Teaching Philosophy Paper Essay Example
Teaching Philosophy Paper Essay Example

Teaching Philosophy Paper Essay Example

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  • Pages: 10 (2680 words)
  • Published: January 22, 2017
  • Type: Research Paper
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Schools that recognize the importance of children's well-being acknowledge the value of positive role models and a supportive environment in fostering their growth. The relationship between a child and their caregiver is crucial for their development, while play helps children make sense of experiences and manage emotions effectively. Despite different theories on child development, early childhood programs share the common objective of promoting growth and nurturing attachments.

Development is influenced by various factors, including culture, temperament, biology, and the environment. It is crucial to provide children with a secure base, consistent care from adults, and predictable schedules. I highly appreciate the effectiveness of Head Start and Early Head Start programs in preparing children for Kindergarten. Family involvement in education also plays a vital role in child development. Educators who directly interact with children

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possess knowledge about their needs and can make informed decisions regarding their well-being. Moreover, early childhood educators need to be aware of policies that impact children since they are unable to vote or advocate for themselves.

Casper and Theilheimer (2010) state that all children possess the capability to excel academically and necessitate both physical and emotional assistance. Additionally, they require suitable chances and surroundings to develop into responsible adults (p. 4). Early childhood education is vital due to the young age of children and their emotional and physical requirements. It provides a significant level of care and nurturing, with educators playing a pivotal role in shaping children's lives.

Casper and Theilheimer (2010) emphasize the significance of responsible, dependable, and consistent caregiving in creating a safe and secure environment for children (p. 39). Positive role models are essentia

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for children's success. As an early childhood educator, my goal is to offer love, support, attentiveness, responsibility, and expertise. Taking care of my niece for the past five years has strengthened my commitment to working with children as it provides me with valuable lessons in patience and problem-solving.

According to Casper and Theilheimer (2010, p. 13), it is important to have patience when dealing with children in order to avoid anger taking over. This emphasizes the significance of patience in managing difficult situations in the classroom. During my visit to the BMCC childcare center, I observed a disruptive child who was crying, screaming, and refusing to cooperate with the teacher.

The teacher showed patience and composure when speaking to the child in order to provide comfort. Despite needing personal attention and time, the teacher successfully calmed the child. It is crucial for every child to have good health, safety, engagement, support, and challenges. Thus, I believe that implementing a comprehensive approach to learning and teaching would help children develop and be prepared for future obstacles. According to Casper and Theilheimer (2010), self-regulation is a skill that involves different processes in a child's overall growth, allowing them to respond appropriately to their environment.

Interpreting experiences is important for children to effectively manage their thoughts, emotions, and behaviors. Schools show their commitment to children's well-being by providing free breakfast for all students and extending free lunch options to low-income families. Growing up in a low-income household, my siblings and I greatly benefited from the school's program that offered free lunches. Moreover, secure and consistent attachment relationships play a vital role in a child's development,

leading to enhanced independence and social-emotional competence later in life (Casper and Theilheimer, 2010).

In chapter 3, it is mentioned that a crucial responsibility of an early childhood educator is to assist children in understanding their emotions, recognizing them, and effectively expressing them in a social manner (Casper and Theilheimer, 2010, p. 85). During my time at BMCC Childcare center, as the day was ending, parents were arriving to pick up their children. I observed kids eagerly rushing to their parents, seeking to be embraced in their arms. When my own niece was two years old, she used to cry when my sister left her alone.

According to Stuart Brown's video, play holds the same importance for humans as sleep and dreams. Brown supports the concept of neoteny, which refers to the prolongation of childish traits into adulthood. Children display six types of play, namely onlooker play, cooperative play, solitary play, parallel play, associative play, and unoccupied play. Additionally, there are various domains of play including functional play, constructional play, dramatic play, and games and rule based play. In our class, we watched five play videos.

During the video viewing, my classmates and I had to determine the category and type of play depicted in the videos. One video showed a baby observing a little girl's energetic play. This is categorized as onlooker play since the baby was merely watching without actively participating. Additionally, the baby engaged in functional play as the little girl stimulated him with sounds and noises that excited him. Play assists children in comprehending their experiences and enables them to manage their emotions more effectively.

Children participate

in various types of play, utilizing symbols and metaphors. Through the use of symbols, they incorporate objects that represent important actions or ideas (Casper and Theilheimer, 2010, p. 103). Furthermore, they employ metaphors to express their emotions and sentiments. Based on personal experiences and observations, it has been observed that children acquire knowledge through this form of play as they navigate their emotions towards a specific situation and strive to find solutions in their own unique way. Teachers support them by creating opportunities for play. During my childhood, one of my favorite activities was playing with Barbie dolls.

During playtime, I used symbols and metaphors in my made-up stories to deal with my life. Over time, many historical figures, like John Locke, have shaped education as it is today. According to John Locke's statement in Chapter 5, children are like blank sheets of paper and society influences the image that appears on that paper (Casper and Theilheimer, 2010). Locke also believed that our experiences with our environment shape who we become (Casper and Theilheimer, 2010, p. 38). Children learn from their surroundings. When my niece was younger, people often commented on how mature she seemed for her age. She spoke and acted as if she were nine years old, despite being only four. This was because she lived with adults and had no other children around. We treated her as if she were older. In the past, society believed that children were inherently evil and it was their duty to be redeemed (Casper and Theilheimer, 2010, p. 136).

Locke was responsible for shaping the enlightenment movement, which emphasized the importance of play in

education and growth. According to Casper and Theilheimer (2010, p. 136), education for both girls and boys should be similar, although physical education for girls should be less demanding. As educators, we need to step back and observe the children we teach to gain a better understanding of conflicts or problems. Theory enables educators to organize, analyze, predict, and make sense of specific events, processes, or behaviors. In the context of understanding social interactions between two children, focusing on the flow of exchanges between them can be more beneficial (Casper and Theilheimer, 2010, p. 163). The development of theories is influenced by personal experiences, values, and motivations of the theorist. Throughout history, various theories have been formulated. Albert Bandura first introduced the social learning theory, proposing that children learn through imitation. I recall my brother's love for watching karate movies when he was around 3 years old.

My brother used to imitate the actions and sounds of karate movie characters during our playful fights. However, children's development does not always follow a linear progression. What may appear as a delay might actually be a temporary setback. It can be difficult for teachers to determine when a child needs special attention in their development. In the first year, development typically happens smoothly. A baby's personality is influenced by their family, culture, teachers, and caregivers. The primary goal of an early childhood program is to promote the growth and relationships of young children.

The text emphasizes the importance of understanding how young children learn in relation to their sensorimotor world, which may not align with our adult conceptual systems. According to Casper & Theilheimer (2010, p. 322),

the learning experiences of young children may not always match our categorical world. Chapter 11 of the same source highlights the significance of building strong personal connections with parents and caregivers in promoting a child's security, self-esteem, self-control, and social skills (Elliot, 1999, p. 305). Caregivers play a vital role in providing a secure foundation for children to explore the world from.

It is advantageous for children to have a consistent schedule and caregiving from adults. Regular routines and rituals can help children feel more in control as they adjust to daily care. It is important to provide younger children with play objects that resemble real items. By the age of two, children become more adaptable in their thinking and can use a block to symbolize a phone. During infancy, I observed my little brother and niece and noticed differences in their developmental patterns. For instance, my brother started crawling at 9 months and began walking at 13 months.

According to Casper and Theilheimer (2010), various factors such as culture, temperament, biology, and environment influence a child's development (p. 226). When educators observe children, they must consider both the principles of development and cultural influences. It is important for teachers to recognize that each child possesses unique strengths and weaknesses. By acknowledging these differences, teachers can effectively enhance strengths and address weaknesses. Teachers who are familiar with a child's specific developmental patterns can work within their zone of proximal development (Casper and Theilheimer, 2010, p. 226). Identifying a child's strengths allows educators to gain a deeper understanding of the child. For instance, my five-year-old niece demonstrates great enthusiasm for reading and frequently asks

me to read her books when I visit her house. Given her strength in reading, I will support her by purchasing books for Christmas. Interacting with children is an ongoing responsibility for teachers.

Systematic and focused attention is crucial when caring for children. Observing and recording their actions can provide educators with insights into their knowledge, skills, behavior, and personality. According to Professor Fitzgerald's PowerPoint presentation, observation involves describing rather than deciding, which allows for a clear understanding of the situation through watching, listening, and analyzing. During this process, teachers should aim to be objective by reporting only what actually occurred.

To decide is a process of reflecting on one's own perspectives and judgments, allowing teachers to overcome prejudices and think beyond preconceived ideas to enhance their interactions with children (Casper and Theilheimer, 2010, p. 258). In a situation I observed, a toddler was playing with her mother's keys while on a train. The mother noticed and took the keys away, causing the toddler to cry. However, instead of giving the keys back, the mother gave the toddler a toy. Despite being comforted by her mother, the toddler continued to reach for the keys. This example demonstrates how assessment plays a significant role in shaping early childhood curriculum. Through observation, teachers can gather information about children's needs and strengths and make informed decisions to improve teaching strategies and enhance a child's learning experience.

According to Lorrie Shepard in Casper and Theilheimer (2010), assessment is a dynamic process that involves supportive adults or classmates helping learners progress from what they already know to what they can do next, using their zone of proximal development (p.

294). By observing a child, a teacher can make better judgments and decisions and encourage the child to perform tasks they know the child is capable of. Early childhood educators use information gathered from the assessment process to make decisions about what and how to teach individual children and groups of children (Casper and Theilheimer, 2010, p.93).

In my tenth grade English class, the teacher conducted an assessment test at the beginning and end of the year which revealed that I was reading at a college level. This news acted as a catalyst for me to improve my performance in school and dedicate more time to studying, as I believed I had the potential to achieve higher grades.

Family involvement in education has been prevalent throughout history, offering both advantages and disadvantages when collaborating with families. One advantage is that families can contribute their own knowledge about their children, assisting teachers in obtaining a more comprehensive understanding of each individual (Casper and Theilheimer, 2010, p. 41).

According to Casper and Theilheimer (2010, p. 419), integrating children's home interests and experiences into the classroom is not only important for enhancing classroom life but also for creating a culturally diverse learning environment through family participation. However, there may be drawbacks to this partnership, such as teachers feeling uncomfortable when observed by families and becoming defensive when criticized. Teachers may also feel unprepared for collaborating effectively with families. In my own experience, my parents were actively involved in my early education - attending parent-teacher conferences, PTA meetings, and even joining me on field trips. Similarly, I accompanied my sister

to her Pre-K school meetings for my niece where teachers and parents worked together to generate ideas and improve the school for the benefit of the children. Early childhood education programs like Head Start and Early Head Start programs are specifically designed for low-income families and play a crucial role in preparing children for Kindergarten.

The aim of Head Start is to give young children a preschool experience in order to reduce their chances of experiencing poverty as adults. Early Head Start was established to support families and provide comprehensive services for infants and toddlers, promoting their healthy development. According to Casper and Theilheimer (2010), it is currently the longest-running federally mandated program for young children in the United States. Personally, I have witnessed the positive impact of Harlem Children's Zone, a specific Head Start program, on my niece's improvement in speech and pronunciation, as well as her ability to form friendships and build relationships.

According to Casper and Theilheimer (2010), chapter 7, Real Voices, Head Start provided important support for Melisa McNery. When McNery was deployed to Iraq, her son attended Head Start, and the program regularly sent her parent packages containing her son's pictures, drawings, and his early writing attempts. They also included pictures of her son with his classmates. McNery expressed gratitude for Head Start's support programs and opportunities for parents to collaborate with them in raising happy and healthy children. Classroom policies are just one of the many influences on a classroom.

Early childhood educators need to understand the policies that impact children, as children lack the ability to vote or advocate for themselves. Educators have direct interaction

with children and thus possess valuable insight into their best interests. According to Casper and Theilheimer (2010, p. 455), policy affects every aspect of a teacher's classroom life. This implies that educators should be well-informed about policies because they can influence factors like salary, school affordability, curriculum, and even the physical environment of their workplace. One particular policy that I find intriguing is the Education Commission of the State's Education Policy Issue Site 2009.

The superintendent and the district would face consequences if their school did not show improvement on standardized tests, which is the aspect that interests me the most. I think some students excel academically but struggle with test-taking. Moreover, if a student recently migrated to the United States and had limited time to learn the required material, they may not perform well on these tests. In my view, standardized tests are not the most reliable way to evaluate a student's progress. According to Casper and Theilheimer (2010), "educating" involves teaching, learning, content, and creating an environment for learners to understand or interpret what they are learning. Educating children can be challenging but it brings happiness to those around them.

Every individual possesses a distinct personality. The act of play aids children in comprehending and managing their emotions, while the involvement of parents in education holds utmost importance. It is crucial for educators to dedicate time towards observing children and grasping any issues or circumstances before making hasty decisions. All youngsters must be provided with early childhood education, as well as guidance, care, and affection.

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