Philosophy of Early Childhood
A personal philosophy of Early childhood Education
My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process. The National Association for the Education of Young Children states that high quality, developmentally appropriate programs should be available for all children. Bredekamp, S., and T. Rosegrant. 1992. Reaching Potentials: Introduction. In S. Bredekamp and R. Rosegrant (Eds.). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children,* vol. 1, pp. 2-8. Washington, D.C.: National Association for the Education of Young Children. This is a statement that I firmly believe in and hope to incorporate in my teaching career. Young children before the age of eight, have an enormous potential for growth and achievement. And it is my philosophy that they have to right to fulfill their possibilities. A young child who is nurtured to reach for his or her educational goals from an early age and has been instilled with self-confidence will continue to pursue educational goals as he or she matures .
2. I have learned that an early childhood teacher immensely impacts the learning experience of the young children entrusted in his or her learning environment. Early childhood teachers make decisions each day on how best to present concepts to be learned, what is appropriate for a specific child given that each child comes to the learning center from diverse backgrounds and needs and how to nurture and support growing development in each child. As an early childhood teacher I would strive to provide information in a creative manner, engage children in
My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process. The National Association for the Education of Young Children states that high quality, developmentally appropriate programs should be available for all children. Bredekamp, S., and T. Rosegrant. 1992. Reaching Potentials: Introduction. In S. Bredekamp and R. Rosegrant (Eds.). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children,* vol. 1, pp. 2-8. Washington, D.C.: National Association for the Education of Young Children. This is a statement that I firmly believe in and hope to incorporate in my teaching career. Young children before the age of eight, have an enormous potential for growth and achievement. And it is my philosophy that they have to right to fulfill their possibilities. A young child who is nurtured to reach for his or her educational goals from an early age and has been instilled with self-confidence will continue to pursue educational goals as he or she matures .
2. I have learned that an early childhood teacher immensely impacts the learning experience of the young children entrusted in his or her learning environment. Early childhood teachers make decisions each day on how best to present concepts to be learned, what is appropriate for a specific child given that each child comes to the learning center from diverse backgrounds and needs and how to nurture and support growing development in each child. As an early childhood teacher I would strive to provide information in a creative manner, engage children in