Ashleigh Elmslie S00129509 !

This philosophy statement has been designed to guide my practice as an early

childhood educator.

Children and how they learn

I believe children learn best when they are actively engaged in their environment.
Therefore, play-based curriculum will be the preferred mode of delivery for my
teaching pedagogy (Arthur, Beecher, Death, Dockett & Farmer, 2005). However, I
also strongly think that children should be active agents in their own learning. This
view is supported by Nuttal & Edwards (2007) who suggest curriculum is a guided
framework for planning, programing and decision-making. When incorporating play-
based learning into my classroom I will create environments that empower children as
decision and meaning makers. This will be achieved through encouraging critical
thinking and understanding.

Diversity and the curriculum

According to Apple (2008) curriculum documents are a statement of entitlement for
learning. In my view, diversity is knowledge and should be perceived as a positive
rather than a deficit when considered in a classroom context. This view is supported
by Cannella (1999) who suggests, diversity is the knowledge you have that makes you
who you are. Dahlberg, Moss & Pence (2007) also agree, suggesting experiences that
people have develop and impact on their knowledge. Within my own learning
environment I will use the curriculum to engage diversity through avoiding making
Ashleigh Elmslie S00129509 #
assumptions, such as marginalisation and instead scaffold learning experiences to suit
each individual.

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

I choose to view children as capable beings who come into the classroom with
alternative knowledge, experiences and skills. This view is supported by Cannella
(1999), who suggests we should differentiate our treatment of children in educational
settings to cater for individual needs. When considering knowledge I believe it is both
socially and culturally constructed (Arthur, Beecher, Death, Dockett & Farmer, 2008).
In order to cater for this belief in my future classroom, I will adopt both Vygotskys
zone of proximal development (ZPD) as well as Howard Gardeners multiple
intelligences theories. These tools will help me scaffold individual learning
experiences. Ultimately, through effective utilisation of the curriculum enables
assessment to be effectively used in determining what both the children and the
educator are going to do next (Smith & Lovat, 2003).

Continuity of learning across and beyond the early years of schooling

In my opinion, a childs transition through school and how they deal with it is largely
based on their individual surroundings. Both social and cultural contexts have an
influence on childrens learning. According to Dockett & Perry (2007) children can
be placed under a lot of pressure from families, schools and communities, when
moving through transitions. I believe it is paramount that children feel supported
Ashleigh Elmslie S00129509 $
throughout, as their individual ideas and experiences will vary (Dockett & Perry,
2001). As an educator I will ensure that my learning environments will provide
adequate assistance and encouragement. I will do this, through facilitating positive
relationship construction and encouraging self-reflection.

Professional practise and ethics

As a future educator I believe it is vital to create and maintain professional
relationships. This will be achieved through taking into account and incorporating the
early childhood code of ethics as well as the Queensland College of teachers
standards into my professional approach. Through conducting regular self-reflection
on how I grow and change, I believe I will be able to develop an understanding of me
as an individual in contrast with me as a professional (Newman & Pollnitz, 2005).

My beliefs about children means as an educator I will ultimately strive to
create learning environments that challenge, encourage and support children through
their learning journey.







References
Ashleigh Elmslie S00129509 %

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. California: Sage
Publications.

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming
and planning in early childhood settings. South Melbourne, Victoria:
Thompson.

Cannella, G. S. (1999). The scientific discourse of education: predetermining the lives
of others Foucault, education, and children. Contemporary issues in
early childhood, 1, (1), 36-44.

Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood
education and care: postmodern perspectives. (Second Edition)
RoutledgeFalmer. London.

Dockett, S., & Perry, B. (2001). Starting school: Effective transitions. Early
childhood research and practice. Vol. 3. (2
nd
ed.). University of Illinois.
Urbana-Champaign College of Education.

Dockett, S., & Perry, B. (2007). The role of schools and communities in childrens
school transition. Encyclopedia on early childhood development. [Online].
Montreal, Quebec: Centre of Excellence for Early Childhood
Ashleigh Elmslie S00129509 &
Development; 2007:1-7. Available at: http://www.child-
encyclopedia.com/documents/DockettPerryANGxp.pdf

Newman, L., & Pollnitz, L. (2005). Working with children and families: Professional,
legal and ethical issues. Frenchs Forest, N.S.W: Pearson Education.

Nuttal, J., & Edwards, S. (2007). Theory, policy and practice: Three contexts for the
development of Australias early childhood curriculum documents. In L.
Keesing-Styles & H. Hedges (Eds), Theorising early childhood practice:
Emerging dialogues. Castle Hill, N.S.W: Pademelon Press.

Smith, D., & Lovat, T. (2003) Curriculum: Action on reflection revisited. Wentworth,
NSW: Social Science Press.