Loretta Guppy EDCU202 Anthony Shearer 1

Philosophy Section

Children and how they learn
I see children as competent and capable learners who are powerful and active contributors to
their own learning. I believe they build their own experiences, knowledge and understanding
through their relationships and interactions. This view of children and the way they learn is
supported by Arthur, Beecher, Death, Dockett and Farmer (2005), as they state that children
are resourceful and are valued as learners and teachers. They are powerful, resilient and
successful, with emerging abilities and values that foster the development of a positive
concept of self. It is through relationships and interactions that children learn who they are
and learn to value themselves. My beliefs regarding children and the way they learn imply
that when I teach I will provide children with positive learning environments and provisions
that are conducive to collaboration and independent exploration. I will encourage children to
work collaboratively with others, engaging them in activities that support their self-
expression.

Diversity and the Curriculum
I understand diversity to be the experiences people have and the knowledge they gain from
these experiences. I believe that engaging in understanding diversity, means accepting the
knowledge that children come to school with. Children are involved in a variety of social,
cultural and learning contexts where they engage in ways of knowing, behaving and
communicating (QSA, 2006). Children come to school with diverse understandings,
capabilities and dispositions because they have different social and cultural experiences prior
to starting school (QSA, 2006). As a future educator I aim to create a positive learning
environment in which every child has a voice and feels valued. The ways in which I can
develop and implement a more diverse approach towards my teaching is by shared
collaboration with the children, the families and other members of the community in the
decision-making and planning process.




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Nature of knowledge and its relationship to learning, teaching and assessing
I believe knowledge delivers educational, social and economic benefits for individuals and
societies. Teachers and childrens knowledge and the role these play in early childhood
curriculum and pedagogy are important in extending and enhancing childrens learning. I
believe that knowing childrens interests is important in building relationships and planning
curriculum to extend their knowledge and interests further. I believe learning, teaching and
assessing should be based on Vygotskys socio-cultural theory. Sociocultural perspectives of
knowledge are founded on the social values and history of a culture, and the beliefs that
underpin these (Hedges & Cullen, 2005). A sociocultural view of children as capable and
competent suggests that childrens beliefs might also impact on the curriculum and pedagogy
they experience (Hedges & Cullen, 2005). Therefore, as a future educator I will construct
new knowledge based on existing knowledge and will allow children to be a part of the
decision making process. I will help children build deeper knowledge by assisting them to
make links between the knowledges valued at home and school. I will also ensure children
have a role to play in the decision-making process. Providing opportunities for children to be
part of decision making gives them agency in their own learning (QSA, 2006).

Continuity of learning across and beyond the early years of schooling
I believe it is important for children to have a positive view of their learning environments
and feel they are perceived as competent and capable learners. Dockett and Perry (2007) state
the importance of relationships between families, schools and communities and the influence
they have on childrens transition to school and their ongoing connection with school. As a
future teacher I will ensure I establish positive relationships between each child and their
family and facilitate each childs development as a capable learner, to ensure the transition
from home to the learning environment is smooth. I will provide as many opportunities for
children and parents to familiarise themselves with the school environment and its
expectations as well as their transition through school. Curriculum which broadens childrens
learning, by providing a broadly based, integrated program, is most likely to provide
foundations for success in later learning (QSA, 2006). The early learning areas promote
continuity between curriculum programs in the pre-compulsory and compulsory years of
schooling by providing links with childrens prior learning and the curriculum described in
the KLA syllabuses (QSA, 2006). Continuity can be built through establishing positive
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relationships, by valuing and expanding childrens diverse social and cultural understandings
and by managing transition processes between settings (QSA, 2006).

Professional practice and ethics
I believe ethics is not only legal requirements, but it extends to honesty, equity, integrity and
social responsibility which are the basis to most positive and collaborative relationships.
Newman & Pollnitz (2005) support my beliefs as they state that ethics is integral to culturally
competent communication and collaborative relationships. It informs a socio-cultural
approach to teaching and learning, and enables postmodern ideas to be applied as wise
professional practice (Newman & Pollnitz, 2005). As a future educator I will respect the
relationships between children and their families and incorporate this perspective in all of my
interactions with children (Early Childhood Australia, 2006).




















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References

Arthur, L.; Beecher, B.; Death, E.; Dockett, S. Farmer, S. (2005). Programming and planning
in early childhood settings. (4th Ed.). Melbourne: Cengage Australia. Chapter 6
Developing Philosophies (pages 175 184).


Docket, S., & Perry, B. (2001). Starting school: effective transitions. Retrieved from
http://ecrp.uiuc.edu/v3n2/dockett.html


Docket, S., & Perry, B. (2001). The role of schools and communities in childrens school
transition. Retrieved from http://www.child-
encyclopedia.com/documents/dockettperryANGxp.pdf


Early Childhood Australia. (2006). Code of ethics. ACT: Early Childhood Australia


Hedges, H., & Cullen, J. (2002). Subject Knowledge in Early Childhood Curriculum and
Pedagogy: beliefs and practices. Contemporary Issues in Early Childhood, 3, 1, 2002.


Newman, L., & Pollnitz, L. (2005). Working with children and families: Professional, legal
and ethical issues. NSW: Pearson Education.


QSA (2006). Early Years Curriculum Guidelines. Brisbane: QSA, The State of Queensland.
http://www.qsa.qld.edu.au/downloads/early_middle/ey_cg_06.pdf