Explore this Free Assignment Sample on early childhood educator philosophy to see how beliefs, EYLF alignment, teaching strategies, and educational theories are clearly structured. Get expert Online Assignment Help for early childhood education with well-organised analysis, clear explanations, and properly referenced academic support from qualified professionals.
Educator Philosophy and EYLF Aligned Teaching Practice
Role as an Educator
This perception is particularly important in the context of an educator in an early childhood setting being the architect of the child’s learning environment (Berti et al., 2019). Just as an architect makes an environment workable and motivating, I build an educational environment in which each of my young students is ready to learn and develop as an individual. My work entails thinking through the experiences to foster each child’s curiosity and to scaffold the children to attain the knowledge that they require.
Beliefs and Values
That is why I strongly believe that early childhood education should be a comprehensive process in which each child is appreciated. Several reasons make me a supporter of equity and inclusion; for example, every child, able or disabled, should be allowed to learn (Christopher et al., 2022). Similarly, as an early childhood teacher, I also hold high regard with the children and their families where rapport is the key to the creation of quality teaching.
Education Aims
In my opinion, early childhood education should comprise the following goals: children’s love for education, their social and personal growth, as well as the crucial tools and knowledge they will need in life. In the early years of child development, education should aim at the child’s identification and self-concept as well as interact and learn communicative skills and most importantly cognitive skills that will enable him/her to reason (Christopher et al., 2022).
Image of Children
I believe that children are interested, and competent and bring talent with them as a container. I view them as equally entitled to participation in the process of learning, and possessing certain rights, which are as follows: This image appears in my teaching practice in that I facilitate learning contexts that enable the children to assume directing roles in the learning processes by exploring, asking questions and reflecting on what they are learning. Thus, each child will feel that they can do something on their own and create a good basis for future success.
Elaboration and Implementation
Link to the EYLF
My major teaching philosophy is compatible with EYLF, especially the principles, including the establishment of relationships based on trust and mutual respect, children’s identity, citizenship and well-being, and the acknowledgement of children as learners. The EYLF identifies five learning themes The five learning outcomes include development of identity, connection with and contribution to the world, well-being, learner capability and communication (ACECQA, 2022). These outcomes reflect my philosophy that each child should acquire education which addresses his or her emotional, social, cognitive, as well as physical self.
High expectation and equity, social and cultural understanding, and learning through reflective practice are some other practice principles under EYLF that also back my philosophy (ACECQA, 2022). Where children are concerned, I always aim high since I am convinced that every child can excel and this is my educational philosophy.
Strategies for Implementation
Creating a Nurturing and Inclusive Environment
First, I will create a learning environment that will foster children’s reception of me and their feelings of safety, value, and belonging to the classroom. This includes the organisation of classroom and classroom furniture to promote the learning needs of all students, including areas for pre-reflective, pre-active, and cooperative learning (Smeplass, 2023). I will integrate multiple materials and resources that will embrace diversity in the culture of every group of children so that one of them can recognize his/her image, values and worth in the classroom.
Encouraging Child-Led Learning
Teaching practice activities will be mostly focused on child-initiated learning activities in which the child is free to follow their own initiative (Vaisarova & Reynolds, 2022). This is in consonance with the EYLF, where children are provided with the confidence and participation required as learners. I will ensure that I do not have a set narrow down approach to teaching as I will engage children in a discovery-based approach of learning. For instance, instead of giving a definite conclusion about an art activity, I will provide an array of items for the children to select and choose how they want to use them and hence, freedom.
Fostering Social and Emotional Development
Being aware of the significance of SEL, I will include meaningful learning tasks for the improvement of the student’s emotional intelligence, empathy, and cooperation. This can be done so by aimed discussions during circle time when children can express their feelings and listen to the feelings of others or group work when children have to work together to solve certain issues (Vaisarova & Reynolds, 2022). Therefore, mainly, I adopted the goals that are the essence of the organization and help create a comfortable atmosphere in which children are accepted and appreciated, contributing to the formation of correct interpersonal relationships between children and teachers.
Incorporating Reflective Practice
One of my teaching philosophies is reflective practice. Frequency of self-observation & analysis: I will frequently evaluate the teaching approaches that I use in class as well as the happenings in class to observe and analyze the learning experiences of the children to adjust the activities regularly. It is crucial to address each child’s specific requirements thus this practice is helpful, and I avoid being predictable in my teaching methods (Vaisarova & Reynolds, 2022). For example, when children engage in certain activities I may have to modify it in a way that suits the children’s developmental milestones or pReferences.
Theoretical Justification
Constructivist Theory
My child-led learning philosophy is grounded on Constructivist theories especially those of Jean Piaget and Lev Vygotsky (Prakash Chand, 2023). In Piaget’s theory, children’s play and exploration are seen as central to cognitive development, whereas Vygotsky’s theory emphasizes social learning and especially the idea of the ‘zone of proximal development or ‘ZPD’.
Social Learning Theory
Another aspect derived from my choice of wheel of learning is that I embrace Al BAERD Bandura's Social Learning Theory whereby I key in on enhancing social and emotional development by observing others (Koutroubas & Galanakis, 2022). I have the strengths of positive modelling and supportiveness so I shall ensure that children learn how to be prosocial and have efficient management of their emotions. Such actions as group work and peer learning are intended to foster such a process.
Humanistic Theory
Carl Rogers, for instance, person-centred theory supports the concepts that require an atmosphere that will embrace the child and accept him or her as a worthy individual. This theory corresponds with my personal and class/core values which entail a special emphasis on diversity and inclusion to enhance enrollment (Yao & Kabir, 2023). My dream is to craft a learning environment in which each child will feel noticed and valued and therefore, be able to develop.
Benefits for Children
These strategies if applied within the framework of the above teaching philosophy will afford several advantages to children in early childhood settings (Yao & Kabir, 2023). When the children feel like they are in charge of what happens in class they attain confidence, and do not consider learning as a chore but engage in it willingly.
