My Philosophy
My personal philosophy is constantly developing as I continue to learn and have different experiences in my teaching career. At the current moment my personal philosophy reflects some of the core values and beliefs of the Early Years Learning Framework and the Reggio Emilia approach.
I believe that children learn best when they are explicitly taught a concept through intentional teaching and are then able to explore the concept through a variety of creative, hands-on and engaging learning experiences. Intentional teaching uses strategies such as “modelling and demonstrating, open questioning, speculating, explaining, and engaging in shared thinking and problem solving” (Department of Education, Employment and Workplace Relations [DEEWR], 2009, pg. 5). I feel that these strategies, among others, are essential to promote children’s active engagement and create connections that will assist them in their life long learning journey.
I also believe that play is essential as it provides children with the opportunity to “learn as they discover, create, improvise and imagine” (DEEWR, 2009, pg. 5). Play within an open-ended environment allows children to use the knowledge they already have to explore and discover, which helps to build new understandings. Play also offers children the freedom to interact with their peers, which stimulates their emotional and social development and allows them to practice skills such as developing relationships, negotiating and cooperating with others, taking turns, listening, using and understanding verbal and non-verbal communication (Kids Matter, n.d.). These are all crucial skills that are learnt throughout childhood, which shape children into successful members of society.
I feel that the environment plays a crucial role in child’s learning and should contain natural and authentic materials that are carefully considered for their purpose. The space that a child is in everyday should “invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and promote a connection with nature” (DEEWR, 2009, pg. 6). A child’s learning environment should be flexible and ever-evolving, stemming from and encouraging children to explore their interests and curiosities (“What is the Reggio Emilia Approach?, 2013). No two children are alike and through a supportive, stimulating environment children can learn how to express themselves and present their ideas in a way that best suits them.
As I previously mentioned, my personal philosophy is constantly developing as I continue to grow as an educator, however the one thing that remains the same is that I intend to create a safe, warm and nurturing environment which provides children with opportunities to grow, develop skills for life long learning and reach their full potential.
I believe that children learn best when they are explicitly taught a concept through intentional teaching and are then able to explore the concept through a variety of creative, hands-on and engaging learning experiences. Intentional teaching uses strategies such as “modelling and demonstrating, open questioning, speculating, explaining, and engaging in shared thinking and problem solving” (Department of Education, Employment and Workplace Relations [DEEWR], 2009, pg. 5). I feel that these strategies, among others, are essential to promote children’s active engagement and create connections that will assist them in their life long learning journey.
I also believe that play is essential as it provides children with the opportunity to “learn as they discover, create, improvise and imagine” (DEEWR, 2009, pg. 5). Play within an open-ended environment allows children to use the knowledge they already have to explore and discover, which helps to build new understandings. Play also offers children the freedom to interact with their peers, which stimulates their emotional and social development and allows them to practice skills such as developing relationships, negotiating and cooperating with others, taking turns, listening, using and understanding verbal and non-verbal communication (Kids Matter, n.d.). These are all crucial skills that are learnt throughout childhood, which shape children into successful members of society.
I feel that the environment plays a crucial role in child’s learning and should contain natural and authentic materials that are carefully considered for their purpose. The space that a child is in everyday should “invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and promote a connection with nature” (DEEWR, 2009, pg. 6). A child’s learning environment should be flexible and ever-evolving, stemming from and encouraging children to explore their interests and curiosities (“What is the Reggio Emilia Approach?, 2013). No two children are alike and through a supportive, stimulating environment children can learn how to express themselves and present their ideas in a way that best suits them.
As I previously mentioned, my personal philosophy is constantly developing as I continue to grow as an educator, however the one thing that remains the same is that I intend to create a safe, warm and nurturing environment which provides children with opportunities to grow, develop skills for life long learning and reach their full potential.
References:
- Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from https://www.education.gov.au/early-years-learning-framework-0
- Kids Matter. Component 2: Developing children’s social and emotional skills. Retrieved from https://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pdf
- What is the Reggio Emilia Approach?. (2013). Retrieved from http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/