Needed Early Childhood Teachers! Or anyone that enjoys sharing experiences!?
Appreciating childhood as a unique and valuable stage of the human life cycle.
Can you share some supportive evidence to verify how you might be commited to this above value. Reflect on your background, previous exeriences, learnings, etc. to show how you personally are connected to this core value.
Thank you so much for your help and input
- NaebiegirlLv 51 decade agoFavorite Answer
Ok, this may or may not be relevant- it's my 'Personal Philosophy'- most of the references are Australian:
I believe that the first years of a child’s life are vital to their development and overall wellbeing. This is based on current brain research, which states that nuclei in certain areas of the brain are particularly vulnerable during the first three years of life, and this is a time when learning is the easiest. (Joseph 1990, cited in Rolfe, 2000, p8) In the NSW Curriculum Framework, Stonehouse and Duffie (2001, p51), state “early learning is particularly significant as it lays the foundation for all learning… the first five years is therefore a time of great vulnerability and special significance.” The AECA Code of Ethics (1990) also holds the view that early childhood is a unique and valuable stage of life, and that each stage of development within early childhood is valuable in its own right. Therefore I will ensure that the child is stimulated and supported in all areas of development at all times, particularly during the first years of their lives. This can be done by engaging in positive interactions frequently, and by providing a stimulating environment. I will also ensure that routine times become opportunities for positive interaction to occur.
I believe that children learn through play. This is based on Stonehouse and Duffie (2001, p44), who state that “play is a wonderful medium for children to explore their world, engage in relationships, develop in every dimension of their being, express feelings, and nurture a sense of their own unique being.” Principle 3.3 of the QIAS (NCAC, 2005), ‘The program supports each child to be a successful learner’, states that the program should value the importance of play as a learning opportunity. The AECA Code of Ethics (1990) also holds the belief that the child’s right to play needs to be honoured “in acknowledgment of the major contribution of play to development.” Therefore I will allow sufficient periods of time to allow children to play, and to allow this play to develop. I will ensure that the timetable is flexible, to allow play to be uninterrupted.
I believe that children learn through interaction with adults, peers and the environment. This is based on Stonehouse and Duffie (2001, p21) who state that “it is through relationships and interactions that human beings learn who they are and to value themselves.” Principle 1.1 of the QIAS (NCAC, 2005), ‘Staff interact with children in a warm friendly way’, states that “it is through relationships and interactions that human beings learn who they are and to value themselves.” The physical environment is often described as “the third teacher,” in Mallaguzzi’s Reggio Emilia approach (cited in Gilbert and Parletta, 2004, p77). This definition emphasises its importance to child development. Current brain research states that interactions are highly important to development and learning, because “human connections shape the neural connections from which the mind emerges” (Siegel, 1999, cited in Black and Puckett, 2005, p202). Also stated is that enriched and mentally stimulating environments increase brain development, thus enhancing development in all areas (Black and Puckett, 2005, p204). Therefore I will ensure that I provide a stimulating environment, and provide opportunities for interaction throughout the day. The opportunities for interaction can occur through the provision of shared experiences, and through making the most of routine times. Source(s) Australian Early Childhood Association, (1990), Code of Ethics, Australia: Early Childhood Australia Inc
Black, J. and Puckett, M., (2005), The Young Child- Development from Prebirth Through Age Eight. 4th Edition, New Jersey: Pearson Merrill Prentice Hall
Department of Community Services, (2004), NSW Children’s Services Regulations, retrieved: 30th August, 2006 from <http://www.legislation.nsw.gov...
Gilbert, J., & Parletta, I., (2004), ‘Enhancing cognition and language development’, In E. Dau (Ed.), Enhancing Children’s Development, Croydon: Tertiary Press, pp75- 99
National Childcare Accreditation Council, (2005), Quality Improvement and Accreditation System Quality Practices Guide Extract, Retrieved: 3rd September, 2006 from <http://www.ncac.gov.au/publication_extra...
Rolfe, S., (2000), Every Child Magazine, Volume 6, Issue No. 1, Autumn 2000, pp.7-9
Stonehouse, A., & Duffie, J., (2001), The NSW Curriculum Framework for Children’s Services- The practice of relationships- Essential Provisions for Children’s Services, NSW: Department of Community Services,
United Nations Convention on the Rights of the Child, (1990), retrieved 31st August, 2006 from <http://www.unhchr.ch/html/menu2/6/crc/tr...
- Patricia DLv 61 decade ago
Imagination, creativity are encouraged in childhood and help develop the cognitive thinking part of the brain. Children also learn valuable social lessons on sharing, waiting their turn and learning to get along. Innocence, in my opinion, is the one attribute we as adults, guardians and parents must safeguard for them so that they feel protected, safe and loved.