Teaching Philosophy in Early Childhood Education

Paper Summary:

This paper discusses the writer's views and philosophies regarding early childhood education. It describes the importance of early childhood education in society and the legal codes that apply to it. The paper then discusses the role parents can play in a child's education and how this role can be facilitated by the educators. It also looks at how diversity can affect education. Finally, the paper discusses the writer's teaching philosophies.

Table of Contents:
The Importance of Early Childhood Education
Legal Codes Relevant to Early Childhood Education
Parenting Cooperation
Diversity in Education
Teaching Philosophy

From the Paper:

"My teaching philosophy is significantly influenced by diversity in age and ability as I have experienced the breadth of such as a student and an ECE professional. In ECE the main aspect of philosophy that influences the ability to help all students is flexibility. Open ended project bases with reflective pre-reading and constant supervision and support are the key to the development of skills that manifest as flexible enough to support diversity of age and ability. Another practical application I have found essential to such development is multi-age mentoring throughout the day. Older children and younger children and children of varied abilities can be partnered to help one another understand concepts an learning materials and if the experience is positive it helps develop self-esteem and camaraderie among students who them begin to understand the staged process of learning. One way that I have tried to help ensure that such interactions are positive are by applying concepts from the Different and Same supplementary curriculum as it attempts to model good behavior for students with regard to diversity in age, ability and even race."

Sample of Sources Used:

• Dahlberg, G., & Moss, P. (2005). Ethics and Politics in Early Childhood Education. London: RoutledgeFalmer.
• Domrowski, S. C., & Gischlar, K. L. (2006). Supporting School Professionals through the Establishment of a School District Policy on Child Maltreatment. Education, 127(2), 234.
• Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The Hundred Languages of Children: The Reggio Emilia Approach--Advanced Reflections (2nd ed.). Greenwich, CT: Ablex.
• Etscheidt, S. (2006). Least Restrictive and Natural Environments for Young Children with Disabilities: A Legal Analysis of Issues. Topics in Early Childhood Special Education, 26(3), 167.
• Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Continuum.

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