Introduction

The purpose of this philosophy statement is to cement my understanding and beliefs

about early education. This is seen through the exploration of children, how they learn, the role

of the educator, effective pedagogies and assessment coupled with ethical and professional

practice making links to expectation of the Professional Standards of Teachers at a graduate

level. I will effectively demonstrate how my philosophy will impact through implementation

into early educational settings.

Understanding Young Children and How They Learn

I believe young children are central to the learning process as both partners and directors

of their own learning along with added influence from their social environment. This can be

tracked through progressive developmental stages and milestones conducted in a play-based

curriculum. A child centered approach centres the child as an individual learner originally

theorized Johann Pestalozzi (Hill, Stremmel, & Fu, 2005). This method allows the child to

control the direction of learning, fostering confidence, responsibility and independence which

supports development of personal concept (Salmon, 1998). However, evidence suggests that

educators must take into consideration a child’s sociocultural influences supported by

Bronfenbrenner and Vygotsky (Moyles, 2008). Malaguzzi (1993) arguing that pedagogies based

upon the social and cultural partnership between students and educators provides optimal

education and development within cognition (Feeney, Moravcik , & Christensen, 2012). Social

development is also explored by Vygotsky focussing on the reinforcement of learning through

discourse among parents and peers inside and outside of educational settings (Woolfolk &
Margetts, 2013). Developmental psychology allows for the tracking of learning as children move

through didactic milestones as those based on post-modern theorist such as Erikson and Piaget

(Cannella, 2010) (Woolfolk & Margetts, 2013). Through a collaborate approach to education it

requires a holistic approach with aspects taken from both developmental psychology and

sociocultural influences and using this understanding to shape my application.

This application can be achieved through formation of partnerships between families,

staff, peers and individuals to allow for conveyance of information about the social and

emotional wellbeing of the learner, as well as indicate developmental understandings and

knowledge (Ashton, 2008). It can also be explored by the QATS standard 1.1 knowing students

and how they learn (Australian Professional Standards of teachers, 2010). In using this model

based on understanding of developmental theorists, supports structured planning for child

directed and developmentally appropriate activities. In constructing the educational environment

this model allows for access to flexible, adaptive planning resources for self-directed learning

with access to open ended resources, encouraging exploration and engaging the learner (Hedges

& Cullen, 2005). Provision of time for play and exploration with peers among varying ages

supports social development and is present throughout the overall learning community

reinforcing partnerships and social development. The educator has an important role in

learning, planning, documenting, collaborating and supporting the learner in this setting.
The Role of the Teacher

I believe the role and responsibility of the educator to be able to navigate through the

continually changing landscape of education, to be able to plan, adapt, support, and create

engaging learning activities that are developmentally appropriate, culturally diverse and

inclusive of all stake holders as well as engage in professional growth and development. The

dynamic nature and changes of the curriculum offer a tool in which planning, and

implementation must occur. This has evolved with recent changes towards a national Australian

curriculum creating new insights and ideologies with perspectives allowing for cultural changes.

Therefore, in the foreseeable future changes to the curriculum again are a plausible occurrence.

According to QATS standard 3 to be able to plan and implement effective teaching

activities are integral in a learning environment with the child a partner in this process

(Australian Professional Standards of teachers, 2010). The establishment of learning goals,

provides a clear aim in which educators can work towards to with staff and parents. To be aware

of the community’s cultural beliefs and adapt the curriculum to take this into consideration as in

the example of utilizing family knowledge to explore and create authentic culturally diverse

experiences to expand on this and furthering knowledge (Australian Professional Standards of

teachers, 2010). As an educator I will be required to be adaptable, open to professional

development partnered with the community, sourcing information and knowledge and maintain

the standard of professionalism. QSAT 6.2, 6.3 & 6.4 focussing on professional growth, its

importance and identifiable goals and outcomes providing guidelines assisting educators to

strive for improvement in classroom outcomes (Australian Professional Standards of teachers,

2010).
Effective Pedagogies

I believe that children learn through a creative play curriculum encompassing all areas

including social and emotional wellbeing, physical and cognitive development promoting a

positive self-concept (Hedges, & Cullen, 2005). Through the tools of observation and

assessment, developmental milestones are able to be tracked and documented (Catron, & Allen,

2008) (Hedges, & Cullen, 2005). The use of play-based curriculum is supported by many

theorists, such as Evans who argues “play” for a young child is entirety, from this they gather

multiple skills and knowledge which supports development and leads them through life (Catron,

& Allen, 2008). Creative outlet of play engages the child through varying mediums promoting

growth and knowledge about the child’s-self and the surrounding environment (Catron, & Allen,

2008). Assessment within the early year’s context is important and can be approached through a

variety of methods and from a holistic perspective (Catron, & Allen, 2008). Through this

perspective educators can gather an understanding of the development of the whole child, not a

single developmental areas (Catron, & Allen, 2008). Through these methods educators are able

to adapt and alter the learning experiences

Effective play pedagogies can be seen on a daily basis within the context of early learning

through the use of games exposing and supporting the construction of social values, rules and

discourses and acceptable responses (Catron, & Allen, 2008) (Hedges, & Cullen, 2005).

Assessment in the early years is based upon developmental checklists, data collection, work

portfolios documenting samples and evidencing the development of the learner in the early

childhood setting gives feedback and direction for goals of the individual learner (Catron, & Allen,

2008). Including goal setting, assessing the child’s development through a holistic method and
monitoring by educators (Catron, & Allen, 2008). This documentation also supports a teacher’s

development of the curriculum reflecting upon self-performance and be able to alter planning for

future activities and deem effectiveness. This is demonstrated through standard 5.1, 5.3 and 5.4

(Catron, & Allen, 2008) (Australian Professional Standards of teachers, 2010).

Professional practice and Ethics

I believe that professional practice and ethics within early childhood must be upheld

across all areas of the educational environment and maintained with partnerships and their

entirety (Catron, & Allen, 2008). The decision-making process is one composing confidential

and personal information that must only be utilized to nurture and support the learner in this

transitional environment and provide safety for the individuals supporting the ethical position

required of educators (Queensland government early education and care, 2008) (Catron, & Allen,

2008). Professional practice and ethics is mandated by policy and education within legislation.

Therefore, the practice of being professional and ethical is an integral aspect of the classroom.

QAST explores this in standards 6 and 7(Australian Professional Standards of teachers,

2010). Standard 6 looks at professional learning to improve teaching seen through a range of

methods. Information sourced through colleagues provides access to vital information forming

strategies and gaining further perspective (Australian Professional Standards of teachers, 2010).

Australian government and Early childhood code of ethics doctrines the interaction with partners

and caregivers from a professional position considering family requirements, values, cultural and

religious positions (Australian Professional Standards of teachers, 2010) (Queensland

government early education and care, 2009). Accessibility to these resources and validation

assists educators in both professional and practical reflections outlining the ethics involved

(Catron, & Allen, 2008.)

Conclusion

To conclude I believe that children learn individually through variety of different

methods individual to each child. Consequently, my personal understanding within these areas

will effetely govern how I present myself within the context of the learning environment impact

everyone involved.