Personal Philosophy of Teaching and Learning

Mission Statement:

"As an early childhood educator, my mission is to create an environment where every child feels respected, empowered, and inspired to discover the world through their own curiosity and creativity. I believe in nurturing a sense of belonging and ensuring each child’s voice is heard, guiding them towards becoming confident learners and compassionate individuals."

Further Explanation:
This mission is rooted in the concept of love-based leadership, which emphasizes a supportive, emotionally rich learning environment (Uusiautti & Määttä, 2013). By ensuring children feel valued, I foster both academic and emotional growth, helping them develop self-confidence and empathy.

Quote:
“The wider the range of possibilities we offer children, the more intense their motivations will be and the richer their experiences.” – Loris Malaguzzi (Gandini et al., 2015).

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Image of Child

Holistic Development:

•Belief:

"Children are intelligent, hardworking, and actively creating builders of knowledge. They are also innately good learners who are at home in spaces where exploration, creativity, and problem-solving are the norm".

•Deeper Connection to Theory:

In the spirit of Malaguzzi’s picture of the child and the Reggio Emilia school, I would like to imagine that children themselves should be the protagonists of their learning (Malaguzzi, 1994). We see this in my teaching practice with telescope and space helmet projects, where children’s thoughts and questions propel the learning experience, and value child agency.

•“Children are not things to be molded but are people to be unfolded.” – Jess Lair (Caukin & Brinthaupt, 2017).

Aims

Additional Example in Practice:

The animal-building activity with plastic animals and wooden blocks taught children about hierarchy and equilibrium, which nourished critical thinking and imagination. They initiated the activity, and demonstrated problem-solving and independent thought, again illustrating Reggio Emilia’s faith in children’s ability.

Image of the Teacher:

Belief:
"The teacher is the learner-initiator, facilitator, and educator who gives children a stimulating environment and the resources to pursue their passions. Being a reflective practitioner, I continue to adjust my method to the needs of each child.

Deeper Connection to Theory:
Inspired by Dockett’s descriptions of early childhood teachers, I am more than a resource (Dockett, 2019). I want to work with kids and learn from them. In tasks such as cardboard rocket making, I make space for children to contribute ideas and lead in an open learning environment.

Expanded Practice: I adjust my facilitation style across various settings, integrating cultural perspectives to support the interests of diverse children. In activities, children are encouraged to bring their backgrounds into learning, highlighting the teacher's role as a responsive guide.

•Quote:

“The art of teaching is the art of assisting discovery.” – Mark Van Doren.

Purpose of Early Childhood Education:

Belief:
" Early childhood education is the seedbed of a child’s lifelong learning. It is not just about learning things – academic, social, emotional, and intellectual ones. It’s when they’re curious, involved, and encouraged to do something about their passions that kids can learn.

Deeper Connection to Theory:
In the sandpit experiment, the children participated in sensorial play, and this all fits into Piaget’s constructivism theory. They practiced cause and effect, problem-solving, and cooperation when manipulating sand, demonstrating how play could be an intellectual tool.

Broader Application: Projects that involve exploring children’s cultural backgrounds, like family-based storytelling or cultural art projects, strengthen social learning and emphasize the sociocultural theory of learning by interaction.

Quote:
“The goal of early childhood education should be to activate the child’s natural desire to learn.” – Maria Montessori (Montessori, 1964).

Theories and Ideas:

•Theory Influences:

·Vygotsky’s Socio-Cultural Theory: This theory This theory highlights the importance of social interaction and mentored learning (scaffolding). During the chicken life cycle project, I scaffolded the kids’ learning by helping but leaving space for art and play.

·Reggio Emilia Approach: I have found that the role of the environment as a "third teacher" is a central concept to my work. This is apparent in the space helmet-making exercise, where the supplies are left open to discussion.

·Constructivism (Piaget): Piaget’s premise that children acquire knowledge through direct experience forms the foundation of my work, for example in the egg-making process with playdough, where kids formed and painted eggs.

Ethical Leadership (Livingstone, 2018): I consider ethical leadership a starting point for building a classroom environment of respect and inclusion. In the rocket project, I was a role model for cooperation and respect

Family and Community Beliefs:

Belief:

"Families and communities are at the heart of a child’s education. Children are supported by a stable, consistent system if educators, families, and communities work together.

Deeper Connection to Theory:

Bronfenbrenner’s Ecological Systems Theory focuses on bridging the classroom and the outside world. I reach out to families through regular contact and encourage them to engage with their child’s education, for example in the metamorphosis project.

Broader Practice: I use diverse methods to engage families, such as family events, newsletters, or home projects that connect classroom learning with children’s family backgrounds, fostering a bridge between home and school environments.

Quote:

“Parents are a child’s first teacher, and we must embrace this foundational role in our teaching practice.” – Bronfenbrenner (Bronfenbrenner, 1979).

Teaching Practices :

•Inquiry-Based Learning:

Children were allowed to ask questions about space through the rocket-making project. This Reggio Emilia-style project learning gave the children freedom of exploration.

•Collaborative Learning:

Vygotsky’s principles were applied to the echidna-building activity using play dough and sticks, in which children worked together to make a model. This cooperation developed their social and fine motor abilities.

•Hands-On Learning:

My hands-on learning activities are demonstrated in the telescope project with the help of children. Making their telescopes was a direct way that they physically confronted the idea of discovery.

Broader Example: Incorporating materials from nature for outdoor play or linking activities to local themes demonstrates my hands-on approach and aligns with the Reggio Emilia concept of the environment as a 'third

•Quote:

“Play is the highest form of research.” – Albert Einstein (Einstein, 1950).

Conclusion:

"My journey as a teacher begins with this idea that all children are capable, curious, and capable. By cultivating their curiosity, cultivating relationships, and teaching in the spirit of inquiry, I strive to help children feel inspired to question, investigate, and find. I want to empower every child to be a life-long student and feel they can forge their future.

Quote:
“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela (Mandela, 1994).

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