Integrated Curriculum - My Teaching Philosophy
My Teaching Philosophy
I believe education should be of primary importance, as to learn is to grow as a human being. Learning is a continuous act that is lifelong, not just a matter of schooling. I believe education should be something that children can relate to, as meaningful, full of experiences that promote understanding. Teachers are important role models in a child's life. I want to impart to my children a desire to want to learn, and to never stop, reflecting a lifelong learning journey. Therefore I am excited about teaching, as I am passionate about seeing my students explore, ask questions, seek answers and learn through every stage.
Education is a progressive profession. I am a strong believer in keeping up-to-date with recent research that will allow me to modify, develop and shape new effective teaching techniques and skills to fit in with these new ideas. Throughout our lives we are learning, therefore my teaching approach will continually evolve. Experiences in learning mould and shape our future experiences and practices; therefore I am motivated to keep on learning and growing as an educator. I believe critical reflection, as well as attending professional development sessions, is a key initiative in improving and developing ongoing professional knowledge and practice, thus enabling the best possible learning and developmental opportunities that can be used in the classroom.
I see education as a partnership with children, families, colleagues and the wider community. I find it of absolute importance to involve families in the children's learning. I see parents as playing a vital role in their children's' education, so they should be involved wherever possible. I feel children's perspectives are valuable and should be listened to, respected and integrated in the learning environment. Open communication is vital for an effective learning environment.
I believe children learn through play, where their constructed understandings of the world contribute to learning across all processes or domains. Learning experiences should reflect what is happening in the now (immediate everyday practices) that are authentic to children. Individualised learning must be incorporated and recognised in the environment to meet the unique needs of all children. I believe individuals need to be able to relate, have a personal connection to something and become actively involved in order for them to understand and acquire new information. Educational learning is deeper than results or intellect. I believe that everyone has a unique way in which they learn. This is represented in very different ways. Children learn through their prior experiences, interactions with others, and interaction with the environment.
Tell me and I forget, show me and I remember, involve me and I understand -Benjamin Franklin-
Education should look at all aspects of a person, including the physical, cognitive, emotional and social development. I believe all children have their own strengths. We need to value and celebrate diversity and what it brings to a classroom and to the world. I feel we should build upon an individual’s strengths, interests, abilities and dispositions to create an atmosphere where children can have as many learning opportunities as possible. It is vital to have a learning environment that allows all children and their families to feel welcome and included. Classrooms should be culturally diverse, allowing everyone to feel comfortable and accepted, but also foster growth in knowledge and understanding about other cultures. I find importance in listening to children and allowing them to speak by including their voice in the curriculum and program. I feel children should be recognised as an active citizen in their own right.
As a teacher I want to set up an environment in which children feel safe to ask questions, step outside their comfort zones and take considerable risks. I think that children learn best when they are supported yet challenged. Each child should embrace their personal identity, feel valued and confident in their learning environment. Children should know they are accepted, although they may appear or feel different. I am passionate about noticing those who go unnoticed, and helping those who slip under the radar. I believe each child is unique, and within that they bring skills, challenges, personality and different learning styles. Each student has the right to an education and should be given the opportunity to learn to their best potential.
Rationale
The Curriculum
An emergent curriculum is a contemporary approach to teaching young children in early childhood (EC) settings. The notion of an emergent curriculum is associated with many effective approaches in the early years, such as the strategic learning model, inquiry-based learning, developmentally appropriate practice (DAP), constructivist teaching and the latest brain findings. Emergent curriculum focuses on documenting what happens rather than preplanned experiences, sharing the planning with the learners (Arthur, Beecher, Death, Dockett, Farmer, 2008; Jones, Evans & Rencken, 2001). The curriculum is designed to focus on a strength-based approach where children are recognised within group contexts, and are seen as capable, competent and confident life long learners. The focus is for educators to consider multiple perspectives that are drawn from a diverse range of theories in order to meet the needs of individuals. I believe this curriculum builds an inclusive environment where children and their families’ voices are included in the planning and programme. It reflects a meaningful and purposeful way of learning through play, based on what the child finds interesting or connects to in their life, appropriate to their individualised learning level. Jean Piaget, a developmental psychologist supports this vision that 'children learn best through play', where individuals construct knowledge for themselves in interaction with the external world and with other people (Jones & Reynolds, 1992). Furthermore, an emergent curriculum supports teachers involvement with children. Where they can ‘respond to, expand and build upon the ideas and interests of the children in the group, collectively and individually’ Hume-Thorenin Julovich & Heyob, 1998, p120 cited in (Arthur et al. 2008).
The 'strategic learning model' is similar to the 'inquiry-based learning' as it adopts a child-centred approach to learning. They both focus on current brain research and a format for active participation that drives children's motivation to learn. Firstly, in a 'strategic classroom' children are taught meaningful, relevant information that connects to their world and the world in which they live as adults (Tileston, 2007). This is a valuable insight to have when 'teaching in the 21st century' as it promotes a collaborative and supportive environment. It promotes high expectations, acceptance, meaningful experiences, active involvement, assessments to suit differing learning styles and incorporates real-world applications in learning for all children (Tileston, 2007). Inquiry learning gives children many opportunities to develop a deeper understanding of the 'big ideas' where they explore issues, problems or concepts that are meaningful and spark curiosity (The State of Queensland Department of Education and Training, 2010). The inquiry approach promotes student involvement where they express their personal discourses, listen to the perspectives of others, make links with prior understandings, work cooperatively in groups and reflect on their own learning (The State of Queensland Department of Education and Training, 2010). Both curriculum approaches reflect the 'United Nations Convention Rights of the Child' (UNCRC), children are recognised as active and informed citizens who are capable of making decisions, solving problems and taking action (UNICEF, 2006).
Professional Practice
The role of being a reflective practitioner is indeed an important aspect of the teaching profession. Many experts in the early childhood field believe that educators grow into effective teachers through critical and practice of reflection (Jalongo & Isenberg, 2000; Department of Education and Early Childhood Development & Victorian Curriculum and Assessment Authority, 2009). Rather than purely following traditions, routines or responding to children in a standardized way, reflective practice encourages teachers to draw upon direct experience, pedagogical expertise, knowledge of child development and individual needs (Jalongo & Isenberg, 2000). This skill enables teachers to respond appropriately to situations and gives flexibility to adapt to a wide range of circumstance. Furthermore, the Victorian Early Years Learning Development Framework (VEYLDF) supports the need for reflective practice among Victorian teachers. The Victorian framework encourage teachers to continually develop their professional knowledge and skills in order to provide optimal learning and developmental opportunities for all children (DEECE & VCAA, 2009). Also the documentation of the professional role in planning and daily reflections lifts the status of the teaching profession, as it acknowledges the invisible work of the teacher. This process identifies what practices and strategies have been successful in supporting children's learning and which practices have been challenging. Here questioning, self examination and speaking with colleagues is an effective tool to consider why some practices were unsuccessful and leads to working out ways of changing those practices (DEECE & VCAA, 2009).
Children's Learning
Howard Gardner’s Theory of Multiple Intelligences (MI) suggests that there are eight different types of intelligences: linguistic, logical-mathematic, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and naturalistic (Berk, 2006). He states that each child has different strengths and talents in relation to the eight intelligence. I value Gardner's theory and see this as a key to my teaching. It creates an effective learning environment that offers children an opportunity to express their knowledge in a way that is most appropriate to their learning style. MI profiles tend to lead children toward the way in which they understand and learn best and toward what they will pursue in life (Knodt, 2008). My understanding of learning somewhat reflects a constructivist paradigm that positions learning as an active, constructive and social process. Children should be encouraged to 'move more than to sit still, to talk more than to listen, to ask questions more than to give answers', supporting this notion of active participation (Jones, Evans & Rencken, 2001). According to Lev Vygotsky, a social constructivist proposed that social interaction (dialogue between children and adults) plays an important role in the learning. Whereby the zone of proximal development (ZPD) helps children perform a learning task through socially shared interactions (under adult guidance and/or peer collaboration) and solving problems independently (Learning Theories, 2008). Therefore, I believe shared collaboration and reciprocal experiences give children an active role that promotes more meaningful learning experiences.
In early childhood education, play has been an essential component in the way children learn. Research clearly states that play provides many opportunities for children to understand their world, socially interact with others, express and regulate emotions, test their physical and metacongitve abilities Copple, 1997: Vygotsky, 1978: Piaget, 1980 cited in (Jalongo & Isenberg, 2000). The learning that comes out of play links with developmentally appropriate practice (DAP), supporting and integrating children's learning, both academically and developmentally (Jalongo & Isenberg, 2000). Individualised learning is important for providing high quality teaching that is responsive to the different ways students achieve and experience success. Learning environments that respond to individuals, with the appropriate choice of materials that relate to the child's emerging interests, learning styles and aspirations, can lead to an enhanced learner experience (Costello & Mundy, 2009).
Partnerships
Working in partnerships with children, families, colleagues and the community is an essential component of a quality educational program. Partnerships enable 'all involved to appreciate the other’s role, to promote the sharing of information and to enhance children's learning' (Arthur et al. 2008, p, 42). Working together with parents will not only enhance children's learning in the setting but also in their home environment (Ward, 2009). Placing an emphasis on parental involvement can be a means for developing a strong successful partnership as it creates an avenue for comfortable and open communication (Ward, 2009). Research states that EC settings that have substantive parent involvement are those centres that give parents a real voice, negotiate shared meanings and understandings (who and how the child should be treated) and work equally well for both sides (Hughes & Mac Naughton, 2002, p. 18). The VEYDLF supports a 'Family centred practice' where educators can enrich their own practice by learning from families, supporting shared decision-making and providing feedback to families in relation to their child's learning and development (DEECE & VCAA, 2009). Families bring a 'specialised knowledge' of their own child (that are different from my own values and beliefs) which can build upon professional development and pedagogical approaches (Whalley & Pen Green Team, 2001). Good staff-parent communication is highly valued because it can enhance children's 'cognitive and social development, improving their educational success/outcomes and improving their relationships with others '(Hughes & Mac Naughton, 2003).
Working collaboratively with other colleagues allows teachers to learn from the perspectives of other professionals. Teamwork depends on open communication (McLeod, 2003). It requires educators to cooperate, practice self responsibility, communicate effectively, utilise individual strengths, actively participate in decisions making and compromise. It's important for teachers to model teamwork skills and collaborative learning in the classroom so children can learn to function in a team environment, and transfer this skill when they enter the workforce (Larson, 2001).
Diversity
Early childhood educators need to conceptualise children's services as a community, to cater for the diverse needs of all families and children. EC settings need to work with families and community members to better understand and support the diversity of the school community (DEECE, 2010). This means that EC settings need to ensure practices, policies and programs reflect, value and celebrate the diversity of families in their community (DEECE, 2006). The 'Te Whiriki' (a New Zealand curriculum) focuses on teaching practices and programmes that are culturally inclusive and value children's cultural knowledge and experiences.(Terreni, 2008). Approximately 98% of all new learning comes from the brain through the senses, therefore 'arts-based learning' can support young children's diversity through tactile experiences (Tileston, 2007: Isenberg & Jalongo, 2010). A well resourced art environment with loads of opportunities that facilitate inquiry, discussion, and reflection about the diversity of art can increase children's awareness and acceptance of a variety of cultural traditions' (Terreni, 2008). It can enhance children's sense of identity, belonging and inclusion by demonstrating and valuing art from their own and other cultures Delacruz, 1995, p. 104 cited in (Terreni, 2008). The UNCRC declaration encourages adults to listen to children's opinions and involve them in decision-making (UNICEF, 2006). By providing many opportunities to take in and reflect children's perspectives, capacities, interests, culture, interest and rights in the curriculum can strengthen an inclusive setting (Mac Naughton et al. 2008).
Reference List
• Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and Planning in Early Childhood Settings. South Melbourne: Thompson.
• Berk, L. E. (2006). Child development. Boston: Pearson Education.
• Costello, R., & Mundy, D. P. (2009). The adaptive intelligent personalised learning environment. Paper presented at IEEE International Conference on Advanced Learning Technologies, Riga, Latvia.
• Department of Education and Early Childhood Development (DEECE). (2009). Families as partners in learning: Building community and identity. Retrieved October 10, 2010, from
• Department of Education and Early Childhood Development & Victorian Curriculum and assessment Authority (DEECE & VCAA). Victorian early years learning and development framework: For all children from birth to eight years. Victoria, Melbourne: Early Childhood Strategy Division.
• Hughes, P., & Mac Naughton, G. (2002). Preparing early childhood professionals to work with parents: The challenges of diversity and dissensus. Australian Journal of Early Childhood, 28 (2), 14-20.
• Hughes, P., & Mac Naughton, G. (2003). Building meaningful partnerships between staff and families. In E. Dau (Ed.), Enhancing children's development (pp. 222-247). Victoria: Tertiary Press.
• Isenberg, J. P., & Jalongo, M. R. (2010). Creative thinking and arts-based learning: Preschool through fourth grade. New Jersey: Pearson Education.
• Jalongo, M. R., & Isenberg, J. P. (2000). Exploring your role: A practitioner's introduction to early childhood education. New Jersey: Pearson Education.
• Jones, E., Evans, K., & Rencken, K. S. (2001). The Lively Kindergarten: Emergent curriculum in action. Washington: National Association for the Education of Young Children.
• Jones, E., & Reynolds, G. (1992). The plays the thing: Teachers' roles in Children's play. New York: Teachers College Press.
• Knodt, J. S. (2008). Nine thousand straws: Teaching thinking through open-inquiry learning. Westport, London: Teacher Ideas Press.
• Larson, B. (2001). NDT Resource Centre. Retrieved October 10, 2010, from
• Learning Thoeries. (2008). Learning theories: Knowledge base and webliography. Retrieved October 10, 2010, from
• Mac Naughton, G., Hughes, P., & Smith, K. (2008). Young children as active citizens: Principles, policies and pedagogies. Newcastle, UK: Cambridge Scholars Publishing.
• McLeod, L. (2003). Communication in early childhood centres: What are we talking about? New Zealand Research in Early Childhood Education, 6, 99-110.
• Terreni, L. (2008). Providing visual arts education in early childhood settings that is responsive to cultural diversity. Australian Art Education, 31 (1), 68-79.
• The State of Queensland Department of Education and Training. (2010). Teaching and learning: Tomorrow's citizens. Retrieved October 12, 2010, from
• Tileston, D. W. (2007). Teaching strategies for active learning: Five essentials for your teaching plan. California: Corwin Press.
• UNICEF, (2006). UN Convention on the rights of the child: Unite for all children. Retrieved October 12, 2010, from
• Ward, U. (2009). Working with parents in early years settings. Great Britain: Learning Matters.
• Whalley, M., & Pen Green Team. (2001). Involving parents in their children's learning. London: Paul Chapman Publishing.
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