Spencer Castle !

Anthony Shearer

Curriculum Position Statement

A personal philosophy underpinning learning, teaching and assessment in the P-3 years

This philosophy statement was written to further my knowledge on diversity in early childhood education from Prep to year 3.

- Children and how they learn

I believe that children learn through being agents of their own learning. This is, that children create their own ideas of what it is they are learning and they are guided through this thought process by educators, families and the community. This belief is derived from the Reggio Emilia approach to curriculum that sees children as social beings who construct their own learning (Arthur, Beecher, 2005). Emilia also believes in a collaborative approach to learning that involves educators, children, families and local communities (Arthur, Beecher, 2005). This curriculum approach has helped develop my understanding of how children learn and I will give my students the opportunity to express their learning fully in my classroom by leading the learning.

- Diversity and the curriculum

Diversity refers to the diverse nature of society and the different contexts in which each individual lives and learns. I believe it is important to use diversity to engage curriculum as no two children will learn in the same context as each other. In saying this, I believe this can be done within boundaries that will still allow the educators role to be possible to perform. This is recognised as diverse family structures and changing workforce patterns, including a growing tendency towards portfolio careers, are impacting on society and the way we prepare young people to be effective citizens (QCTS, 2006). As a teacher I will engage diversity by acknowledging each childs context and then assessing how I will adapt my teaching and knowledge of curriculum to include each

Spencer Castle !

Anthony Shearer

student. For example, teaching the class and frequently using sign language, to make James; the child with a hearing impairment, feel more included.

- Nature of knowledge and its relationship to learning, teaching and assessing

I believe that the nature of knowledge is based upon what the curriculum says should be learnt, taught and assessed at specific times in a childs schooling. I believe that a childs capacity of knowledge can be greater or less than that of what is expected of them through curriculum documents. Curriculum cannot be imposed by the outside and legitimately claim to be based on the knowledge of all of us (Apple, 2008). As a teacher I will follow the curriculum documents, however I will also embrace or work with the fact that children develop at different rates and should not be expected to have a certain capacity of knowledge at a certain stage in their education.

- Continuity of learning across and beyond the early years of schooling

I believe that children become familiar with what is presented to them for a period of time and then spend a longer period of time adjusting to change or a variation of what they already know. I also believe that the school and community readiness plays a role in how well children transition into school. This idea is further discussed as research shows that schools themselves make major contributions to childrens readiness, as well as what is know about the importance of community influences on learning (Dockett, Perry, 2007). Because of what I believe, I would create and maintain relationships between the earlier grades/prior to school settings in order to make the transition to the next level of schooling as less daunting as possible for all stakeholders.

Spencer Castle !

Anthony Shearer

- Professional practice and ethics

I believe that teachers are given the correct guidance to make informed practical and ethical decisions for all groups involved in the Prep through to year 3 transition. This belief is formed from following closely the code of ethics which informs teachers that the wellbeing of children is paramount and therefore speaking out or taking action in the presence of unethical practice is an essential professional responsibility (ECA, 2007). I believe that there is no need for separate professional standards for the different age groups of children because it is the adults responsibility to consider what the documents are saying, to then implement them in an appropriate way for the specific context. As a teaching professional I believe it is important to engage in regular consultations about the revision of ethical documents so as my values and beliefs are somewhat apparent through the documents. I will also act in a manner that is in the best ethical conduct for my students.

Spencer Castle !

Anthony Shearer

References
Apple, M. (2008). Curriculum Planning: Content, form and the politics of accountability. In F. M. Connelly, Ming Fang He, J. Phillion (Eds.), The SAGE Handbook of Curriculum and Instruction (pp. 2544). California: Sage Publications.

Arthur, L.; Beecher, B.; Death, E.; Dockett, S. Farmer, S. (2005). Programming and planning in early childhood settings. (4th Ed.). Melbourne: Cengage Australia. (Chapter 8 Curriculum approaches and pedagogies. pp 227 264).

Dockett, S.; Perry, B. (2007) The Role of schools and communities in Childrens school transition. Charles Stuart University, Australia. Retrieved from: http://www.child-encyclopedia.com/documents/dockettperryANGxp.pdf

Early Childhood Australia. (2007). The Code of Ethics. Early Childhood Australia. Retrieved from: http://earlychildhoodaustralia.org.au/pdf/code_of_ethics/code_of_ethics_web.pdf

Queensland Collage of Teachers Standards. (2006). Professional standards for Queensland teachers. Retrieved from: http://www.qct.edu.au/Publications/ProfessionalStandards/ ProfessionalStandardsForQldTeachers2006.pdf