Philosophy Of Early Childhood Education

A philosophy means the theoretical practical perspectives, beliefs and values that underpin practices (Authur, el al, 2012). However, people often call the word ‘philosophy’ such as ‘beliefs’ or ‘values’ alternatively. In addition, the Oxford dictionary (1989) defines the philosophy as the love, study and pursuit of wisdom. The Macquarie dictionary (2005) defines the philosophy as a system for guidance in practical affairs. The two definitions incorporate how we think and talk about our philosophy in the early childhood education. In other word, a philosophy is to include the personal values we bring to our work, the beliefs about the children, learning and families that impact on how we provide for and respond to them, and the policies and

However, the Early Learning Centre philosophy of Great Beginnings Gosnells is similar to my own philosophy, which we all aim to provide a high quality, innovative, developmental and educational learning environment. The Early Learning Centre of Great Beginnings Gosnells’s target is to foster children’s minds, social skills and confidence in a safe environment. Similarly, I think a safe, healthy and supportive environment for children to learn and play are crucial for all children in both child care service and school. Children need to feel safe and secure in order to learn and stimulate their desire to participate (Education World, 2012). In addition, children develop confidence, feel respected and valued in a safe learning environment (ACECQA, 2017, p. 67). Children are more likely to express themselves, share something that they like or unlike, and explore activities with peers in the safe environment because they feel a sense of belonging, being and becoming. In contrast, children who are at risks and unsafe of having their physical health and wellbeing impacted negatively can affect their experiences, learning and wellbeing in the present lives and

Family is the most powerful component that influences children’s lives and learning outcomes are more likely to be achieved if educators work in positive partnerships with families (ACECQA, 2017, p. 150). Due to the positive partnerships between families and child care staff, they are able to share their insights and perspectives about the children and engage in shared decision making to help the children build their strengths and abilities and support families implement their parenting role (ACECQA, 2017, p. 150). Other than building children’s strengths and abilities, the positive environment also promotes children’s mental health and wellbeing (KidsMatter, n.d.). Besides, when children see the positive communication happening between the parents and the staff, they recognise that is it important to build a healthy relationship (KidsMatter, n.d.). Also, it is another way that children can feel safe and secure with the staff and families in the child care service as both sides are respected and supported with each other. Families can benefit from partnerships as well, for example, families get the chances to connect with other families who attend to the service and they can share information together to help the children in the centre. Moreover, with support from staff, families feel