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Philosophy Of Early Childhood Education

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Philosophy
The primary purpose for early childhood education is to foster the development of emotionally healthy children and to stimulate their natural interest by allowing them to become creative, competent and productive independent thinkers. This allows them to understand the various kinds of intelligences through hands-on exploration of their indoor and outdoor environments that cultivate their optimal social emotional growth as well as their physical and intellectual skills.
Teacher
The primary role of the teacher is to capitalize on the extension of the children’s natural interest in the world about them in order to build and to produce not temporary students, but lifelong learners. The teacher serves as an enthusiastic facilitator observing …show more content…

Children want to choose activities for themselves. It is through exercising their wills in the classroom that the children gradually develop self-discipline and the ability to concentrate on simple to complex lessons and activities. The hands-on learning environment provides children with the opportunities to undertake extended time exploring through inquiry and project based learning using problem-solving skills and organizing thoughtful decisions.
The teacher uses open-ended questioning techniques to provoke ideas and provide opportunities for the children to express their knowledge through projects and make connections with the learning and experiences. With theses tools, the teacher works with the co-teacher to research, design and create curriculum for the children to further explore, communicate with parents and foster a strong parent, school and community partnership
Child as a …show more content…

It needs to be designed with a depth of understanding of the children’s cognitive level of understanding including their social, physical and emotional needs. It needs to encourage children and their teachers to explore, question and discover in a stimulating environment. Topics for study need to be captured from observing children in action, their ideas, hypotheses and theories and their discussions about their community or family events, as well as their interests.
Team partnership is an essential component of the curriculum. Teachers work together to formulate the possible direction of the curriculum, including the in-depth studies based on the concepts, ideas and interests of the children.This also includes the materials needed and parent and/or community support and involvement, and the duration based on the children’s interest that can last one week or continue throughout the school year. Learning is seen not as a linear process but as a spiraling

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For family involvement, I have designed a schedule where each parent makes at least two visits to interact with the children in the classroom. I have also enlightened parents on the need for interacting with children at home and how they need to do so to help with their development. I have implemented community based care by having other teachers in other classes involved with the children I teach and vice-versa. 7. How do you think the whole environment is a factor in a child's education?

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885 Words | 4 Pages

These include a variety of observations including learning stories, jottings, anecdotal records and social interaction mind maps. This documentation provides evidence to support my short and long term planning to promote the children’s ongoing learning. In all my observations, the learning experience were analysed in relation to social, emotional, physical, cognitive and language development. This will allow me to identify children strengths and areas which require additional support. Additionally, it allows me to recognise and celebrate each child’s personal

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Participants should have clear, shared goals that are evidence-based and comprehensive in addressing language, motor, cognitive, creative, social, and emotional needs of the child. With a consistent approach to curriculum, the daily schedule should be based on consistent and predictable routines to create a safe and nurturing environment, taking these guidelines into account. The majority of activities throughout the day should emphasize learning through play while enhancing learning and development of the child through creating lessons and activities that are developmentally appropriate and students are actively engaged. Teachers should be consistently assessing individual growth and development, based on prior knowledge and skill base, to provide lessons and activities that are engaging, developmentally appropriate, and yet are challenging enough to help foster growth based on prior mastery. An intentional and continued assessment of learning and development, including the prerequisite skills needed to foster new learning, should be built into the daily schedule during both teacher directed lessons and child directed

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It is a requirement that all settings have a key person system; each child is appointed a key person to form a relationship with to help them receive the support they need to progress and develop. A key worker is there to ensure the children’s emotional wellbeing is being put first and that positive behaviour is used when dealing with a child’s feelings. Children require a sense of belonging, this is accomplished through inclusion during group activities such as circle time, snack time or small group work. Routines can help a child as they will know what to expect and it will give them various opportunities to interact with their peers. The layout of the tables and resources ensures that a number of children can play and interact together whilst engaged in the same play; the home corner is also a great opening for children to join in and learn from each other.

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853 Words | 4 Pages

Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.

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480 Words | 2 Pages

During these meetings, stakeholders are able to develop relationships amongst community members. At this time, parents are able to see the important role they play in the education process. By providing training and support for parents, district leaders can provide parents with a clear understanding of the task at hand. I am important to communicate the essential role parents have in the education of their child. Furthermore, the creation of the LCAP requires that the community be apart of the decision making the process as well.

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It is also important that we as educators take into consideration that each child and family comes from a unique background with distinct needs. We must work together with other individuals and agencies in a collaborative approach for the benefit of all children and their families.

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This also enables children to take on a positive attitude and approach to their school and learning. When young children witness their school, families, and community working together, they tend to be more successful. Such strategy is also supported by my research findings as Halgunseth, Peterson, Stark, and Moodie (2009) notes “early childhood education programs encourage and validate family participation in decision making related to their children’s education (p.

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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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Strong emphasis is given on nurturing relationships with the families of young children and functioning collaboratively with other professionals. The program offers a series of coursework encircling infants, toddlers, preschoolers, and primary children. Through student teaching, field placements, and practical learning, students build up competence in the use of developmentally appropriate methods and practices. Major themes within the program comprises of understanding and admiring family diversity, supporting families in their roles with young children, and addressing the necessities of children with special needs in comprehensive

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These extended projects, which involve a variety of jobs and tasks, are effective tools to allow for children to appreciate the experiences, diversity, and cultures of their peers (Katz & Chard, 2009, New & Kantor, 2009). During projects, the children come together to work on various tasks and research to accomplish a long-term project, such as researching and creating a class garden. Children work independently and in small groups to research and understand the topic and what it entails, and then the responsibilities attached with the project are divvied out. As children observe the different contributions of their class members, they become more aware of how each person can be an important contributor, regardless of their backgrounds. This promotes the child’s ability to empathize with others, a quality that is essential to healthy emotional and cognitive development.

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Therefore, students need to be helped perform at their level of ability in order to succeed. Building a strong parent-teacher relationship will benefit the three participants; the parent, the teacher and most importantly, the child him/herself (Holdaway, 1979). Continuous contact and help from the parents will help the educator relate his/her classroom environment with what the students experience within their home environment. Therefore, this puts the responsibility on all the adults present in the child’s life to ensure that the experiences that the child is facing are helping him/her extend his/her learning achievement (Dombro,

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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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It is true a partnership providing two way information flow from the teacher to the parents about the child’s classroom achievements and persona and from the parent to the teacher about the complementary elements in the home environment. It provides the mechanism

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THE IMPORTANCE OF EARLY CHILDHOOD EDUCATION IN THE USA 1.Introduction Early childhood is an essential stage of life in terms of a child 's physical, intellectual, emotional and social development. Growth of mental and physical abilities progress at an amazing rate and a very high proportion of learning takes place from birth to age six. It is a time when children particularly need high quality personal care and learning experiences. Approximately 60 to 70 percent of preschool-age children in the USA attend an early childhood program or child care program out of the home, according to the American Academy of Pediatrics.

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