![Picture](/uploads/4/8/7/9/48791811/1427422178.png?250)
MY PHILOSOPHY
When defining your philosophy of early childhood education, it is essential to not only know what is important to you as a teacher, but to have an understanding of developmentally appropriate practices (DAP). You should also stay abreast of other philosophies and theories of education, such as child guided play. In order to understand the background of my personal philosophy of early childhood education I will explain my personal experiences, DAP and theories.
My philosophy of early childhood education will continue to change throughout the years as I become more knowledgeable and comfortable with different teaching styles, techniques and philosophies. Trying to shape these ideas and styles into something of my own will be a continuing work in progress, as well as how I will apply my beliefs and practices into actual every day teaching settings.
I believe the purpose of early childhood education is diverse, and varies depending on whom you ask, i.e. parents, students, or teachers. Early childhood education does not only help a child, but I believe in some cases it helps a family as a whole. A child’s introduction into education is very important and can leave a mark on a child forever—good or bad. For many children, this is the first time they will be away from their parents and family, and have to learn how to trust others for the first time. Again, this could be a positive or a negative experience, depending on how the teacher interacts with the child. This brings me to what I believe is the main purpose of early childhood education for a teacher: to make a connection and allow the child to build a new relationship of trust. I believe if this happens, the child opens up, learning becomes more natural and possibly even easier.
Children learn by various ways. There is not one right way a child learns, i.e., “multiple intelligences” (Eliason and Jenkins 83). I have always believed this, but after actually observing and now having worked in a child care center, I believe this is true more than ever. However, I do believe that teacher interaction is a common way all children learn (Eliason and Jenkins 83). A child learns better by someone who exhibits patience and time. A teacher must be able to teach different styles, and be patient and willing to adjust curriculum and lesson plans to help the child. If a teacher does not do this, the teacher is not teaching for the child, but rather to complete a day of work.
Child guided play and exploration is also a very important way to learn and discover. “Play is the premier activity of the early childhood years” (North American Association for Environmental Education 25). Play is not something that has to be taught, but rather, encouraged. There are so many researched benefits of play and exploration. Not only is it a fundamental way of learning but also promotes physical development and health, is a way to self soothe, reduce stress, restore attention and much more—all while being enjoyable (North American Association for Environmental Education 25).
There are many characteristics of developmentally appropriate practices (DAP), which will vary depending on a child’s age, stage, specific and individual needs, and also their personal and educational background. DAP “is planned with the whole child in mind” (North American Association for Environmental Education 21). Although all characteristics are important to properly and accurately determine DAP for children, consistency is my top characteristic. If a child’s schedule and environment are “constant” the child can rely on that consistency day in and day out. Of course, there are reasonable changes that may happen, since everything will not always go exactly as planned every day. “There is no magic formula for developmentally appropriate practices” (North American Association for Environmental Education 19). Nevertheless, if you have a constant schedule that your classroom strives to follow, a child will catch on to this and learn that there are expectations to be met every day.
The best conditions for learning are in a classroom of trust: a place a child can go and feel safe, not only with the teacher, but their surroundings as a whole. A child must also want to be part of the class and lesson, maybe not all the time or even every day, but at least for moments here and there. If a child is never excited or enticed by learning, they are less likely to comprehend and retain knowledge.
The curriculum of a classroom should consist of certain “basics” that contribute to a child’s social, emotional, intellectual, and physical development (Morrison). These basics are social studies, science, math, language and art. Many of these basics can be incorporated with each other to be taught at the same time (Morrison).
The necessary personal characteristics that all early childhood educators must possess are wide ranging. An early childhood educator may not have all the necessary personal characteristics, or some may be better than others, but as long as they have a common goal of loving to teach children, they have the number one personal characteristic all childhood educators need. I believe there are also additional personal characteristics an early childhood educator should possess, such as patience, the ability to smile and teach without instilling fear, and the ability to listen and understand the needs of a child.
In addition to personal characteristics, early childhood educators should have professional assets, such as being a part of a professional education association, i.e. Maryland State Child Care Association or Association for Early Learning Leaders, formerly known as National Association of Child Care Professionals. Being involved or an active member of professional education organizations would be good for my professional life, by showing parents I am involved with group(s) who are recognized for representing the best interests of their child’s education. Having involvement in both state and national professional organizations is also important. State organizations keep you up to date on the latest state specific information and requirements. National organizations keep you current with not only what your state may be experiencing in the educational field, but also what other states are experiencing and how they are accommodating changes, new laws, etc. This gives you background on a situation that may eventually affect you. Being knowledgeable in national news and receiving additional training contribute to a successful professional life.
I do not believe I have enough experience for this to be my complete and final education statement, but I do believe it is a good guide. I have a lot more to learn and experience, but for where I am right now with education goals and early education experiences, I believe I can strive to better understand all the different ways of “teaching” children, and continue to evolve my philosophy.
References:
Association for Early Learning Leaders. Association for Early Learning Leaders. n.d. 26 February 2014. <http://www.earlylearningleaders.org>.
Eliason, Claudia and Loa Jenkins. A Practical Guide to Early Childhood Curriculum. Ninth. Upper Saddle River: Pearson Education, Inc., 2012.
Maryland State Child Care Association. Maryland State Child Care Association. n.d. 27 February 2014. <http://www.mscca.org >.
Morrison, George S. Early Childhood Education Today. Twelfth. Upper Saddle River: Pearson Education, Inc., 2012.
North American Association for Environmental Education. Early Childhood Environmental Education Programs: Guidelines for Excellence. Washington: North American Association for Environmental Education, 2010.
When defining your philosophy of early childhood education, it is essential to not only know what is important to you as a teacher, but to have an understanding of developmentally appropriate practices (DAP). You should also stay abreast of other philosophies and theories of education, such as child guided play. In order to understand the background of my personal philosophy of early childhood education I will explain my personal experiences, DAP and theories.
My philosophy of early childhood education will continue to change throughout the years as I become more knowledgeable and comfortable with different teaching styles, techniques and philosophies. Trying to shape these ideas and styles into something of my own will be a continuing work in progress, as well as how I will apply my beliefs and practices into actual every day teaching settings.
I believe the purpose of early childhood education is diverse, and varies depending on whom you ask, i.e. parents, students, or teachers. Early childhood education does not only help a child, but I believe in some cases it helps a family as a whole. A child’s introduction into education is very important and can leave a mark on a child forever—good or bad. For many children, this is the first time they will be away from their parents and family, and have to learn how to trust others for the first time. Again, this could be a positive or a negative experience, depending on how the teacher interacts with the child. This brings me to what I believe is the main purpose of early childhood education for a teacher: to make a connection and allow the child to build a new relationship of trust. I believe if this happens, the child opens up, learning becomes more natural and possibly even easier.
Children learn by various ways. There is not one right way a child learns, i.e., “multiple intelligences” (Eliason and Jenkins 83). I have always believed this, but after actually observing and now having worked in a child care center, I believe this is true more than ever. However, I do believe that teacher interaction is a common way all children learn (Eliason and Jenkins 83). A child learns better by someone who exhibits patience and time. A teacher must be able to teach different styles, and be patient and willing to adjust curriculum and lesson plans to help the child. If a teacher does not do this, the teacher is not teaching for the child, but rather to complete a day of work.
Child guided play and exploration is also a very important way to learn and discover. “Play is the premier activity of the early childhood years” (North American Association for Environmental Education 25). Play is not something that has to be taught, but rather, encouraged. There are so many researched benefits of play and exploration. Not only is it a fundamental way of learning but also promotes physical development and health, is a way to self soothe, reduce stress, restore attention and much more—all while being enjoyable (North American Association for Environmental Education 25).
There are many characteristics of developmentally appropriate practices (DAP), which will vary depending on a child’s age, stage, specific and individual needs, and also their personal and educational background. DAP “is planned with the whole child in mind” (North American Association for Environmental Education 21). Although all characteristics are important to properly and accurately determine DAP for children, consistency is my top characteristic. If a child’s schedule and environment are “constant” the child can rely on that consistency day in and day out. Of course, there are reasonable changes that may happen, since everything will not always go exactly as planned every day. “There is no magic formula for developmentally appropriate practices” (North American Association for Environmental Education 19). Nevertheless, if you have a constant schedule that your classroom strives to follow, a child will catch on to this and learn that there are expectations to be met every day.
The best conditions for learning are in a classroom of trust: a place a child can go and feel safe, not only with the teacher, but their surroundings as a whole. A child must also want to be part of the class and lesson, maybe not all the time or even every day, but at least for moments here and there. If a child is never excited or enticed by learning, they are less likely to comprehend and retain knowledge.
The curriculum of a classroom should consist of certain “basics” that contribute to a child’s social, emotional, intellectual, and physical development (Morrison). These basics are social studies, science, math, language and art. Many of these basics can be incorporated with each other to be taught at the same time (Morrison).
The necessary personal characteristics that all early childhood educators must possess are wide ranging. An early childhood educator may not have all the necessary personal characteristics, or some may be better than others, but as long as they have a common goal of loving to teach children, they have the number one personal characteristic all childhood educators need. I believe there are also additional personal characteristics an early childhood educator should possess, such as patience, the ability to smile and teach without instilling fear, and the ability to listen and understand the needs of a child.
In addition to personal characteristics, early childhood educators should have professional assets, such as being a part of a professional education association, i.e. Maryland State Child Care Association or Association for Early Learning Leaders, formerly known as National Association of Child Care Professionals. Being involved or an active member of professional education organizations would be good for my professional life, by showing parents I am involved with group(s) who are recognized for representing the best interests of their child’s education. Having involvement in both state and national professional organizations is also important. State organizations keep you up to date on the latest state specific information and requirements. National organizations keep you current with not only what your state may be experiencing in the educational field, but also what other states are experiencing and how they are accommodating changes, new laws, etc. This gives you background on a situation that may eventually affect you. Being knowledgeable in national news and receiving additional training contribute to a successful professional life.
I do not believe I have enough experience for this to be my complete and final education statement, but I do believe it is a good guide. I have a lot more to learn and experience, but for where I am right now with education goals and early education experiences, I believe I can strive to better understand all the different ways of “teaching” children, and continue to evolve my philosophy.
References:
Association for Early Learning Leaders. Association for Early Learning Leaders. n.d. 26 February 2014. <http://www.earlylearningleaders.org>.
Eliason, Claudia and Loa Jenkins. A Practical Guide to Early Childhood Curriculum. Ninth. Upper Saddle River: Pearson Education, Inc., 2012.
Maryland State Child Care Association. Maryland State Child Care Association. n.d. 27 February 2014. <http://www.mscca.org >.
Morrison, George S. Early Childhood Education Today. Twelfth. Upper Saddle River: Pearson Education, Inc., 2012.
North American Association for Environmental Education. Early Childhood Environmental Education Programs: Guidelines for Excellence. Washington: North American Association for Environmental Education, 2010.