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As an Early Years educator my educational philosophy is greatly influenced by the principles of the Reggio Emilia Approach to learning. I believe that an educator's image of the child influences and impacts their approach to learning and teaching.
I see all children as competent, capable, intelligent, creative, relational with valuable histories and experiences, who have multiple ways of knowing, seeing and doing.
My image of the child and how I see my role as an educator, influences my pedagogy (the way I go about teaching). I use a 'pedagogy of listening' when approaching curriculum design, where I consciously plan and spend time listening to, documenting and analysing children engaging in playful learning opportunities.
I see myself as a 'researcher', where I collect, analyse and interpret data to improve children's learning and teaching practices using an emergent curriculum approach.
I believe children learn best through 'play' and therefore value, use and advocate for a holistic, playful pedagogical approach when integrating curriculum for Early Years children.
I believe that the environment impacts learning, therefore I plan for, analyse, and construct responsive indoor and outdoor learning environments that reflect the image of the child, promoting creativity, agency, collaboration, relationships, a connection to nature, and the local and wider communities.
I believe that my role as an Australian educator is to help all children develop positive self-identities where Aboriginal and Torres Strait Islander histories, cultures and knowledge are a part of their identity, promoting reconciliation, connection with Country and others, and a strong sense of nationhood.
I acknowledge parents/carers as children's first educators and believe in spending time building positive, open and honest relationships, and communication with families, encouraging families to be involved with their child's learning experiences, learning with and about them, to deepen my understanding of their child, and in turn learning about myself as an educator.
I believe good leaders support others to be they best they can be, lead by example in their teaching practice, build meaningful relationships and networks with those in their local and educational community, and actively demonstrate their commitment to life-long learning and development.
My educational philosophy has and is continuing to evolve and change over time as I, continue to learn more about myself as an educator, analyse recent literature and influential theorists perspectives, and continue to engage in professional research and learning.
I see all children as competent, capable, intelligent, creative, relational with valuable histories and experiences, who have multiple ways of knowing, seeing and doing.
My image of the child and how I see my role as an educator, influences my pedagogy (the way I go about teaching). I use a 'pedagogy of listening' when approaching curriculum design, where I consciously plan and spend time listening to, documenting and analysing children engaging in playful learning opportunities.
I see myself as a 'researcher', where I collect, analyse and interpret data to improve children's learning and teaching practices using an emergent curriculum approach.
I believe children learn best through 'play' and therefore value, use and advocate for a holistic, playful pedagogical approach when integrating curriculum for Early Years children.
I believe that the environment impacts learning, therefore I plan for, analyse, and construct responsive indoor and outdoor learning environments that reflect the image of the child, promoting creativity, agency, collaboration, relationships, a connection to nature, and the local and wider communities.
I believe that my role as an Australian educator is to help all children develop positive self-identities where Aboriginal and Torres Strait Islander histories, cultures and knowledge are a part of their identity, promoting reconciliation, connection with Country and others, and a strong sense of nationhood.
I acknowledge parents/carers as children's first educators and believe in spending time building positive, open and honest relationships, and communication with families, encouraging families to be involved with their child's learning experiences, learning with and about them, to deepen my understanding of their child, and in turn learning about myself as an educator.
I believe good leaders support others to be they best they can be, lead by example in their teaching practice, build meaningful relationships and networks with those in their local and educational community, and actively demonstrate their commitment to life-long learning and development.
My educational philosophy has and is continuing to evolve and change over time as I, continue to learn more about myself as an educator, analyse recent literature and influential theorists perspectives, and continue to engage in professional research and learning.
