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My Emerging Teacher Identity in Early Childhood Education - Coggle Diagram
My Emerging Teacher Identity in Early Childhood Education
Effective teaching as relational, intentional, inclusive and reflective practice
Effective Teaching
Supports children's learning, wellbeing and belonging
Connects with belonging, being and becoming
Uses play-based and intentional teaching
Responds to children's interests, strengths and needs
Builds children's confidence and participation
Develops through observation, interaction and reflection
APA citation: (AGDE, 2022)
My Teaching Experience
Observed children during playtime
Noticed children interacting with peers
Observed children negotiating roles and solving problems
Recognised play as evidence of learning and development
Supported children during activities
Used encouragement to build confidence
Asked questions to extend children's thinking
Modelled actions and language
Provided emotional support when children were unsure
Key learning from experience
Children respond differently to support
Effective teaching requires sensitivity to individual needs
Emotional security supports learning and participation
Admired Childhood Teacher
Encouraged me when some subjects felt difficult
Explained ideas clearly when I did not understand
Helped me feel capable rather than unsuccessful
Built confidence through patience and support
Influenced my belief that teaching should be encouraging
Connection to my teacher identity
I want children to experience learning as possible
I want to combine clarity with emotional support
I want to be patient, respectful and supportive
Research and Professional Expectations
Early Years Learning Framework V2.0
Belonging, being and becoming
Child-centred and responsive practice
Learning through relationships, play and intentionality
APA citation: (AGDE, 2022)
National Quality Standard
Intentional teaching
Responsive scaffolding
Open-ended questioning and feedback
Educational program and practice
APA citation: (ACECQA, 2018)
Play-Based Learning and Intentionality
Play is not simply free time
Educators have intentional roles in children's learning
Play can support language, collaboration and problem-solving
APA citation: (ACECQA, 2023; AERO, 2025)
Intentional Teaching Research
Intentional teaching requires professional judgement
Educators balance child agency with purposeful guidance
APA citation: (Grieshaber et al., 2021)
Professional Teacher Identity
Teacher identity develops through experience and reflection
Professional learning shapes teacher confidence and role understanding
APA citation: (Beka & Gjelaj, 2025)
Pillars of My Teacher Identity
Relational Pedagogy
Warm and respectful relationships
Emotional safety
Trust and belonging
Encouragement and confidence
Intentional Teaching
Purposeful decision-making
Questioning
Modelling
Scaffolding
Extending play without controlling it
Inclusive Responsiveness
Responding to individual children's needs
Adapting explanations and support
Valuing children's strengths, cultures and contexts
Supporting meaningful participation
Reflective Professionalism
Learning from experience
Questioning assumptions
Using feedback to improve practice
Connecting reflection with research and professional standards
Future Practice
Observe children's play carefully
Use encouragement to build confidence
Ask open-ended questions
Model skills and language clearly
Provide emotional support
Adapt support to individual children
Reflect continuously on practice
Use research and professional standards to guide decisions
Assignment Connection
This mind map visually summarises my Stage 2 reflection
It shows how personal experience, childhood recollection and research shape my teacher identity
It supports the multimodal requirement of the assessment
It should be inserted after the cover page as Figure 1
Figure 1. Mind map of my emerging teacher identity in early childhood education