El-Dez Roets: My Teaching Philosophy of Early Childhood ...



4441190689610[Bell Hooks believes that children are natural learners because of their curiosity and longing for information.] She writes, “Children are organically predisposed to be critical thinkers” (Voke, 2011).400000[Bell Hooks believes that children are natural learners because of their curiosity and longing for information.] She writes, “Children are organically predisposed to be critical thinkers” (Voke, 2011). I base my Philosophy on the foundation of reasoned thought and self-correction, believing that children learn through a higher order of thinking skills that include: “critical, logical, reflective, metacognitive, creative thinking” (King, Goodson & Rohani, n.d.) and Practice 5: “Ongoing learning and reflective practice” (DEEWR, 2009). These are my beliefs and views on education in Early Childhood:-3975105343525“Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply "blah, blah, blah," and practice, pure activism.” ~ Paulo Freire, Pedagogy of Freedom (Freire, n.d.).400000“Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply "blah, blah, blah," and practice, pure activism.” ~ Paulo Freire, Pedagogy of Freedom (Freire, n.d.).As a pre-service teacher it is important to continuously reflect on the children in my care, how they learn; as to what strategies I implement, and how I may use negotiated curriculum approaches to nurture independent and spontaneous investigations in children- “Practice 8: Assessment for learning” (DEEWR, 2009). I will reflect on the environment to plan and create a challenging, learning, stimulating and motivating environment to aid in creating a supportive classroom, inside- and out- that is inclusive of all diverse needs of the children e.g. gender equality, special needs, capabilities, interests and cultures- “Practice 5: Learning Environments & Practice 6: Cultural Competence” (DEEWR, 2009). I value partnerships with families as it provides opportunities for collaborative communication about learning, how we think and how I may reflect on my ways of teaching to continuously improve my teaching pedagogy- “Principle 2: Partnerships” (DEEWR, 2009). In support to my belief, Bronfenbrenner’s ecological theory of child development (pp.73-75) emphasises the importance of partnerships between the different contexts (systems) in a child’s life and that the contextual factors can have a positive and/or negative effect on the child’s development and learning. Lev Vygotsky supports the notion that learning in the early childhood context took place as a result of collaborating partnerships between family, children and their peers (Rogoff, 2003). Through my reflective practice I am able to “…gather information and gain insights that support, inform and enrich decision-making about my children’s learning…as a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice”(DEEWR, 2009). I align myself and my teaching pedagogy with the construct of the childhood, identifying with the image of the child being the “argentic child that are capable and competent- an optimistic construct” (Sorin and Galloway, 2006) through which I believe the teacher to be the assistant help in the life journey of the child where knowledge is shared and negotiated by the teacher through knowledge and strength, rather than imposing it on the child- “Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency” “Principle 3: High expectations and equity” (DEEWR, 2009).4516120792480“A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special.” ― Nelson Mandela(Mandela, n.d.).400000“A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special.” ― Nelson Mandela(Mandela, n.d.).I believe that should share my enthusiasm for learning and that learning is a lifelong process and can be as much fun and creative as it can be structured and formal- “Practice 3: Learning through play” (DEEWR, 2009). The ultimate responsibility of a teacher is to direct the child to reach his/her fullest potential, intellectually and emotionally through equipping them with the basic foundation through a developmentally appropriate environment where children will feel safe, secure and respected creating a sense of belonging where every child is valued “Outcome 1.1: Children feel safe, secure, and supported” “Outcome 4: Children are confident and involved learners” “Practice 2: Responsiveness to children” (DEEWR, 2009). I aim to help my students learn skills that are transferable and adaptable- “Outcome 4.3: Children transfer and adapt what they have learned from one context to another” (DEEWR, 2009). Students to feel safe and secure in their learning and free to explore different pathways and ask questions- “Outcome 1.1: Children feel safe, secure, and supported” (DEEWR, 2009).As a pre-service teacher I believe that confidence empowers children with a ‘can do’ attitude and believe in the importance of nurturing each child’s ability to their full potential- “Outcome 1.3: Children develop knowledge and confident self-identities” “Practice 2: Responsiveness to children” (DEEWR, 2009).I will respect, nurture and love each child regardless of status, cultural diversity or religion. Equal opportunities are essential in making each student included and valued. By instilling resilience and building healthy self-esteems I will help my students become the best they can be- “Practice 1: Holistic approach” “Practice 2: Responsiveness to children” “Practice 4: Intentional teaching” “Practice 6: Cultural competence” (DEEWR, 2009).I value diversity- “Practice 6: Cultural competence” (DEEWR, 2009).I support meritocracy within context believing that all children are able to achieve high standards and are to be encouraged and praised for their efforts- “Principle 3: High expectations and equity” (DEEWR, 2009).I believe that we should empower children to know that they are the creators of their own ideologies and that they can become and be whatever they what to be (Being, Becoming and Belonging, 2009). “Practice 3: Learning through play” (DEEWR, 2009).46221654080510"Main aim of education should be to produce competent, caring, loving and lovable people"Nel Noddings(Noddings, n.d.).400000"Main aim of education should be to produce competent, caring, loving and lovable people"Nel Noddings(Noddings, n.d.).I will teach my children to respect each other and their environment- “Outcome 2.2: Children will respond to diversity with respect” “Outcome 2.4: Children become socially responsible and show respect for the environment” “Principle 3: High expectations and equity” “Practice 5: Learning environments” (DEEWR, 2009).I will support my students and cater to their individual needs- “Practice 2: Responsiveness to children” (DEEWR, 2009).I will nurture healthy relationships and friendships equipping my students with the tools to be independent learners and model correct behaviour to them- “Outcome 2.1: Children develop a sense of belonging to groups and communities and an understanding of reciprocal rights and responsibilities necessary for active community participation” “ Outcome 2.2: Children respond to diversity with respect” “Outcome 2.3: Children become aware of fairness” “Outcome3.1: Children become strong in their social and emotional wellbeing” (DEEWR, 2009). I will create unique ways of learning according to the interests and needs of the children (Belonging, Being and Becoming, 2009, p.9).I belief in implementing scaffolding (Belonging, Being and Becoming, 2009, p.14) as a main means of a teaching strategy to build on the students existing knowledge and skills to enhance their learning. I will model and demonstrate the expectation and allow them to take the lead and apply their knowledge and guide them to self-correct where possible- “Outcome 1.3: Children develop knowledgeable and confident self-identities” “Outcome 4.1: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity” “Outcome 4.2: Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating” “Outcome 5.2: Children engage with text and gain meaning from those text” “Principle 3: High expectations and equity” “Practice 2: Responsiveness to children” (DEEWR, 2009).23831554505325“Be the change that you wish to see in the world.” ― Mahatma Gandhi(Gandhi, n.d.).400000“Be the change that you wish to see in the world.” ― Mahatma Gandhi(Gandhi, n.d.).I believe that all children are unique and I will not compare my students with each other but cater for their individual needs and use self-correction, encouragement and praise to re-enforce a positive environment for my students- “Practice 4: Intentional teaching” (DEEWR, 2009).“Assessment for learning- Practice 8”I believe in the importance of assessment on a regular basis by means of gathering and analysing information to gain an understanding of the child’s abilities, strengths and weaknesses in return to be used to support and extend on the child’s learning. The photo “assessment for learning” (Assessment for learning, n.d.).Many factors influence a child’s ability to learn but I believe it is my duty as a pre-service teacher to work with my children in the here and now and use their strengths and abilities to build on their past experiences to make them better and give the children the opportunity to be contributors to their education and growth by being an active part of their everyday life at school. I view each child as unique in every way and that a child is not defined by their circumstances or where they come from but each child constructs their own culture and it is up to us to nurture that self-identity into strong, competent learners today as the leaders of the future. References:Assessment for learning. (n.d.). Assessment for learning [image]. Retrieved from . (2010). Educators belonging being and becoming; an educators guide to early years learning framework for Australia. Canberra: Commonwealth of AustraliaDepartment of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being and Becoming. Retrieved from . (2013).?Bronfenbrenner's Ecological Systems Theory of Development: Definition & Examples.?[Interactive]. Retrieved from \Freire, P. (n.d.). Philisophical Insights from Paul Freire. Retrieved from , F,J. & Goodson, L. & Rohani, F. (n.d.). Assessment and Evaluation Educational Service Program- Higher order of thinking. Retrieved from Gandhi. (n.d.). Good Reads. Retrieved from . N. (n.d.). Good Reads. Retrieved from . M. (n.d.) The Educational Theory of Nel Noddings. Retrieved from , B. (2003).?Cultural Nature of Human Development. Oxford University Press.Sorin, R. & Galloway, G. (2006). Constructs of childhood: constructs of self.?Children Australia, 31(2), 12-21.Voke, H. (2011). Bell Hooks. Retrieved from ................
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