Question? Call Us  +1 (817) 546-4770

CHS111 : Importance Of Professional Dialogue In Early Education

Academic Anxiety?

Get an original paper within hours and nail the task

156 experts online

Free Samples

CHS111 : Importance Of Professional Dialogue In Early Education

.cms-body-content table{width:100%!important;} #subhidecontent{ position: relative;
overflow-x: auto;
width: 100%;}

CHS111 : Importance Of Professional Dialogue In Early Education

0 Download14 Pages / 3,482 Words

Course Code: CHS111
University: Post University is not sponsored or endorsed by this college or university

Country: United States

Reflective Piece One: Reflecting on your own experiences of working collaboratively, from a communities of learning perspective, why it is important that early childhood teachers in New Zealand engage in professional dialogue? 
Reflective Piece Two: Reflect on both the Rogoff (1994) and Nimmo (1998) readings and consider which learning model best reflects your experiences, and which model (if different) best represents your aspirations as a teacher and why?
With reference to Barron’s (2009) required reading. reflect on your own learning experiences in relation to issues of power and agency. Discuss how you werefyere not able to realise the affordances offered by the environment, and how this affected your capacity to actively participate. How might teachers promote learner’s connectivity to the formal environment.

Reflective Piece 1
The propagation of proper education in the early period of the lives of children, also known as childhood; is important in terms of helping them to grow in the right manner. Hence, it is the responsibility of the educators to impose the right education to the children and also to channelize their knowledge in the correct direction. In this context, I would like to discuss about the impact and importance of professional dialogue in early childhood education. Furthermore, I would also like to talk about the importance of collaboration in early childhood education. This is because education cannot be channelized without the proper collaboration between the children and the teacher and hence it plays a major role in shaping the future of then children.
I have worked as a teacher at the Casa Montessori Preschool in Auckland for over two years. I have observed how important a role collaboration and professional dialogue plays in the education of the children who are aged between 2.5 to 5 years. The experiences that I had have taught me several things about the psychology of the children of such a young age group. They belong to such a vulnerable age group that improper or lack of good education can cause long-term damage to them. Lack of proper education can affect the mental growth of the children and prove to be a hurdle in shaping their future. Cooperation is thus an important aspect of relationships and children learn to control their emotions and respect each other through the means of collaboration.
I believe it is the job of the educators to teach the children the value and method of collaboration. Needless to say, I have imparted the knowledge of collaboration in children studying in the Casa Montessori Preschool by engaging them in group activities that required teamwork and collaboration. I have learned from my own experiences that collaboration is channelized through proper communication. Now, it is natural that children of such a young age group would not know the meaning of personal and professional dialogues. Therefore, it is the duty of us educators to impart the knowledge of importance of professional dialogues in the children. Professional dialogues and professionalism is not only important for the children but also for educators like us. It is due to the fact that it requires the application of specialized knowledge and cohesion to the standards that are professional in nature for the purpose of the achievement of desired outcomes.
In order to understand the importance of professional dialogue, we must take into consideration the concept of professionalism in the practice of teaching. I have acquired that professionalism in teaching practice involves critical analysis and inquiry about the same (Moon, 2013). One should remain open and responsive to the influences that are dynamic and changing. This ensures that new knowledge is continuously imparted into the collection of each of the educator. Professional dialogue reflects this view of professionalism that states the involvement of critical analysis of the changing influences of the context, which is in turn an important aspect of professionalism. This view suggests that even though professionalism externally has some standards to shape practice, it implies the application of values and beliefs of the teachers that are subjective in nature.
In my opinion, the subjective aspect of the practice of teaching is recognized by professional dialogue. This clearly opposes the notions of the best way to teach the children is the objective way and that there is a fixed way of teaching (Kiraly, 2014). The acceptance of professional dialogue clearly suggest that teaching practice is utterly dynamic in nature and that it can be changed according to the situation and needs of the children. There are no fixed outcomes that can guide the practice of a teacher. Therefore, the individual teachers in a teaching team along with the team itself as a whole should interpret the aims of the curriculum for the purpose of making decisions to suit each of the specific contexts of teaching of early childhood.
The school where I used to work had a deeper understanding of the importance of professional dialogue. Professional dialogue aims at the professional development of the children without the risk of them being judged or compared to others. Professional dialogue encourages the individuality of the children and their growth as people (Stewart, 2014). As I mentioned earlier, it is the job of the educators to shape the future of the children who are at such a young age group. Professional dialogue looks into the aspect of professional development of the children.
The context of teaching is influenced by the dynamics of relationships, social, political and contextual factors. Therefore, I feel it is important for the teachers to negotiate about the process of decision making. The process of decision making and negotiation has been termed as wise practice. Practical wisdom is referred to as the part of the role of the teacher of early childhood education that is usually not visible unless attempts are made to reveal it (Reeves et al., 2013). The teachers of early childhood education in New Zealand work in teams and thus, engaging in professional dialogue is a method of the educators of developing self-awareness and understanding of the value of their colleagues. This helps in the promotion of greater and better teamwork, simultaneously reducing the tension that may be forming within a teaching team if a conflict of personal theories are misunderstood.
My experience at Casa Montessori Preschool has been interesting in terms of learning the importance of professional dialogue as well as an educator of teaching collaboration to the children. I have realized the importance of collaboration for children and how providing the right education can shape their future in the correct manner which is important. This is important because they are the future of the country. In my opinion, professional dialogue is required in early education in New Zealand because it helps in avoiding the conflicts of personal ideas. This is important for the fact that the teachers work as a team. Relating to this context, collaboration is not only important for the children but also to the teachers because of the fact of avoidance of conflict of ideas.
Reflective Piece 2
I have gained knowledge about many characteristics and behavior of children. My term as a teacher at Casa Montessori preschool has helped me understand the psychology of the3 children of the age group of two and a half to five years. I believe children are full of surprises and are the most innovative creatures of the planet. Hence, it should be the duty of the educator to not restrict but to encourage them with their talent and creativity so that they can be innovative enough to create something magnificent. I have learned as a teacher to be open to new truth and perspectives and most importantly, new protagonists who have the capability to stimulate a change.
It is true that being around children helps one know a lot of things about them which they would not understand otherwise. I have observed and acquired knowledge about the several moods, perspectives and psychology of the children as creators and social actors. It is interesting how the children show so many different sides and the most magnificent part about it is that they are all unique in nature. I have seen children being immensely innovative and creative. The children are termed as the protagonist of their own growth. I have also observed while teaching the children that they try to contribute to the society in their own way. As a part of the curriculum, they were given situations in which they would react and their reaction would be observed and analyzed. A community is not defined as the social and political factors that are defined by the politicians but is defined as a completely different concept. A community is defined as a place in which the people face each other over time and in all their variety of humans, good parts and the bad parts. A community promotes the highest quality of life that is possible and which includes lives of engagement and participation.
However, there is always a chance for a possible constraint on the participation of communities. I have observed six constraints that I will talk about in this paper. The constraints involve the issues related to the ownership, conflict, emotions, identity, public life and history of the young children and the adult. The experiences that I had while working in the school gave me insights about the new teaching methods, learning models and the psychology of the children (Moss, Dahlberg & Pence, 2013). It is to be kept in mind that we should not create boundaries around the work and ideas of the children by the designation of individual ownership. We should always respect and encourage individuality of children because that is how they will learn to treat others the same way. I had asked one of the kids to build a wooden car while I guided him. I noticed that the child had his own ideas of the car which he used to construct it and was being successful at it. Another child was also waiting for his turn to implement his own set of ideas to the activity. He could not hold back much longer and joined the kid and hammered two wheels on the sides of the car. He did not ask the kid constructing the car if it was alright. He did not ask for his permission. I explained to him that this was called ownership. It was the car of the other child and that he needed to be respectful towards it.
In my opinion, a question that arises during the execution of the process is the honoring of the individual differences by keeping them invisible. I did face the problem of recognizing and valuing individuality of the children during my initial days (Siemens, 2014). Moreover, it is advised for the teachers not to compare the children with each other and start a competition and social comparison amongst them. Furthermore, the exposure of the strengths and weaknesses of the children to the public may affect the self-esteem and self-image of them. Comparison has the risk of demotivating them and this is why even I do not support the idea of comparison.
If we segregate the constraints, we will find that there are other concepts that are associated with the teaching of the children. I believe that learning takes place as and when people participate and encourage the idea of learning through the sharing of knowledge with other and working as a team. This in turn is opposed to the one sided ideas of learning that state that it takes place through the impartation of knowledge from the experts or the acquisition of knowledge by the amateurs, where the learners play a passive role (McCaleb, 2013). I believe the concept of learning through shared or group activities are the best ways to impart knowledge and education amongst the ch8ilfren. This is because it does not only teach them the subjects but also teaches them other aspects and values of life such as teamwork, respecting and helping each other. The learning model by (Nimmo, 1998) best reflects my views.
The learning model of community of learners is the one that has always influenced and attracted me in becoming a teacher. In my opinion, engaging in group activities is the best way to gain education because it gives us an opportunity to learn through practical knowledge. I do not quite believe in the concept of bookish and one sided education. I feel this limits the opportunity of children to grow as people. Group activities and two sided education always facilitates the opportunity to ask questions asked by the children. I want5ed to be an educator and this is the method I always wanted to follow.
My experiences in Casa Montessori Preschool has been pleasant with the children and I have tried to follow the method of teaching them by involving them in group activities. I can conclude that my attempts of teaching them by engaging them in shared activities have been fruitful to the extent of them valuing and developing respect for each other. This is more important than bookish knowledge because it shapes their lives and teaches them the value of it. It is far more important to be a good person than a good student and hence, this teaching method is adopted by so many schools all across the world.
Reflective Piece 3:
I have taught in the Casa Montessori Preschool located at Auckland for the past two years and have experienced many things. My experience of teaching there has mostly been pleasant, teaching and observing the children and their behavior and psychology. However, I did struggle during my initial days as a teacher. The struggle had been with the power and agency of the management of the school. I would not deny the fact that I had a good learning experience even from the struggles that I faced with the management. I would talk about the issues that I faced and in what ways should the educators promote the connectivity of the learners with the formal environment.
I have always believed in the idea of an organization that is free of discrimination based on race, culture, ethnicity, class and religion. In addition to this, I have also believed in the fact that it is important to educate the children about the ill-effects of discrimination from an early age since they are vulnerable (Barron, 2009). If they are not educated properly about the disadvantages of discrimination, it can prove to be harmful for the correct and ethical growth of the children, which in turn can harm the society and the community as a whole. Hence, the children should be taught about the ways to eradicate discrimination. Needless to say, there is no specific method of eradicating discrimination other than educating the children by the involvement of them into group activities. Sharing of knowledge by group activities in turn falls under the model of sharing of learning through communities of learners.
I taught in a school where the majority of population belonged to the white race and the other races fell under the minority category. It is here, where the issue lied. The children belonging to the minority had the risk of being discriminated from the majority and by the majority (Crichlow, 2013). Even the management of the school was of the white race so they were unlikely to comprehend and empathize with the issue. I aimed at educating the children of the dark sides of discrimination and thus aimed at taking up means to promote the harmful sides of discrimination. I also wanted to educate the children by involving them into group activities which would enable me to not teach them about the racial differences.
In addition, the management of the school did not quite support the idea of two sided education and education through the sharing of activities. They believed in the one sided method of education, which was against my concept of education. I have always practiced the impartation of knowledge through the involvement of people in it because I feel that unless and until someone is involved in a task, they will never be able to comprehend to the main aim of the effort. The school believed in one sided education, which restricted the ability of the students to question and learn properly the methods and ways and also gain knowledge. This affected my ability to deliver my service to my best abilities to the organization. This was chiefly because I was following a method that I had not practiced before.
The teachers can definitely take up measures to promote the connectivity of the learners to the formal environment. The primary method that can be planned and implemented is the encouragement of two sided learning. They should promote the idea of involving the children into group activities that will help them to teach the children the value of life and other values such as teamwork, discipline and communication skills (Edwards, Sieminski & Zeldin, 2014). There should be a priority given to the professional dialogues to maintain the professionalism and professional approach in the operation of educational institutions. Furthermore, the concepts of innovation and creativity should be promoted amongst the children while providing them, early childhood education. Moreover, individuality of the children should be respected and honored. It is the involvement and promotion of creativity and innovation amongst other factors such as eliminating differences, which will help in the improvement of connectivity of the learner to the formal environment.  The concepts that I have stated in this paper have been acquired by the experiences that I had while working in the organization.
Therefore, I have faced the struggle while implementing ways to eradicate discrimination of the majority and minority based on race and ethnicity. The management of the school also belonged to the so-called superior race or the majority who failed to comprehend and empathize with the situations and experiences faced by the minority population. The school also promoted the means of implementing one sided learning to the children, which opposed my idea of education which included the involvement of them and not their seclusion. Therefore, in my opinion, the teachers should also promote the ways and advantage of two sided education because it helps in better communication and improving the connectivity of the learner with the formal environment.
References & Bibliography:
Arveklev, S. H., Wigert, H., Berg, L., Burton, B., & Lepp, M. (2015). The use and application of drama in nursing education—An integrative review of the literature. Nurse education today, 35(7), e12-e17.
Arveklev, S. H., Wigert, H., Berg, L., Burton, B., & Lepp, M. (2015). The use and application of drama in nursing education—An integrative review of the literature. Nurse education today, 35(7), e12-e17.
Barron, I. (2009). Pedagogy, Culture & Society, 17(3), 341–354.
Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123.
Crichlow, W. (Ed.). (2013). Race, identity, and representation in education. Routledge.
Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C., & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41.
Edwards, R., Sieminski, S., & Zeldin, D. (2014). Adult learners, education and training. Routledge.
Godfrey, D. (2016). Leadership of schools as research-led organisations in the English educational environment: Cultivating a research-engaged school culture. Educational Management Administration & Leadership, 44(2), 301-321.
Goode, J., Margolis, J., & Chapman, G. (2014, March). Curriculum is not enough: the educational theory and research foundation of the exploring computer science professional development model. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 493-498). ACM.
Gröschner, A., Seidel, T., Pehmer, A. K., & Kiemer, K. (2014). Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs. Gruppendynamik und Organisationsberatung, 45(3), 273-290.
Hökkä, P., & Eteläpelto, A. (2014). Seeking new perspectives on the development of teacher education: A study of the Finnish context. Journal of Teacher Education, 65(1), 39-52.
Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from theory to practice. Routledge.
Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206.
Lysenko, L. V., Abrami, P. C., Dagenais, C., & Janosz, M. (2014). Educational Research in Educational Practice: Predictors of Use. Canadian Journal of Education, 37(2), n2.
McCaleb, S. P. (2013). Building communities of learners: A collaboration among teachers, students, families, and community. Routledge.
Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Routledge.
Moss, P., Dahlberg, G., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.
Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2013). Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev, 3(3).
Rozensky, R. H. (2014). Implications of the Affordable Care Act for education and training in professional psychology. Training and Education in Professional Psychology, 8(2), 83.
Siemens, G. (2014). Connectivism: A learning theory for the digital age.
Stewart, C. (2014). Transforming professional development to professional learning. Journal of Adult Education, 43(1), 28-33.
Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38.
Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202-216.
Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122-135.

Free Membership to World’s Largest Sample Bank

To View this & another 50000+ free samples. Please put
your valid email id.


Yes, alert me for offers and important updates


Download Sample Now

Earn back the money you have spent on the downloaded sample by uploading a unique assignment/study material/research material you have. After we assess the authenticity of the uploaded content, you will get 100% money back in your wallet within 7 days.

UploadUnique Document

DocumentUnder Evaluation

Get Moneyinto Your Wallet

Total 14 pages


*The content must not be available online or in our existing Database to qualify as

Cite This Work
To export a reference to this article please select a referencing stye below:


My Assignment Help. (2021). Importance Of Professional Dialogue In Early Education. Retrieved from

“Importance Of Professional Dialogue In Early Education.” My Assignment Help, 2021,

My Assignment Help (2021) Importance Of Professional Dialogue In Early Education [Online]. Available from:[Accessed 18 December 2021].

My Assignment Help. ‘Importance Of Professional Dialogue In Early Education’ (My Assignment Help, 2021) accessed 18 December 2021.

My Assignment Help. Importance Of Professional Dialogue In Early Education [Internet]. My Assignment Help. 2021 [cited 18 December 2021]. Available from:

.close{position: absolute;right: 5px;z-index: 999;opacity: 1;color: #ff8b00;}


Thank you for your interest
The respective sample has been mail to your register email id


$20 Credited
successfully in your wallet.
* $5 to be used on order value more than $50. Valid for
only 1

Account created successfully!
We have sent login details on your registered email.



The law assignment help experts at are competent in writing well-knit answers and drafting well-structured assignments on any legal subject. We have delivered comprehensive help to thousands of students in Singapore to conduct in-depth research and create impeccable papers following the standard guidelines. All our writers are dedicated subject matter experts and keep themselves updated with the law’s latest development.

Latest Management Samples

div#loaddata .card img {max-width: 100%;

MPM755 Building Success In Commerce
Download :
0 | Pages :

Course Code: MPM755
University: Deakin University is not sponsored or endorsed by this college or university

Country: Australia

The process of developing a successful business entity requires a multidimensional analysis of several factors that relate to the internal and external environment in commerce. The areas covered in this current unit are essential in transforming the business perspective regarding the key commerce factors such as ethics, technology, culture, entrepreneurship, leadership, culture, and globalization (Nzelibe, 1996; Barza, 2…

SNM660 Evidence Based Practice
Download :
0 | Pages :

Course Code: SNM660
University: The University Of Sheffield is not sponsored or endorsed by this college or university

Country: United Kingdom

Critical reflection on the objective, design, methodology and outcome of the research undertaken Assessment-I
Smoking and tobacco addiction is one of the few among the most basic general restorative issues, particularly to developed nations such as the UK. It has been represented that among all risk segments smoking is the fourth driving purpose behind infections and other several ailments like asthma, breathing and problems in the l…
Australia Maidstone Management Business management with marketing University of New South Wales Masters in Business Administration 

BSBHRM513 Manage Workforce Planning
Download :
0 | Pages :

Course Code: BSBHRM513
University: Tafe NSW is not sponsored or endorsed by this college or university

Country: Australia

Task 1
1.0 Data on staff turnover and demographics
That includes the staffing information of JKL industries for the fiscal year of 2014-15, it can be said that the company is having problems related to employee turnover. For the role of Senior Manager in Sydney, the organization needs 4 managers; however, one manager is exiting. It will make one empty position which might hurt the decision making process. On the other hand, In Brisba…

MKT2031 Issues In Small Business And Entrepreneurship
Download :
0 | Pages :

Course Code: MKT2031
University: University Of Northampton is not sponsored or endorsed by this college or university

Country: United Kingdom

Entrepreneurial ventures
Entrepreneurship is the capacity and willingness to develop, manage, and put in order operations of any business venture with an intention to make profits despite the risks that may be involved in such venture. Small and large businesses have a vital role to play in the overall performance of the economy. It is, therefore, necessary to consider the difference between entrepreneurial ventures, individual, and c…
Turkey Istanbul Management University of Employee Masters in Business Administration 

MN506 System Management
Download :
0 | Pages :

Course Code: MN506
University: Melbourne Institute Of Technology is not sponsored or endorsed by this college or university

Country: Australia

An operating system (OS) is defined as a system software that is installed in the systems for the management of the hardware along with the other software resources. Every computer system and mobile device requires an operating system for functioning and execution of operations. There is a great use of mobile devices such as tablets and Smartphones that has increased. One of the widely used and implemented operating syste…
Australia Cheltenham Computer Science Litigation and Dispute Management University of New South Wales Information Technology 


Need an essay written specifically to meet your requirements?

Choose skilled experts on your subject and get an original paper within your deadline

156 experts online

Your time is important. Let us write you an essay from scratch

Tips and Tricks from our Blog

PROJ6016 Employer Based Project

Free Samples PROJ6016 Employer Based Project .cms-body-content table{width:100%!important;} #subhidecontent{ position: relative; overflow-x: auto; width: 100%;} PROJ6016 Employer

Read More »

PPMP20009 Marking Rubric

Free Samples PPMP20009 Marking Rubric .cms-body-content table{width:100%!important;} #subhidecontent{ position: relative; overflow-x: auto; width: 100%;} PPMP20009 Marking Rubric

Read More »