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Philosophy Of Child Development

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In defining my philosophy on child growth and development, I believe that the main foundation focuses on delivering quality services along with effective analysis and intercession for behavioral change. In the analysis of growth and development, the use of multiple tools encourages early childhood programs to assess diverse queries which would relate to design, impact, implementation, sustainability and efficiency, all of which would improve monitoring systems along with innovative approaches to assess quality of services. Using the DAP concept utilizes the NAEYC standards for the best high quality care in the field of education. When combining learning with developmentally appropriate practice, my belief is that a child best learn when …show more content…

The NAEYC has a long-standing commitment to the devel¬opment and support of strong early childhood programs, because represents a sustained vision for the early childhood field and more spe¬cifically for the programs that prepare the profes¬sionals working in the field. Its standards are responsive to new knowledge, research and conditions while holding true to core values and principles of the founders of the profes¬sion. It is designed for use in a variety of ways by different sectors of the field while also supporting specific and critical policy …show more content…

I would incorporate daily routines to help the child to thrive in a structured environment, which helps the child to feel secure, comfortable, and confident within their surroundings. In placing the child as central in the program, we as teachers are dispensers of knowledge and nurturers, so we should continue to redefine and reexamine what we do. I would also greatly encourage parent participation too. Parents are the best supporter and advocates for their children. As the teacher, we provide the welcoming environment, setting the stage for parents and staff to develop a relationship in nurturing their child’s growth. Iinitially the main dialogue between teacher and parent is the safety of the child in their early childhood setting; therefore parents have to be able to develop trust with a provider and feel like their needs, desires, and wishes can be heard. The initial discussions about safety help build the beginnings of trust and a caring relationship, thereby always keeping the door open for parents in their participation and discussions, all in which helps with the child’s

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Identifying and involving oneself with the early childhood field is the first aspect of NAEYC Standard 6. This was met in this assignment through the analyzation of each case study. A deepened understanding of early childhood environments was fostered through this assignment. This assignment also fulfilled another part of Standard 6, knowing about and upholding standards and other professional guidelines. This standard was met in this assignment by each group member recognizing the standards placed in education and how this aids in furthering professional development.

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Use materials that positively reflect diversity and are free from discrimination and stereotyping. The curriculum should be maintained to promote and develop children’s needs by Personal, social and emotional well-being: in particular by supporting the settling in period and promoting each development and providing opportunities for each child to become a valued member of that group and community so that a strong self-image and self-esteem are promoted; Positive relationships, which are secure, responsive and respectful and which provide consistency and continuity over time, are the cornerstone of the child’s well-being. Mutual partnership contributes to establishing harmony and continuity between the diverse environments the child experiences in the early years. The development of connections and interactions between the early childhood setting, parents, the extended family and the wider community also adds to the enrichment of early childhood experiences by reflecting the environment in which the child lives and

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The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014

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Teachers should make every effort to implement certain early intervention strategies, such as recognizing each family’s unique contributions to their child’s education, to create the best possible classroom environment. Lastly, a family’s positive outlook can be maintained through early intervention when they are fully aware of the importance of their partnership with early intervention providers as well as meaningful to the family as a cohesive unit. Early intervention providers have the power to make a difference in a family’s life and should not be taken lightly by all parties involved in the early intervention

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Introduction “The sooner the better” is the ideal tag line for early childhood education. The experiences of children in their early years

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This philosophy fuses many of the different elements of early childhood approaches

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Within this theoretical discussion I will address how current principles of early years’ pedagogy have been affected by the work of pioneers of early years’ education. Modern day Early Years Education has been hugely influenced and built upon the ideas and theories of historic and current pioneers and legislation. The statutory framework for the Early Years Foundation Stage is a legal document that sets out the standards required for the development, care and learning of children aged birth to 5 years. The EYFS must be followed by all schools and Ofsted-registered early years providers. Within the EYFS it is stated that “Every Child deserves the best possible start in life and support that enables them to fulfil their potential” and therefore

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So, it is very essential to share children’s development information with parents and to encourage them constantly to be the important part of their child’s

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When it comes to educating the minds of young children there are many positive benefits, both on a personal level and individually. Creating strong, lasting relationships with the children and families, contributing to the growth process of developing minds, advance personal pedagogy, and so much more. Students’ success becomes your own, and to parents, you become a beacon of support for their child’s development and education. Being an early childhood professional is more than just being a teacher; it’s taking on a role that requires endless patience, forever love, and countless smiles. For me personally, my teaching beliefs and values have always stemmed from personal experiences within the classroom and implementation of curriculum that

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There are many different characteristics and acquired knowledge that are important for an early childhood educator to possess in order to provide quality care to the children. In the first part of this paper we will discuss these key elements and discover how they come together to create an Educator capable of providing high quality care. It's been said time and time again: Great teachers are born, not made. While this is not entirely true, the concept behind it has merit.

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When it comes to creating developmentally appropriate environments, as an infant or toddler caregiver it is important to be reflective and responsive to young children’s needs throughout the day. These areas include: health and safety, physical environment, Language and literacy, social emotional environment, Schedules and lesson plans, and parental involvement. As adults, we are in control of the setting, and therefore, have a great impact on each and every child’s learning process. Here’s an example using an infant and toddler classroom.

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With the development of society, people pay more attention on the early childhood education than ever. It is noted that the knowledge, practices, and experiences that people have in their early years play a significant role in their further academic performance and social life (SAGE, 2002 & Skarda, 2014). Therefore, the behaviour and teaching of early childhood educators are vital, due to the fact that it could influence children’s learning and development significantly (Skarda, 2014). In this writing, the roles of early childhood teachers will be listed and explained clearly below. Also, this writing will provide some examples which could be used in the different age ranges with the supports of relevant theories.

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Throughout this course of four weeks, my perspective of child development has changed drastically in this short amount of time. This was my first class that was related to child development and there was a lot of material that was important to learn and understand. I came to this class with not much knowledge, but I am definitely leaving this class with an abundance of information that I will be able to use in my career or just in general. Discontinuous Within the process of child development, my view is based upon that is children are constantly growing through stages which is a discontinuous process.

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As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.

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