Running head: PHILOSOPHY OF EDUCATION

Philosophy of Education
Kate Huppler
South Dakota State University

Early Childhood Education: ECE 150

Mary Bowne
3/28/2013

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Education is continuously changing, usually for the better. Most people go through an
educational system that helps form them into who they are. Philosophy of education gives
meaning to education. It allows a vision of education to evolve to the safe and effective learning
environment the classroom is. All students are welcome in the classroom as an equal to each
other. It is the teachers job to assess each student to help them all fit in and to prepare
assignments that are understandable to each student. The teacher chooses the best methods to
teach the students and is responsible to create a well-balanced curriculum that will stretch the
students learning abilities. The teacher must also have qualities that help him or her to be able to
relate to each of the students.
Education serves many different purposes. It helps children grow into well-rounded
adults who can think critically and reflect reasonably (Biesta, 2011). Education gives students the
opportunity to obtain the specific knowledge needed to succeed in their future. It is not enough to
simply memorize the knowledge, however; understanding the information is a key practice and it
enhances the entire thinking process (Biesta, 2011). Developing a philosophy of education is
making guidelines about how the teacher instructs educational and social theories to enhance
teaching and classroom experiences. The teacher should use different theories in their classroom
to gain different perspectives and create strategies to follow. Vygotskys theory states that
childrens social interactions enhance their mental development (Morrison, 2012). This informs
the teachers to work with the students in a productive way that helps the student understand and
independently figure out problems. To help the student work out advanced problems past where
they are capable of alone, their zone of proximal development, the teacher will use scaffolding;
support the student by guiding them through the course or activity (Morrison, 2012). This helps
the student learn new lessons. Teachers should always use scaffolding when introducing abstract

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concepts. However, each teacher has his or her own rules and beliefs of what components are the
key essentials of teaching (their own philosophy of teaching). Nevertheless, they all should look
equally at what the students are learning and how they are teaching.
All students are different in the way they learn, act, and perceive events (Biesta, 2011). In
order for them all to learn effectively and efficiently, the instructor must use different methods of
instruction such as methods that appeal to visual, auditory, or active learners. Gert Biesta
suggests questions teachers can ask students to enhance their understanding of concepts
including questions to ask students about their questions indicating what they do not understand,
about students alternate hypotheses and reasons for believing things, about examples students
can think of to support or refute their hypotheses, about students distinctions or definitions,
about how they can connect what they are learning to what they already know or to new ideas,
about the implications of what they now believe and how it might change their understanding of
other concepts, about what it means to them, and about what is important criteria there are that
makes the new ideas fit with other things they believe (2011).
How the information is presented is crucial to how well the material stays with the
students. The teacher must constantly be thinking about how the students take in his or her lesson
and if presenting the lesson in another way might improve student learning. To figure out what
the students need, the teacher will constantly assess them. Two basic factors to remember when
assessing learning are to observe what the students have learned carefully and accurately and to
document the observations (Morrison, 2012). Observation must continue throughout the day by
watching the students to notice how they are working, if they need help, or if they are ready to go
on. This will allow adjustments to be made during and after lecture. With frequent and ongoing
documentation, it will be easier to assess each student over time. The changes in the students

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knowledge will be comparable to where he or she was at the beginning of the year. Assessing the
children will help determine the appropriate placement and identify any special needs each
student may have.
This is known as finding their developmentally appropriate practice (DAP). The concept
of DAP is a method of emphasizing each students own way that they learn (Morrison, 2012).
While assessing to find the correct DAP, the assessment also indicates information about
learning, behavior, academic progress, and need for special assistance. There are many ways
teachers evaluate children. Teachers may give tests, or use the many kinds of assessment from
authentic assessment such as observations or keeping a running record to develop a detailed
classroom history of each childs learning and behaviors (Morrison, 2012). These evaluations
happen consistently, through every activity the children do, even play. There are different types
of play that are each beneficial to both the childs development and the teachers assessments.
Play helps the children develop socially, cognitively, and imaginatively. It is crucial for the
children to continue to develop so they can obtain skills needed in the future (Dejarnette, 2012).
To develop, children need to be in an environment that promotes learning. Each
classroom is different and requires a unique strategy for teaching (Lee & Hemer-Patnode, 2010).
In general, students often follow the examples of others concerning learning styles, a process
called modeling. If one child misbehaves when there are set rules of the classroom and the rest of
the class sees the punishment, that will prevent them from also misbehaving (Ormrod, 2011). In
a classroom, having a set of rules and consequences that are visible and understandable will aid
the learning environment. The rules must be the same for everybody regardless of academic
standing, ethnicity, or culture, this will create acceptance and comfort in a diverse learning
environment. There are many different kinds of students in each class and to welcome them all

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there should be an artifact from each culture so no one is segregated or left out. This can give the
teacher the benefit of learning in a diverse classroom (Lee & Hemer-Patnode, 2010). Observing
or being a part of the local community where the students live will help with understanding the
childrens cultures. The community and family also can support the growth and development of
children. Parents are generally available to ask for special help with bringing diverse cultures
into the classroom. One way to find out about any special cultural celebrations is to have the
family fill out a survey early in the school year (Morrison, 2012). It is possible to include
anything in a survey, for example, what ones culture is or what the parents expect from the
teachers and the school throughout the school year. The parents and family should be actively
involved in their childs learning.
Schools are now trying to encourage more elementary education classes in science,
technology, engineering, and math (STEM) initiatives (Dejarnette, 2012). The earlier the children
start getting an introduction to these STEM concepts, the less anxiety they will have in the later
years when learning about them (Dejarnette, 2012). The curriculum is quickly changing as the
importance of STEM increases. The best way to learn STEM concepts is to inquiry learning
(Morrison, 2012). Inquiry learning helps in introducing STEM concepts to elementary students
by using advanced science and math earlier in their education than has been done in the past.
Teachers can plan their curriculum around learning about STEM by finding hands-on activities to
teach the abstract concepts. Learning about reading, writing, arithmetic, along with critical
thinking and problem solving, communication, collaboration, and creativity will help students
succeed in STEM disciplines. Teachers need to be qualified to teach STEM subjects. More and
somewhat different education is currently required to become an elementary teacher than what
the past needed. To learn the STEM requirements, researchers have suggested teachers use

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autobiography, simulation, debate, action research, and integration of technology strategies.

Teachers now have to be prepared to a much higher level but with the extra time, they will help
the next generation grow and succeed (Lee & Hemer-Patnode, 2010).
Along with the STEM prep, teachers must learn about multicultural education. This will
help them in creating equality in the school and classroom environments and in being prepared
for the many different kinds of students they will teach. Teachers must learn a positive attitude
toward diversity that examines prejudice reduction and encourages more equality in their
classrooms.
With the extra knowledge, the teacher can help students feel welcome in the classroom.
Teachers will be able to adjust curriculum to help students develop and learn in the way that suits
them best. The teacher will know what suits each student by constant and consistent assessments
throughout the school year. By taking advantage of modeling techniques and inclusion
techniques, students feel a sense of belonging in the classroom and will understand and follow
the classroom rules. These few simple plans can change classrooms from what they were like in
the past. The philosophy of education can bring new meaning and changes to classrooms and
school systems while improving educational methods.

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References
Biesta, G. (2011). Philosophy, exposure, and children: How to resist the instrumentalisation of
philosophy in education. Journal of Philosopy of Education, 45(2), 306-308.
Dejarnette, N. K. (2012). America's children: Providing early exposure to STEM (science,
technology, engerneering, and math) initiatives. Education, 77-79.
Lee, Y. A., & Hemer-Patnode, L. (2010). Developing teacher candidates' knowledge, skills, and
dispositions to teach diverse students. Journal of Instructional Psychology, 223-224.
Morrison, G. S. (2012). Early Childhood Eduation Today. Upper Saddle River: Pearson
Education.
Ormrod, J. E. (2011). Educational Psycology Developing Learners. Boston: Pearson Education.