The profession of the educator is known to be one of the most ancient ones in the world. What is more, it is hard to argue that it is far from being just an average occupation. In fact, it is a special outlook without sharing which, it is impossible to become a professional in this sphere. However, it should be noted that it is possible to understand this idea only in case of real practice of teaching children. Taking this into consideration, I want to say that I would like to describe my experience of working as a childhood educator with children from families, which experience low social and economic advantages. Actually, this experience helped me to realize the basic essence of being a childhood educator.
Speaking about this experience in a more specific way, I would like to emphasize that it was not only positive impressions. In other words, I want to mention that working as a childhood educator implies many challenges, which actually helped me to comprehend the real nature of my future occupation to its broader extent. Besides that, it is also important to admit that I will describe this experience from the perspective of the early intervention prevention, because I practiced it in terms of the related assignment. Having defined the purpose of my paper, I will proceed to the discussion of my positive impressions.
Regarding my personal positive impressions from this practice, I would like to say that first of all, I realized that the profession of a childhood educator is something bigger than just an occupation. Undoubtedly, the educator is supposed to provide a good example for a child to follow (Irwin, Hertzman, & Siddiqui, 2007, p.249). Thus, I felt a huge responsibility. Needless to say, the fact that a child, who was listening to me attentively with the widest extent of curiosity in his eyes made me feel confident that I was doing the right thing. Taking this into consideration, I also want to mention that it is nearly impossible to like children without considering them as your friends. However, it is also worth saying that this friendship has to be ambivalent. In other words, I understood that children still have to feel the basic respect to the adults even though they regard them as friends (Allen & Gaines, 2011, p.39).
On the contrary, the following opinion may demand its right for existence: there is no need to share particular values in order to bring up children on them. This opinion actually exists, but it is not applicable to the real situation, which I have experienced during my practice. To the broadest extent, an educator is supposed to be honest about his or her feelings and thoughts towards. In fact, an educator shares values, which he or she really has but not those he or she would like to share with a child. In such a way, instead of sharing openness and truthfulness, an educator renders a double-faced image.
As I have already mentioned, my experience comprised not only positive impressions. In fact, challenges were a considerable part of my practice, and I managed to see them. To begin with, it is necessary to admit that I had to deal with a special group of children. In other words, I mean that my acting was supposed to be different because of their social environment. Thus, the first challenge I saw was an appropriate choice of the right words, which did not make a child distrust you as a person, who offered his help. As a consequence, some children were disobeying. To be more precise, they were distrusting me, because they used not to believe people, especially adults. However, the most challenging thing was saying some unavoidable truth about the world so that a child would not act in the opposite way to this truth (Arney & Scott, 2010, p.148). For instance, it was rather challenging to say that drinking alcohol has bad consequences to the child, whose father is an alcoholic. Though, it may seem quite basic and obvious things so that they are not worth describing, but in terms of the real life situation, they prove a purposefulness of the childhood educator’s profession. All in all, these challenges made me stronger and considerate regarding my professional growth.
In conclusion, this paper has given an account of my personal practice experience in terms of the early intervention prevention assignment. First of all, I would like to emphasize that this practice is valuable for me not in terms of the relevant theoretical knowledge but giving the chance to realize the basic essence of the occupation of a childhood educator. To be more exact, I had a feeling of a big responsibility on me, because I had to provide a good example for children. In addition, I comprehended the idea that a childhood educator has to regard children as friends still keeping a respectful distance. Besides that, I would like to admit that feelings and intentions towards children should be purely honest, because a childhood educator actually does not teach some moral values but shares them. Concerning challenges which I managed to see, I want to emphasize that they were rather important in my understanding of the nature of a childhood educator’s profession. Therefore, I want to admit that this practice has a significant value for me.
Allen, R.D., & Gaines, J.T. (2011) Pedagogics: A monograph. Charleston, SC: BiblioBazaar.
Arney, F., & Scott, D. (2010). Working with vulnerable families a partnership approach. Melbourne: Oxford University Press.
Irwin, L.G., Hertzman, C., & Siddiqui, A. (2007) Total environment assessment model for early childhood development. Washington, DC: World Health Organisation’s Commission on the Social Determinants of Health.