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Personal Philosophy Statement
Transcript of Personal Philosophy Statement
As an educator, I strive to empower children to become confident decision-makers who have a sense of physical and emotional well-being, find personal satisfaction in learning, and believe that they can positively impact the world in which they live. Introduction
Image of A Child I view a child as a social being who has a natural potential to learn and actively participates in his/her learning process (Sorin, 2005, p. 18). I believe that learning is a socially and culturally mediated process that occurs in collaboration with others. Erik Erikson argues that interactions that reflect mutual trust and child-initiative promote the development of self-regulation, acceptance and individual purpose (Hohmann, Weikart & Epstein, 2008, p. 43). I believe that children must feel valued as individuals and a sense of belonging in order to develop self-confidence and positive dispositions towards learning. Personal Belief: Link to Theory:
Erik Erikson Personal Belief: Lev Vygotsky's sociocultural theory holds that learning is constructed through interactions with people, culture and experiences (Kail, 2004, p. 17-19). Link to Theory:
Lev Vygotsky I believe that each child has diverse interests, strengths and ways of communicating his/her knowledge, ideas and feelings. Personal Belief: Link to Theory:
Howard Gardner Howard Gardner’s theory of multiple intelligences advocates that education “should foster all intelligences, rather than just traditional linguistic and logical-mathematic intelligences (Kail, 2004, p. 247). Pedagogical Processes
to ECEC Given the dynamic nature of the field of ECEC and the broader society in which children live, I am committed to being
I am committed to ongoing and so that I may continuously nurture a in the children and families that I work with. I view ECEC as playing a pivotal role in nurturing confident decision-makers who value themselves and others.
While a central aim of education is to promote children’s holistic development so that they can make a positive contribution to society, I also believe that...
Hence, it is my role as an educator to nurture a sense of self-belief and personal fulfillment in the process of learning that children may carry with them throughout their lives. Conclusion
References Best Start Expert Panel on Early Learning. (2007, January). Early Learning for Every Child Today: A framework for
Ontario early childhood settings. Retrieved September 12, 2010, from http://vista.sheridaninstitute.ca/webct
Gestwicki, C. (2007). Developmentally Appropriate Practice: Curriculum And Development In Early Education. (3rd ed.).
Canada: Thomson Delmar Learning.
Hohmann, M., Weikart, D. P., & Epstein, A. S. (2008). Educating Young Children (3rd ed.). Michigan: High/Scope Press.
Kail, R. (2004). Children and Their Development. (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Shalimo, D. (2011, February). Effective Curriculum. PowerPoint presented at EDUC 22629, Sheridan College, Oakville,
Sorin, R. (2005). Changing Images of Childhood-Reconceptualising Early Childhood Practice. International Journal of
Transitions in Childhood, 1. Retrieved February 7, 2011, from https://vista.sheridaninstitute.ca/webct/urw/
lc2060373011.tp0/cobaltMainFrame.dowebct Within the classroom, I value educator-supported, child-initiated play as the primary vehicle to nurture children’s holistic development (Gestwicki, 2007, p. 14). Listening, Observing & Recording children's ideas, language & interests Rationale:
Understand individual children & relationships among children/adults
Inform child-centered decisions about program planning
Acknowledge & appreciate children's active role in the learning process Rationale:
Promotes authentic relationships
Models my passion for learning
Allows me to adapt my non-verbal and verbal language to support each child within their zone of proximal development (Gestwicki, 2007, p. 294 ) Dialoguing & Collaborating with children in a reciprocal and responsive manner Partnerships With Families authentic relationships based upon mutual trust; ongoing formal & informal communication
"Families are the first and most powerful influence on children’s early learning” (Best Start Expert Panel, 2007, p. 9). Interpersonal Environment Physical Environment I am committed to providing an environment that is...
safe & developmentally appropriate
adaptable; equipped with open-ended materials that reflect the interests and sociocultural identities of the children and educators within the classroom.
organized according to various interest areas that provide opportunities for child expression of learning in multimodal ways I value...
a daily routine that is consistent, yet flexible to respond to children’s individual interests and goals
providing lots of choice to promote inclusion and self-regulation (i.e. time allocated for child planning, child-initiated play and recall time). Temporal Environment
“education is a process of living and not [simply] preparation for future living”
(Shalimo, 2011, slide 6). a responsive and reflective practitioner. professional development self-reflection passion for lifelong learning “a foundation for lifelong learning” and well-being
(Best Start Expert Panel, 2007, p. 5).