Personal Narrative: My Early Childhood Philosophy

1427 Words 6 Pages
According to Anderson and Holt-Reynolds (1995), student teachers are not aware of their values and beliefs and their impact on teacher’s practice. On reflection, I realized that I myself have evolved within the last one year and my belief about teaching children has changed to working with children. I have discarded my naïve beliefs (Brownlee, et al., 2000), and have developed my early childhood education philosophy on the theories and philosophies I have studied so far. I shall critically examine three aspects of my early childhood philosophy in this essay.
My early childhood philosophy is based on my values and beliefs. I value aroha, honesty, respect, trust and patience in my life. Therefore, all these values are intertwined throughout my
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Research is an asset for practitioners who believe in evidence based practice (Aubrey et al., 2006). “Research is a systematic investigation to find answers to a problem” (Burns, 2000, p.3). It is very important to follow research ethics, which form the basis of an unbiased, meaningful and significant research (MacNaughton, Rolfe & Blatchford, 2001). There are various methodologies in education research like survey, case study, ethnography, experiment, action research, and many more. Action research is one of the most popular research methodology practiced by childhood educators and follows qualitative approach of research (Mutch, 2005). Action research is an interactive process of observation, reflection, and action which results in the improvement of teaching and learning (Levin, 2006). Research plays a very important role for professional teachers who always look for new ways to increase their knowledge about teaching and learning (Suter, 2006). Research helps the teachers to understand various strategies and help them to practice those strategies for the benefit of children. Thus, research is beneficial for students as well and contributes to high quality practice (Rafanello, …show more content…
During my study at New Zealand Tertiary College in Auckland, I was encouraged by my lecturers to ask questions. According to my lecturers, ‘No question was a wrong question’. Continuous encouragement and empowerment given to me transformed me into a confident and competent learner. This led to my critical reflection on my belief and I changed my philosophy from ‘teaching’ children to’ working’ with children. As I reflected, I described, informed and confronted myself and reconstructed my belief (Smyth, 1993). I acknowledged that society and culture plays a vital role in forming beliefs (Varner & Bearner, 2005). Today, I abide by John Dewey’s as well as Urie Brofenbrenner’s philosophy of “learning and doing” and “child and society” (Krogh & Slentz, 2001, p. 58). I believe that children learn by doing things by themselves and democracy in the classroom should be encouraged. Educators should facilitate in children’s learning only at the time of need. It is through scaffolding that children would be able to reach ‘the zone of proximal development’ as stated in Vygotsky’s sociocultural theory. The concept of child empowerment is also significant in Reggio Emilia approach (R7; book; Edwards- earlychildhood; Harvey reading ,2004).

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