Running head: Kristy Snell SLEE200.

ASS2: Philosophy statement

Assignment 2: Philosophy statement Kristy Snell Swinburne University SLEE200: Children in Context 1 Karen Schneider 17th September, 2013.

Running head: Kristy Snell SLEE200. ASS2: Philosophy statement Childrens lives are lived through and constructed for them by adult understandings of childhood and what children are and should be (Dahlberg, Moss & Pence, 2007). I believe that children require guidance provided by adults who have the knowledge, skills and an understanding of how children move through developmental stages and consider the factors in relation to these stages. There are various factors to be considered when providing educational

experiences for children such as, cultural diversity, community settings, beliefs and values, social contexts and developmental outcomes. The way in which we perceive children has a crucial impact on our professional teaching styles within our practice, policy implementation and the learning experiences and environments we provide for children. A child is a human being in the early stages of its life course, biologically, psychologically and socially; it is a member of a generation referred to collectively by adults as children, who together temporarily occupy a space that is created for them by adults and referred to as childhood (James & James, 2008). I have found that my personal teaching philosophy is changing and growing over time as I gain a deeper understanding of the expectations that I myself as a teacher and families value towards childrens development and abilities; to recognize themselves as leaners with the ability to contribute and the impact this learning has on their future development. Respect for children and their families, no matter their cultural, religious views and abilities, is needed to form strong relationships. I believe these relationships are important for children, families and teachers because they provide the tools to gain trust, understanding and input into the curriculum. It is vital that we consider the way that we define and view the child because our views influence the way that we design and deliver early childhood education. Our image of the child or the lens through which we view children is influenced by both the visuals

Running head: Kristy Snell SLEE200. ASS2: Philosophy statement

that we are exposed to in everyday life and our mental imagery which can be influenced by our experiences, values and beliefs (Holland, 1992). Adults are perceived as nurturers and molders of the child. The adult is expected to control or limit the environment and type of stimulus to which they are exposed to (Buckingham, 1994). I also believe that role modeling appropriate behaviour is a key factor in nurturing children. Providing an environment that is rich, diverse, environmentally sustainable and inviting encourages children to explore their interests and further develop their skills and abilities. These environments need to be constructed in ways that let the learner visit and re-visit experiences over time with the guidance of a teacher. Theorists such as Vygotsky have informed my beliefs about children constructing their own knowledge within social settings where learning helps development to happen. Learning through imitation and instruction of both the teacher and children, enables children to explore the world around them and develop an understanding of their environment. Piagets theoretical view depicts that knowledge comes from interactions from childrens experiences of their world and knowledge structures. These knowledge structures are made up of operational stages including: sensorimotor, preoperational, operational and formal operational periods. Materials and opportunities that are provided for children enable children to move through these operational stages to succeed and develop their skills and abilities as competent learners. Experiences in the early years have a lasting impact on health and wellbeing, learning and behaviour. Brain research has been 'instrumental in the reawakening of interest' in early childhood development, learning and educational experiences and has validated many long held ideas about young children's growth and development evident in both the work of pioneers such as Froebel and Montessori and more contemporary theorists such as Piaget and Vygotsky

Running head: Kristy Snell SLEE200. ASS2: Philosophy statement (Elliott, 2006). The most rapid rate of growth occurs in the first three years where experiences have a significant impact on development. According to Mustard (2007, as cited in Kearns, 2010) experiences during the first three years of life affect neurological pathways, shape emotions, shape language and literacy, shape perceptual and cognitive ability, build and encourage self-regulation and is influential in the physical and mental health areas later in life.

Experiences need to be devised and communicated efficiently and effectively to promote empowerment and challenges for children. I believe providing rich, interesting and age appropriate experiences will contribute to fostering development, well-being, and confidence and create a sense of belonging within a safe and educational environment provide the foundations for interactions and relationships to develop and grow over time. Children develop according to their experiences of the social and cultural world and in relation to what their communities see as normal and appropriate behaviour and development (Edwards, 2009). I believe the Reggio Emilia vision of young children having the opportunity to participate in educational communities that would allow them to develop the skills essential to the building of a democratic society. This vision requires children to be respected and viewed as important members of the community. Focusing on what children are, what children have and what they can do enables positive expectations to be formed and creates a context that values the qualities and potential that I am attributing to children and their families. As an early childhood educator, I consider myself to be following and exploring a pathway involving experience, education and forming values and beliefs that will become evident in my very day interactions with children and families. Providing choices that cater for childrens individual learning styles creates opportunities for children to develop an

Running head: Kristy Snell SLEE200. ASS2: Philosophy statement

understanding of the world in which they belong. These choices can be offered through materials and experiences that reflect cultural, social and holistic approaches to learning. As Nutbrown (2006) refers to the Montessori method which states that learning happens through reflection, concentration and imagination and encouraging learners to be independent in their actions while making their own decisions about what work they should do and how to control their own actions. Creating an environment where the child feels appreciated, through positive interactions and feedback; for realistic and valued expectations of childrens outcomes to be formed through exploring curiosity, wonder, achievement and acknowledgement. By including families, children, frameworks, the community, values and beliefs and their impact on my teaching, the environment and overall desired outcomes that my fellow colleagues and service strive to achieve will provide the foundations and scaffolding for future education and life experiences.

Running head: Kristy Snell SLEE200. ASS2: Philosophy statement References Buckingham, D. (1994) 'Television and the definition of childhood'. In B. Mayall (Ed), Children's childhoods: Observed and experienced, London: The Falmer Press. Dahlberg, G., Moss, P. & Pence, A., (2007). Beyond quality in early childhood education and care (2nd Ed). New York: Routledge. Edwards, S. (2009). Early childhood education and care: a sociocultural approach. Sydney, Australia: Pademelon Press. Elliott, A. (2006). Early childhood education; pathways to quality and equity for all children. Australian Education Review (50). Camberwell: ACER Press Holland, P. (1992). Introduction: Pictures of children: images of childhood in What is a child? Popular images of childhood (pp.36-61). London: Virago Press. James, A. & James, A. (2008). Key concepts in childhood studies (pp.14-16) London: SAGE Ltd. Kearns, K. (2010) Birth to big school (2nd Ed). French Forest, NSW: Pearson Nutbrown, C. (2006). Key concepts in early childhood education & care.

Running head: Kristy Snell SLEE200. ASS2: Philosophy statement Thousand Oaks, CA: SAGE Publications.

Reggio Emilia Australia Information Exchange [REAIE]. (2013). Retrieved 15 July, 2013, from: http://reggioaustralia.org.au/