Importance Of My Early Childhood Philosophy

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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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Critical reflection is another powerful tool for helping and guiding the teachers to improve their teaching practices (Appleby & Andrews, 2012). Reflection encourages educators to think critically and look at different perspectives of a situation. On reflecting, the teacher gets a proper overview of the situation and it enhances their understanding and knowledge. Reflection helps educators in taking correct and ethical decisions. Therefore leading to professional development and contributes to ‘best practice’ (Brookfield, n.d.; MacNaughton, 2005; Anderson & Holt- Reynolds, 1995). Reflection is an integral part of part of planning and learning as well. Reflection helps educators to evaluate the children’s assessment perfectly. Te Whāriki (Ministry of Education [MoE], 1996), encourages educators to do reflective practice by stating ‘Questions for reflection’ within each …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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