Welcome to my personal professional philosophy of learning and teaching. As an aspiring early childhood educator I believe good teachers never stop learning, so presenting my philosophy as a blog allows me to continually add to and reflect upon my practice throughout the rest of my education career.

                      

As an aspiring Early Childhood educator, strong values and beliefs are significantly based upon children’s growth as developmental, whereby a safe and nurturing environment supports the physical, social, emotional, cognitive and aesthetic development of the ‘whole’ child. The work of Reggio Emilia greatly influences this personal professional philosophy, whereby natural development of children and the close relationships that they share with their environment is fundamental. Furthermore, the teacher is considered a co-learner and collaborator with the child, not just an instructor. With this great power, educators can influence children’s lives through rich learning experiences and foster an environment which is both demanding and supportive. However, with great power comes even greater responsibility and in turn making the work of teachers more complex than ever before. Each day, Early Childhood teachers face dilemmas whereby legal and ethical dimensions of their work and constant struggles over schooling (curriculum, assessment, funding, accountability etc) produce even more complexities for teachers (Newman & Pollnitz, 2002). Today’s teachers not only need to be resourceful, adaptable and knowledgeable, but they also have to be activist professionals, capable of being discerning, imaginative problem solvers able to deal with constant and relentless social, economic and technological change (Groundwater-Smith, Ewing & Le Cornu, 2006). The following philosophy will include personal values, beliefs on early year’s learning as well as the strong vision I hold as an upcoming Early Childhood educator.

Image of the Child

With the belief that “childhood is an adult imposed, socially constructed and culturally transmitted concept”, Sorin and Galloway, (2006) it is fundamental to have great understanding of the multiple constructs of children and childhood and consider how these internal images influence the way we work with young children, families and communities. It is fundamental to not hold limited vision of childhood and have full grasp of multiple understandings of childhood, so as to guide children successfully into the future without restriction (Sorin and Galloway, 2006). Being aware of contemporary practice and being able to continually re-conceptualise or rethink our own views of children and childhood with respect to current theory and literature is essential. In addition, it is vital that educators respect children as capable learners and include them in the decision making process within a guided environment. As today’s image of the child is central to the Reggio Emilia approach, educators are required to allow children to voice their opinion on matters that affect them (UNICEF, 1989). This requires educators to not view the child as a passive recipient of knowledge, but to partner the child in the curriculum decision making process (Lancaster, 2006 as cited in VCAA, 2008). As a 21^st century educator this understanding of children will guide future curriculum and decision-making in order to give children rights, voice, agency, choice and power.

 Play Based Learning

Play is the essence of early childhood. As acknowledged in a number of early childhood curriculum documents, such as the Early Years Curriculum Guidelines (QSA, 2006), Building Waterfalls: A Living and Learning Curriculum Framework (C&K, 2006) and Belonging, Being & Becoming, The Early Years Learning Framework (2010), play is a central component in young children’s development. Simply stated and highlighted in the Early Childhood Australian's Code of Ethics (2006), “all Early Childhood educators accept and honor a child’s right to play as both a practice and environment for learning, viewing children as capable learners and building an active environment of engagement and investigation”. With this knowledge that play is the primary route of learning for young children, it is up to us as educators to facilitate and encourage play as the central and essential focus in an early childhood program.

The Role of the Environment

As identified, the Reggio Emilia approach reflects this philosophy. In much research it has been said that children learn best in an environment which allows them to explore, discover, and play. The organisation of the physical environment is a core value to the Reggio Emilia approach and is often referred to as the child’s “third teacher” and therefore as having equal importance as the teacher (ECA, 2011).  A well-designed and structured environment can support and enhance all areas of children’s development and learning, just as a poorly planned environment can detract from overall development and learning (ECA, 2011). The work of Urie Bronfenbrenner can lend insight into how the environment can teach. In his work examining the interaction between children and their environments, Bronfenbrenner developed the concept of bidirectionality, which states that the child impacts the environment, and is in turn impacted by the environment (Katz, 1987; Ceci, 2006). The Reggio Emilia Approach’ comprises that environments should be aesthetically pleasing and therefore must be included as a vital part of the early childhood curricula.

Diversity and Prejudice

Difference and diversity defines our society and as a result our attitudes and level of acceptance of these differences determine the manner in which we conduct ourselves. By encouraging a raised awareness of diversity, we are in a more informed position to recognise prejudices and ensure that they do not narrow our vision. A teachers attitude towards social inclusion, behaviour, classroom management and the labelling of students can have a huge impact on the child’s ability to ‘belong’ within his or her school and classroom environment (Hyde, Carpenter, Conway, 2010).  Supporting children with diverse needs, abilities, disabilities, background, language, gender or socio economic status and having the confidence to recognise and celebrate these differences is vital for the Learning Manager to achieve an inclusive learning site. It is important that the Learning Manager considers personal attitudes and is aware that these attitudes reflect an acceptance of difference and diversity and are then in turn modelled to the class (Hyde, Carpenter, Conway, 2010) . Building a healthy respect and acceptance in the classroom between teacher and students, results in an enhanced responsibility for the well-being and education development of the student (Obrien, 2001). Essentially, acceptance of diversity within the classroom aids educators into successfully implementing a curriculum that is sensitive to student difference.

Social Capitol

An understanding of children from a sociological, cultural or ecological perspective requires us to acknowledge the diverse characteristics of many aspects of our social contexts, and to consider how these contexts influence the prevailing views or values of our society regarding these issues (especially in relation to children's contexts) (Leonard, 2005).  When a child starts school, they bring with them certain 'capitol' acquired by means of family relationships and early experiences.  It is the responsibility of the educator to grow this capitol with individualised programs that offer experiences and knowledge to ensure children are able to accumulate and 'spend' this capitol to reach their full potential in life (Leonard, 2005) .  It is therefore essential that educators recognise and understand not only the child as an individual but as an integral part of their family and culture in whatever form it takes. Promoting strong relationships with families helps facilitate total understanding of our learners to most effectively assist in their accumulating life long ’capitol’.

Differentiation

To provide a beneficial learning environment and experience for your students requires an in depth understanding of their individual diversities. To ‘know your learner’ is to have a knowledge and understanding of each individuals characteristics, as effective learning and teaching is formed on the understanding of the learner (The Learning Place, 2011). In a classroom with diverse ability or disability learners it is fundamental to consider that all children have a right to high quality education, that every child can learn and that every teacher learns from their learners (McInerney & McInerney, 2006). Through knowing learners and forming relationships with them, Learning Managers will have greater understanding of how to manage inclusion in the classroom. 

Teachers Roles and Responsibilities'

As established, there are many complexities in teacher’s professional work. Because of social, political and economic change, teachers hold many roles and responsibilities both inside and outside the classroom. Some of these roles and responsibilities include effective pedagogy, curriculum and assessment as well as the importance of strong relationships between all stakeholders, for example families.

Curriculum and Pedagogy

Advocating for play based learning programs requires educators to acknowledge the many curriculum documents and understand the similarities, differences and the unique visions they hold for young children. Curriculum can be seen as guide for educators where consideration for the interests and needs of children are used to create an environment enriched with opportunities and experiences to explore, discover, problem solve and most of all to learn and make sense of the world around them (ECA, Successfully implementing curriculum can often be a difficult task. The responsibility of the educator is to ensure relevance within the content and procedures of the curriculum for future lifelong learning for children with varying cultures and interests heading into a world of globalisation and future issues. Furthermore, with an ever-increasing culturally and linguistically diverse student body there is great importance of incorporating a curriculum with critical pedagogical principles in order to prepare educators for possible harmful practices within schools and classrooms (Bartolome, 2004). Education is about influence and it is not objective. Teachers do not simply implement curriculum, but bring their own knowledge and identities to the construction of a transferable curriculum with children. The essential part of this involves listening to the children on matters that concern them in the Early Childhood programme and adapting the learning environment in response to them so that ‘the children are not shaped by experience, but are the ones who give shape to it’ (Malaguzzi, 1998 as cited in Page, 2000).

Digital Clasrrom

Information Communication Technologies (ICT’s) are increasingly making an appearance in today’s classrooms and schools and much focus has been concentrated on how good design of physical learning spaces and effective use of ICT can maximise teaching and learning (DEERW, 2010). Consequently, ICT is best integrated into general teaching and learning in the classroom rather than a separate entity (DEERW, 2010). E-learning design should be grounded by sound theoretical principles and authentic, learner centered pedagogies, significantly building higher order thinking which is valued by the learner. ICT’s in the classroom have the capacity to encourage a hands-on interactive approach to learning and teaching that previously has not been available. This form of classroom technology is responsible for the change from passive acquisition of knowledge to active construction of this knowledge in a fun but structured way (ADB, 2009). An evolving trend in pedagogical development is evident with online learning tools creating a more collaborative learning environment than ever before (ADB, 2009). The underlying basis of the Engagement theory is that students should be meaningfully involved in their learning through interactive worthwhile tasks which promotes working collaboratively, project based learning and authenticity (Kearsley & Shneiderman, 1999). With the knowledge that children of today are digital natives entering into our ever evolving world, future curriculum decision making is influenced and guided by the theory that the effective use of ICT’S in the classroom enhance and transform learning. 

Assessment

Assessment that promotes and encourages creativity is one factor that is fundamental for successful student learning. Providing students with authentic assessment can enhance students’ performance by creating tasks that has meaning with real world contexts (Wiggs, 1993). Assessment becomes authentic when students can make decisions, clarify confusions, create new products and ideas, solve problems and analyse systems (Wiggs, 1993). If students feel engaged in their learning by using knowledge in engaging and relevant situations, and become involved in the construction of their tasks, students will extend their knowledge and creativity. Bartle (2011) asserts that learning emerges from creative processes in unpredictable ways. If students are provided with sufficient opportunities to have choice in assessment that is suited to their interests, ability and preferred learning style, a classroom environment that promotes collaborating, communicating and sharing ideas is created (Bartle, 2011). Furthermore, the effective use of formative feedback and simple reflection strategies through the assessment process encourages creativity as it enables students to take risks by providing choice and opportunities for self-direction (NACCCE, 2005). Davies (2001) emphasises that a safe learning environment for risk taking and focused goal setting supports and enhances learning (Rate, 2008). As a future Learning Manager, implementing well designed and authentic assessment to encourage mastery and enhance student learning is fundamental.

Partnerships

One of the major principles of good professional early childhood practice is the image teachers have of themselves as partners with the stakeholders involved in Early Childhood Education and Care. Having close relationships with parents, children, community and colleagues is essential when maintaining professional relationships. Much research dictates the importance of partnerships as privileged in all Early Childhood documents, for example the Queensland Kindergarten Learning Guideline emphasise the importance of partnerships through the ‘engaged parent.’ They state “Parents play a vital role in fostering and sustaining children’s long-term learning and development” (QSA, 2006). The National Quality Standards emphasise the importance of relationships with children and collaborative relationships with families and the community (ACECQA, 2011). They affirm that relationships with children that are responsive, respectful and promote children’s sense of security and belonging, give children the opportunity to explore the environment and engage in play and learning (ACECQA, 2011). Furthermore, they believe collaborative relationships with families and the importance of community partnerships based on active communication, consultation and collaboration are fundamental to achieving quality outcomes for children (ACECQA, 2011). These roles and responsibilities to foster strong partnerships is fundamental.  

Dilemma’s in Early Childhood

"Play provides opportunities for children to learn as they discover, create, improvise and imagine” (Early Years Learning Framework, 2010)

There is no doubt play is essential for good development and growth for children, but ensuring play is implemented in a way that successfully supports learning can often be a challenge for educators. It is extremely important that Early Childhood professionals know how to express the importance of play and the reasoning behind play based programs to all stakeholders. Hughes & MacEwan (2005, p. 14) state that "supporting children’s play is more active than simply saying you believe that it is important". Learning Managers have a fundamental role in designing and supporting an environment that encourages play and knowing how children best learn. Having great knowledge and understanding on developmental theory, cognitive theory, sociocultural theory and ecological theory will allow me to understand how children best learn and advocate for play in an early childhood setting. Theorists have had a great impact on defining the importance of play for Early Childhood educators. By providing quality programs and environments for play, early childhood educators can realize the potential of the impact of play on young children and effective learning (Rogers & Sawyers, 1988).  Play intertwines activities that theorists believe are fundamental to enhance development that offers ongoing learning for the growing child (Jensen, 2010). The work of Piaget, Vygotsky, and Bronfenbrenner and their theories of child development have helped early childhood professionals understand more about how children best learn. These theories have introduced new dimensions of knowledge on how learning is different for younger children (NAEYC, 1996; Wadsworth, 1996 as cited in Jensen, 2010). It is fundamental that early childhood educators advocate for play based learning with leadership and confidence to ensure the best future for all children. 

By understanding all the constructs of childhood and seeing children as capable and competent learners, educators have the capacity to lead children into the future.  Strong leadership must prevail in advocating for the concept of 'the environment as the third teacher' and the notion that children learn best when they are able to interact with their environment.  Managing diversity and celebrating differences by maintaining strong relationships with all stakeholders will see Learning Managers commanding successful learning in inclusive classrooms.  With the role and responsibilities of educators being met with increasing challenges, strategies to deal with ethical dilemmas and professionalism within the classroom as well as effecting appropriate pedagogy and insuring relevance in implementing curriculum are fundamental to success. Throughout this philosophy many personal views and beliefs have been explored.  The way I see myself as a future Learning Manager for Early Childhood revolves about my role as an initiator of informative lessons in a stimulating, engaging, protective and professional atmosphere.

References

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