My Philosophy of Teaching
Teaching to me is a two way street, I teach my students and they teach me. It is a collaborative effort. My teaching is child-centred (Gordon & Browne, 2011), based on the interest and needs of my students; using a variety of different media and strategies to encourage learning.
My Philosophy of Learning
Gardner’s theory of multiple intelligence (Morrison, 2009) has taught me that children learn in different ways. Piaget and brain research (Gordon & Browne, 2011) also showed me that children learn by making meaningful connections, when the brain is developmentally ready and primed for learning. Vygotsky and Dewey (Morrison, 2009) has also greatly influenced my belief that children’s learning should be done among friendly faces, sharing experiences, conversations and learning from each other through hands-on interactions and play. Learning can be direct or vicarious… ...view middle of the document...
I set the stage for learning, and stand at the side observing while they shine, giving them a little boost when needed, and assessing their learning. I am not perfect, nor do I know it all, therefore I reflect on my work and constantly seek to improve. Teaching is my calling.
The role of the environment
I believe the environment is my teaching aid, so I try to create positive, warm, inviting, enriched, engaging indoor and outdoor environments; full of wonder and enlightenment that encourages children to reflect, experiment, be creative, imaginative, critical, and curious.
I agree with Montessori, Frobel and Piaget (Morrison, 2009), that there should be materials that challenge children, encouraging skill building through play. Like Montessori, I believe the equipment and furniture should be just the right size for little hands and feet, encouraging independence and self-discovery.
The role of the family
My experiences as a divorced, single mother makes me reflect on my students’ families. Like Bronfenbrenner (Swick & Williams, 2006), I have a greater understanding and empathy for the struggles they face and how family dynamics can greatly impact the developing child. So when the single mother of a student I taught confided that she had no money to contribute to the class party, I empathized and contributed the funds myself. The family is a very important part of a child’s life and should be my partner, working together in the best interest of the child.
Gordon, A. M., & Browne, K. W. (2011). Beginnings and beyond: Foundations in early childhood education (8th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Morrison, G. S. (2009). Early Childhood Education Today (11th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Swick, K. J., & Williams, R. D. (2006, April). An analysis of bronfenbrenner's bio-ecological perspective for early childhood educators: Implications for working with families experiencing stress. Early childhood education journal, 33(5). doi:10.1007/s10643-006-0078-y