie:1994.pdf Martalock, P. L. (2012). 'What is a wheel?' The image of the child: Traditional, project approach, and Reggio Emilia perspectives. Dimensions of Early Childhood, 40(3), 3-11. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ehh&AN=83713304&site=eds-live&custid=s1145751
ISSN: 10688177
Rinaldi, C. (2002). Negotiating the curriculum. In S. Fraser & C. Gestwicki (Eds.), Authentic childhood (p. 163). Albany, NY: Delmar
Saunders, M. (2014). A place where children and teachers are viewed as being capable. Every Child, 20(3), 10-11. https://search.informit.org/doi/10.3316/informit.52029827304858

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