Global Early Childhood Professionals and SDG 4 Policy Assignment Sample

Introduction: Inclusive Early Years Education Policy and Practice

Sustainable Development Goal [SDG] 4 “Quality Education” aligns with assuring inclusive and equitable quality education that promotes lifelong learning opportunities. The goal is to foster positive change in society by transforming the power of education to foster a sustainable and impartial world (Sustainable development goal 4, 2022). UNITED NATION [UN] is considered a non-governmental organisation [NGO] that has taken varied policies for the betterment of people (United Nations, 2022). Education is the most powerful element that can shape an individual’s life. Considering this, the UN has set SDG 4 and there is different policy agenda has been set under this. The current assessment will focus on one specific target [SDG 4 target 4.2] which is based on ensuring that all girls and boys have access towards quality early childhood development, pre-primary and care education so they can get ready for primary education. This aims to enhance the quality of early years education along with promoting an inclusive environment so each child can get the opportunity to be educated while experiencing development.

Main Body

Summary Of The Proposed Policy Context And Policy Solution

The policy encountering issues related to discrimination takes place in early-year education. Nevertheless, there are so many countries that are facing challenges related to early-year education. The topmost barriers are concerned with having inadequate infrastructure, insufficient qualified teachers, lack of resources, limited access to early childhood education, curriculum limitation, ineffective assessment and monitoring, disability and inclusion and limited parental engagement (Halkos and Gkampoura, 2021). The stereotypes in education determine the authentic and relevant practices that assure child development to the utmost level. The implication of standards and knowledge in pedagogical approaches is important to create a better educational system specifically for children. Early-year educator plays a pivotal role in shaping the development procedure of each child. The pedagogical approaches require to focus on creating diverse culture in the setting (Giles-Corti et al, 2020). The ethical responsibility of early-year practitioners is a central point in reducing the extent of discrimination and providing quality care to early-year educators.

Beyond increasing enrolment rates, SDG-4 adheres to quality and inclusive education. The target covers lifelong education that starts from early childhood development and ends at vocational training. By promoting an inclusive environment, early childhood educators can support children and enable them to learn empathy, acceptance and respect for each other. It further provides support to children who are struggling with disabilities and language barriers. Target 4.2 is all about accessing quality early childhood development; a quality education concerned with promoting equality and adopting a holistic approach to developing children (Kopnina, 2020). The holistic approach to development undertakes the emotional, social, mental, physical and intellectual development of a child. It covers the overall development of children which is necessary to prepare them for primary education. Hence, this can be stated that this policy focuses on creating a favourable environment in early year settings which is important to support child education.

Useful Element Of Policy That Can Be Actioned In Practice And Justification

The policy guides curriculum standards which need to be prioritised by early year educators. The one useful element of the policy is to provide quality education in the early years; a high-quality early education assures a safe and nurturing environment for students so they can effectively develop a sense of belongingness (Cebrián et al, 2020). There are varied numbers of students present in the class and all of them have their unique needs. As per target 4.2, early-year practitioners are accountable for understanding the unique needs of each child and accordingly, actions needed to be taken. The goal is to develop support for children along with encouraging them to participate in classroom activities. I will Implement this action in practice to encourage equality in the setting. It is important to treat every child in an equal manner instead of undertaking discrimination based on their caste (Sustainable development goal 4, 2022). Ethical responsibilities of early-year practitioners concerned with treating each child in an equal manner along with developing significant support for them (Perin et al, 2022). By adhering to SGD 4 I will focus on initiating an inclusive environment in the setting and the opinion of each child will be prioritised. Diversity would be promoted and each culture would be given priority.

Effective professional development is entitled to high-quality early-year education and this needs to be assured in the early years. A similar aspect has been witnessed in SDG 4. Henceforth, I can say that I need to emphasise on own teaching practice as this is highly important for assuring quality education to children. In this manner, I will become able to develop an effective environment at the setting which is important for child development. Thus, there is no doubt in stating that the main aspect aligns with changing action into practice. The United Nations has taken major policies related to improving educational settings by the year 2030. However, effective results would be gained only when early-year practitioner adopts actions of policies in their practice. Therefore, I will develop a significant focus on this area and accordingly, effectual results will be gained.

Analysing Own Role

Ethical practice in early-year education proves to be highly important. In order to engage in the reconciliation procedure there is a need to acknowledge the residential school experience specifically (Nousheen et al, 2020). I recognise the importance of reconciliation and truth-telling related to past oversight that relates to ethical practice. I will be engaged in truth-telling by acknowledging the indigenous heritage and cultural diversity of children within my care. I will further focus on learning about local indigenous culture and traditions to incorporate into my teaching practices. I strive to develop an inclusive environment that acknowledges varied backgrounds and experiences for all children including First Nations People. Developing an inclusive environment will lead to the development of a sense of belongingness in children and they further become comfortable in the setting. There is need to create a substantial focus on developing support for children by reducing discrimination against them (Xu et al, 2020). There are so many children who face discrimination at the setting and due to this they often feel negative and this creates long-lasting trauma for them. Henceforth, I will focus on this area so that effective support can be developed for children. Hence, by promoting fair practices at the setting I can employ significant focus on delivering best practices to children along with creating support for them.

Furthermore, I will undertake an active part in seeking out opportunities for undertaking professional development and focusing on Indigenous education and the cultural competence that is important for developing a better culture in the setting. Hence, in this manner significant support will be assured to children and further effective support will be given to them. Nevertheless, I have recognised that there is a need to still focus on past oversights for assuring equality in the early year education and for engaging with practices. My role will be comprised of understanding children and their needs by developing significant support for them. In this manner, effective support for children can be initiated and a further sense of belongingness could be developed with them (Boyle and Anderson, 2020). My role would be associated with performing loyalty towards children as this is important to perform fair practices so that effective outcomes can be gained and further equal opportunity for children can be assured. Thus, this helps in creating an effectual environment in the setting which is important for enhancing the overall development of the child. Early-year education prepares children for their upcoming education and therefore, it is highly important to undertake ethical practices and equal opportunities need to be assured to children so they can foster their knowledge and learning.

Key Three Strategies

Developing Interaction With The Local Indigenous Communities

I will establish relationships with the local Indigenous communities, leaders and organisations to understand their needs. This will be concerned with attending varied community events and participating in cultural workshops. This supports in undertaking important communication with the communities and the exact loopholes can be identified (Cohrssen, 2021). The issues that have been faced by children at the ground level can be evaluated with the communication and accordingly, further practices could be implied.

Collaborating With Local Organisations

This is another strategy that supports in gaining effective outcomes, I am going to implement the collaboration within local organisations such as; the Australian Council for Education and Research and the Australian Institute of Aboriginals and Torres Strait Islander Studies. This enables in organising of the activities of children as per their needs and furthermore, effectual support can be assured to them (Lamb et al, 2020). My ultimate motive is to assure equal treatment for each of the children instead of undertaking discrimination based on their diverse backgrounds. Thus, there is no doubt in stating that this strategy led to significant support in achieving the outcomes and accordingly support for children can be ensured.

Including Indigenous Viewpoints And Knowledge

Incorporation of the Indigenous perspectives is highly essential for assuring equality in the setting. Therefore, I will focus on this area and accordingly, I will focus on undertaking the perceptions and knowledge of Indigenous people within my teaching practice. I am going to use the Indigenous-led resources and their traditions in the lesson plan to motivate students to share their experiences. This strategy supports creating an inclusive environment in the setting which is highly important for creating significant interaction with the children (Thomson, 2021). My aim is to promote and maintain equality within early-year education so that children can be prepared for their primary education.

Conclusion

Conclusively; this can be stated that SDG 4 target 4.2 is specifically for creating equality in early-year education so that girls and boys can receive a quality education. United Nations which is a non-government institution has focused on this policy for enhancing the quality of education in early years. The assessment has reflected on the policy and its implication in early-year education. It has been analysed that it is important to develop an inclusive environment in the setting so that all children can get equal opportunities in terms of sharing their views and opinions. Furthermore, three strategies have been highlighted that demonstrate in-depth knowledge related to understanding of local contexts and organisations.