My Philosophy

The perspective of a child is “one like no other” (Barblett et al, 2018, p.63). I believe that it is vital to build an understanding that "children are not purely dependent on adults for future trajectories but view them as active agents and insightful contributors” (Barblett et al, 2018, p.63). 

 

 

 

 

 

 

 

 

 

 

 

 

As an early years educator, I aim to implement a play-based pedagogy which is influenced by Vygotsky's Socio-Cultural Theory as well as Gardner's Multiple Intelligences and the Reggio Emilia Approach. Practising an authentic child-centred pedagogy using emerging interests and strengths, allows for physical, cognitive, spiritual, emotional, social and creative growth whilst catering for differing abilities and skills. If this is done at a pace that offers time for meaningful interactions, reflection and questioning, the child is given the opportunity to feel empowered, safe and nurtured which will allow them to take risks and transfer what they have learnt to other situations. The crucial role of a child's family, culture and community is a vital part of my pedagogy. It is always taken into account particularly with linguistic, creative and intrapersonal experiences as these are very much shaped by the children's prior experiences. My role extends far beyond being a curriculum provider; but is much more about seeing the child as a ‘human being’ rather than a ‘human becoming’. That is, they come to us with a vast variety of experiences, relationships and motivations and we need to acknowledge these and realise the affect they have on all domains of development.

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Young children walk into our classrooms not as empty vessels but rather as observant and responsive learners and as educators, we not only need to nurture what the children already know but give them the power to decide how the learning takes place.  Power reveals children’s existing agency and gives them the voice to discern what they feel is important when it comes to learning.

I believe this can be seen when play is intertwined effortlessly within each part of the day.  Types of play such as risky, dramatic, imaginative, creative or symbolic play allows for as Malaguzzi (1998, p.3) describes “a hundred ways of listening and marvelling, of loving, a hundred joys for singing and understanding, a hundred worlds to discover and invent and a hundred worlds to dream”. Play through investigations, intentional provocations and spontaneous experiences within the early years gives children the opportunity to investigate, discover, wonder, hypothesise and make sense of the world around them in a way that is comfortable and holistic.

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In my classroom, the children I teach will  be active participants in their learning journey. Their thoughts will be valued and they will always be heard. I hope to foster their strengths and provide them opportunities to learn in a way that is authentic, natural and an extension of their culture and identity. Through these experiences, the children can explore and miniplate the environment around them and be introduced to infinite possibilities that will allow them to be architects, artists, scientists and visionaries. 

 

Barblett, L., Barratt-Pugh, C &  Ruscoe, A.(2018). Sharing power with children: Repositioning children as agentic learners. Australasian Journal of Early Childhood, Volume 43 (Issue3). http://dx.doi.org/10.23965/AJEC.43.3.07

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Malaguzzi,L.(1998).No way. The hundred is there. The hundred languages of children: The Reggio Emilia approach – advanced reflections. London. Ablex Publishing Corporation.