Early Years Educator

Job Description Do you have Have a minimum qualification of FETAC Level 5 in Early Childhood Care and Education - or a qualification that is recognised by the DCEDIY to work in Early Years In IrelandA caring, nurturing, kind person, who has a love of working in an environment with very young children We have the perfect role for you. The role would entail, preparing the classroom for activities, maintaining the classroom environment (organising toys, cleaning tables and chairs, setting up the art corner, setting up invitations to play as requested by class teachers, risk assessing the garden and preparing it for play, serving snack and clearing away etcRequirements Currently studying for (or starting to study for) NFQ Level 5 in Early Childhood Care and Education.Sound written and verbal communication skillsA kind, fun and nurturing dispositionA good team playerReasonable commute to ShankillEligible to work in Ireland Join us at Discoveries and ... Work as part of a team and be committed to challenging and resolving any difficultiesSupport staff, including any students working in the roomShare openly and willingly without prejudiceCommunicate constructively and listen activelyUndertake administrative tasks as requiredEnsure confidentialityCollaborate with team Roles and Responsibilities Primary Role Be a kind, nurturing, and enthusiastic member of the Early Years teamDemonstrate empathy, flexibility and patience and a passion for working with pre-school and school age childrenPrepare, implement, and evaluate activities for your key worker group and any child in your care under the guidance and with the support of the Early Years Lead Educator.Collaborate with your team to create invitations to play based on childrens emerging interests drawing from the principles of Aistear and SioltaMaintain Childrens floor books and scrap booksRecord observations of individual children and groups; assess interests and learning for use in planningSupport the policies, ethos, and vision of Discoveries and model service policies and proceduresReview new policies and/or additions/updates to existing policiesTake guidance from the EYS and EYLE to evaluate and improve the effectiveness of the early years team.Communicate positively and respectfully with all other team members and demonstrate mutual respect for colleagues, children, families, and management. Use open and honest communicationMaintain confidentiality of information of the team and families in the serviceWork in partnership with children, families, communities, and external agencies to continually strive to ensure all children have opportunities to achieve learning outcomes.Be actively involved in childrens learning and play whilst being careful not to impinge or force your engagement. Supervision at a distance without interaction is not effective or accepted. Promote a sense of community within the service and build connections between the service and local community. Provide opportunities for children to learn about and contribute to their local communityEnsure positive behaviour guidance. Educators do not use isolation, time-out or any other methods which are humiliating or disrespectful. Harsh communication or any form of physical contact when responding to behaviours will is not tolerated. Work with management, supervisors, leaders and families to provide positive supports that meet the needs of the child.Support families and children as they transition to your keyworker group ensuring that you collaborate with your team and families to support the needs of the childCollaboration with the EY Lead Supervisor, ensure regular room team meeting over zoom and set goals Health, Safety & Wellbeing Establish a key worker system based on the strengths of the team and positive relationships already in placeWork with the team to maintain awareness and responsiveness to the developmental stage requirements of the children in the care roomEnsure the team observe children daily and use those observations to ensure the needs, strengths and interests of children are metBe aware of the ratios od children to adults needed. To be vigilant and protect children from harm or abuse, reporting any concerns immediately in accordance with child protection. Identify signs of emotional or physical difficulties in children and escalate to the managerEnsure that routines, experiences, materials, and activities reflect diverse backgrounds, identities, abilities, religions, skin colour, family structures, language, cultures, or additional needs in a positive way which helps children to learn, become aware of and be respectful of differences. Any planned themes or emergent curriculum must have a link to previous learning to positively scaffold and support a child's new learningWork with the Inclusions Co-Ordinator and the Room Supervisor to meet the individual needs of any child who may require enhanced or specific supportCreate an environment that intentionally teaches children about sustainable practices and caring for their world. These include but are not limited to practices such as recycling, water, and energy efficiency, minimizing waste, eco-friendly products, maintaining natural gardens and plants.Promote and role model healthy eating with children. Engage with children at mealtimes by sitting with children, engaging in conversation, and sharing the same mealReport any unprofessional behaviour that does not align with Discoveries ethos and policiesConduct risk assessments, in collaboration with others, communicate these to those involved and follow control measures identified in these documentsParticipate in evacuation drills seriously and communicate any identified improvement Service Quality Set up the room with different areas of interests that children can exploreEnsure environments are inviting, always uncluttered and show a high level of prideModel and train educators to set up invitations to playLead curriculum planning based on emerging interests of childrenEnsure activities support the development of independence (non-templated art etc.) and that children develop practical self-help skills, such as washing hand, feeding themselves, putting on and off coats and shoesConsider all childrens social, cultural and linguistic diversity including learning styles, additional needs, abilities, family circumstances and gender in curriculum decision making processes.Ensure all children have equitable access to resources, and participation in the program with opportunities to demonstrate their learning and to value differences, while ensuring all children are equally represented in their environmentMentor other educators, observing their interactions with children and making suggestions to assist with intentional teaching.Lead reflective discussions about the teams practice: What worked and what did not? Plan accordingly while also encouraging self-reflection; the Aistear Síolta practice guide supports individual and group reflectionsGather observations, childrens anecdotes, and photographs to create and maintain ongoing floor books, ensuring children are an integral part of the processNurture the development of professional, caring relationshipsdentify and participate in professional development opportunitiesMonitor observations and ensure information sharing of activities, goals, and experiences with parents on a regular basis (at least 3 times a week) in person and through the Childpaths platformSupport children to learn more about their community · The successful candidate must have Minimum of Fetac Level 5 in EYCE or equivalentDemonstrate the highest levels of honesty and integrityReflect the standards of behaviour as described in the Discoveries polies and the Code of Conduct.Comply with Discoveries ethos and model the high standards as directed by TUSLA and DES regulationsObserve professional boundaries and standardsComplete the online QRF Tusla trainingSeek assistance and clarification if unsure of how to respond to a situationFluent spoken and written English Reflect and learn from outcomes Hours Monday to Friday: 40 hours per week Salary Starting at 13.65 per hour, up to 15.50 per hour (depending on qualifications and experience) Job Location Shankill, D18 W2X2 Qualification Level Minimum QQI/Fetac Level 5