Early Childhood Education Philosophy

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

My values and beliefs about early childhood are, that kids should be allowed to play and have fun while they are learning. Young kids need someone who will be patient, funny, and above all, they need someone who will be loving towards them. “Teaching young children is hard work” (Bredekamp 3). Children who fall under the category of early childhood, should have hands on activities, colorful visuals, and time where they get to choose what they want to do.

My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process

Maslow had created a hierarchy of needs where it is separated in to seven parts, ( physiological needs, safety needs, love and belonging, esteem needs, cognitive needs, aesthetic needs and self actualisation) starting at the bottom with our very basic needs, he believed we do not achieve our full potential without our basic needs met firstly. He applied this theory to children as well and believed if they did not have all of their needs met they would not be able to learn and understand more to their full potential. Even though we cannot attend to every single need of a child in school we try our best to and always ensure them that they have someone to talk to no matter what.

Maslow’s hierarchy of needs (Petty, 2004) theory best describes the needs of people to achieve their best through growth, the need to progress; teachers assist with this therefore ensuring the aforementioned are maintained, valued and practiced by all involved, the teacher will be best placed to develop good relationships with learners and colleagues thus encouraging a more relaxed environment enhancing the whole learning experience.

Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.

This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the

Describe specific methods you would use to promote partnerships with families. About two weeks before school starts, I will send my students a letter in which I introduce myself and describe some activities we will share. I will share how important their contributions are and my desire to partner with them over the year. I will ask questions about the family’s expectations for their child, how they presently support their child with schoolwork, and how you and the school can assist them. I will encourage families to ask me questions about their child or how I can run my classroom that is suitable to their child needs. I will provide each parent with my personal contact information if they have any private concerns or issues questions.

I am writing to you to express my intent to take up professional studies at Jackson State University. I am aspiring to pursue a Doctor of Education with a specialization in Early Childhood at your esteemed university. I have over four year experience working in the education field. I have dedicated my life to the area of Education in the field of Early Childhood. I believe that pursuing a Doctorate at your university will enhance my knowledge and productivity in the workplace and in Educational Administration.

My philosophy is that all children deserve to have a nurturing, and challenging learning environment. I believe early education teachers play a key role in providing children with quality learning experiences that will teach them how to get along with others, and teach them about the world around them. It is the teachers role to use appropriate practices based on the knowledge they have about child development. Then to apply that knowledge when they are creating a curriculum that will encourage the child's emotional, social, and cognitive development. In addition, I believe it is important for the teacher to be a role model for the children. The teachers attitudes, actions, even how they decorate the classroom needs to reflex respect for

The greatest struggle in our educational system is the lack of educators that are willing to activate the students’ interest in the subject. Instead of increasing the students’ motivation to learn, students are being presented with material that is meaningless to them. I believe that effective teaching starts by presenting students with material that seems relevant to them. Presenting fresh ideas to students increases their motivation. Breaking the monotone routine makes students willing to explore new content. It is the teacher’s responsibility to provide students with some motivation that augments the students’ willingness to learn a topic. Learning is a step by step process that will not occur over night. This process requires great effort from both the teacher and the

Early Childhood Education and services should respect multiple cultural ways of knowing, seeing and living. They can achieve this by celebrating the benefits of diversity and having an ability to understand and honour differences. This is evident in everyday practice when educators demonstrate an ongoing commitment to developing their own cultural competence. In the early childhood environment adding a range of diverse resources is one small aspect of inclusion and diversity. Children need to be listened and observed by educators during interaction with resources. Resources need to be discussed and explored with children (DEEWR, 2009). research shows that children's quality early learning experiences lead them to academic success and well-being later in the life (Sylva, Siraj-Blatchford,Taggart, Sammons, Melhuish, Elliot and Totsika, 2006; Clarke, 2009). Broad range of ideas in the early childhood is connected with the principle of equity and diversity and professionals need to address issues of inequality and promote the richness if diversity and differences. To support children's learning and development, educators need to form strong bond with families and communities (DEEWR, 2009). Moreover, children achieve better outcome in learning throughout the life when their diverse strengths and capabilities are identified and supported (Freeman, and Bochner, 2008; Rodger, Braithwaite and Keen, 2004; Changying, 2010). The convention empathises the importance of

I am in love with teaching children. They are always excited to see me and ready to learn every day. Each child is different and unique and learns in certain ways, and I enjoy figuring out specific ways to teach them and help them learn. I am not the kind of teacher everyone thinks of, the typical hair down, pencil skirt and heels, it is more like hair up, karate uniform on, and the black belt tied. I have been taking karate ever since I was seven years old. My parents have been in the martial arts for thirty-one years and have taught me all that I know. After years of long training and many belt tests later, the summer of 2015, I finally achieved one of my biggest goals, which was earning my black belt. Karate is something that I live for, something

I have the fortunate opportunity to work on campus as a student teacher in the Child Development Lab. With no prior involvement in this area, I quickly learned to interact in ways developmentally appropriate for preschool aged children. Finding enjoyment interacting with children influenced me in selecting pediatrics as my volunteer rotation at Carle Foundation Hospital. In this ward, I observe team dynamics, patient-physician interactions, and, importantly, firsthand patient care. My personal interaction with patients resulted in the request to comfort a seven-month-old boy who was alone, crying, and under contact isolation. Without hesitation, I dressed in the appropriate PPE and entered the room to take care of him. My presence, demeanor,

A way teachers can support collaborative relationships with families is that they can offer helpful information to the parents when it comes to their child. Parents that are willing to help with their student’s academics. They simply want the best for their child. If the teacher is constantly offering new information to the parents this can help the parent to get involved with their child’s academics. According to the article Facilitative Conferences: Parents and Teachers Working Together it was stated that, when teachers have conferences with parents it helps find additional useful consequences while parents obtain recommendations about certain methods in which they may be capable to accommodate the learning styles and essentials of their child (Simmons, 2002, P.90). Teachers can provide extra worksheets or even websites so that parents can help with their child’s success in their education. It was also stated that parents may want to have some information about how to assist their children with homework. Some parents may not know how go about with homework, therefore it is important that the teacher is