Professional development for educators is an important step in learning new ways to educate, implement new practices and administering the best possible outcomes for children ‘s wellbeing. Depending on the child’s circumstances it is also important to search for other means of opinion. In this case accommodating the child’s family and the community in which he or she lives in and advancing towards promoting worthwhile relationships. Relationship building encourages parents in working collaboratively with professionals to create environments of support and enthusiasm around the best interests of the child. As stated in the National Quality Standards (2013), “the expertise of families is recognised and they share in decision making about their child’s learning and wellbeing” (p.
152). Questions that might help with finding appropriate support for children ‘s learning are for example, what are the best interests of the child when at home? What are the things he/she is good at? When you are out, what do they enjoy the most? Asking questions like this provides insight into the Microsystem and Mesosystem the most influential parts of a child ‘s life. Getting to know the child ‘s likes and dislikes are important in finding ways to implement supportive surroundings. Finding the dominant components of a child ‘s life provides foundation for using the Strengths-based Approach and finding principles of the child’s strengths and abilities, seeing a holistic view of the child, building on the child ‘s abilities in reach of their zone of proximal development. When educators interact with children they become aware of their skills, which establishes “sustained shared thinking” (DEECD, 2012, p. 10), being able to work together and prompt the .
. thinking and strategising to implement transformative ways of coping with challenges. It is technique based upon vision, pedagogy and philosophy. Whereas Bronfenbrenner’s Bioecological Model contains the roles, patterns, rules and beliefs that affect the development of an individual. It’s sole purpose of identifying who we are as a person, the actions we take and our influences that has an impact on an individual’s future. There are some deficits in using the approach model as it can only apply for working towards already learnt abilities and a way to avoid the truth.
By all means it is a great approach but there needs to be a commitment from a community of learners who work together to “become more resourceful in dealing with crises, weathering persistent stresses, and meeting future challenges as opposed to developing dependence on the system” (Hammond, 2010p. 4).
