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ECE 431 – Marilyn Chu
My Philosophy on Early Childhood Education
My own beliefs about early childhood education are based upon the knowledge that children’s growth is developmental. It seems very clear to me that a high quality early childhood program must provide a safe and nurturing environment which promotes a broad spectrum of support for the child’s physical, social, emotional, and cognitive development. I strongly agree with the tenets of the National Association for the Education of Young children–that high quality, developmentally appropriate programs should be available to all children. Children under the age of eight have enormous potential for growth and achievement, and it is my belief that they have rights to fulfill their possibilities. A separate statement of the NAEYC divides the concept of appropriateness into two aspects–age appropriateness and individual appropriateness. This statement coincides with my
belief that children are unique individuals who may or may not reflect the usual characteristics of other children of their same age.
I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child’s natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.
When the teacher’s role is to guide, providing access to information rather than acting as the primary source of information, the students’ search for knowledge is met as they learn to find answers to their questions…