believe that every child has a right to an education and a right learn. No child should ever be denied access to
education. All people should be given
the opportunity to learn.
believe that children learn through their past experiences,
other people, and interactions with the environment.
This belief comes from the constructivist
point of view. "Vygotsky proposed
that social interaction, especially dialog, between children and adults
mechanism through which specific cultural values, customs, and beliefs
transmitted from generation to generation" (Essa, 1999, p.115). Piaget's point of view was that the children
not only develop and learn through a series of developmental stages,
the children learn by constructing their own knowledge as they come in
with the environment (Seefeldt & Wasik, 2002). <>
believe that children have very different ways in which they learn and
they represent that learning in very different ways.
Howard Gardner has a Theory of Multiple
Intelligences that suggests that there are seven different types of
intelligences: linguistic, logical-mathematic, musical,
spatial, interpersonal, and intrapersonal.
He says that children differ in the strengths of these seven
intelligences (Allen & Catron, 1999).
Each child has different strengths and talents.
Every child should be given the opportunity
to express their knowledge in the way that is most appropriate for them
believe that children learn best when they feel respected and
Children have a desire and need to be
included and to feel like they matter. I
believe that children's basic needs must be met before they can be
successful at learning. Maslow's
Hierarchy of Needs says that people's
needs have an order to them. If the
needs on the top of the list are not met, then the needs lower on the
not be able to be met and the person will not be able to function
OF THE TEACHER
believe that the teacher is responsible for creating a classroom
that is conducive to learning. The
classroom should be free from distractions.
The classroom should be set up with materials and manipulatives
exciting and engaging to the children.
In the Reggio Emilia curriculum model, Malaguzzi says that when
set up correctly, the environment plays a large part in educating the
(Edwards, Forman, & Gandini, 1998).
believe that the teacher is responsible for facilitating in the
scaffolding the children so that their full potential of learning can
reached. The teacher is responsible for
doing all that he or she can do encourage the children and guide them
deeper learning and understanding.
Vygotsky believed that it was the role of the teacher to
children and hold their hand as they strived towards a learning goal
believe that the teacher is responsible for teaching in a way that each
development and learning is the focus.
NAEYC said that "adults are responsible for ensuring children's
healthy development and learning" (Bredekamp & Copple, 1997, p.17).
--I believe that the teacher is
responsible for planning
lessons that are interesting and engaging for the children and that
to construct their own knowledge.
Piaget' s theory was called constructivist because he believed that
“children construct knowledge for themselves rather than having it
an external source” (Essa, 1999, p. 111).
believe that the school should be a joint effort between school
students, parents, and the community surrounding the school. In
the Reggio Emilia curriculum approach,
there is a community-based management team that includes parents,
educational coordinators, school staff, and community members who’s
to make decisions about the school (Edwards, et al., 1998).
believe that the school should have a positive and welcoming atmosphere
everyone that enters will feel safe and secure.
In the Reggio Emilia curriculum, Loris Malaguzzi has placed an
importance on making the school have a welcoming atmosphere, one that
“atmosphere of discovery and serenity” (Edwards, et al., 1998, p.167).
believe that the school is responsible for teaching general moral
such as citizenship, trustworthiness, dependability, fairness,
Children do not always get this basic moral
training at home, so it is the responsibility of the school to instill
characteristics in the child. John Dewey
says "it is the business of the school to deepen and extend his sense
the values bound up in his home life" (Dewey, 1897, p.78).
believe that the curriculum should be based on what is appropriate for
particular society the school exists in.
Certain societal patterns exist within different societies. What is taught in schools should be a
reflection of what is important in society.
John Dewey believed that, "the subject-matter
of the school curriculum should mark a gradual differentiation out of
primitive unconscious unity of social life" (Dewey, 1897, p.78).
believe that the curriculum should be developmentally appropriate and
presented in a way that each child can reach his full potential for
learning. The curriculum should enhance
development and learning. NAEYC has said
that that the content of curriculum is determined by many factors such
social and cultural context, parental values, and the development level
individual child (Bredekamp, et al., 1997).
believe that the curriculum should be a balanced between teacher
child initiated so that the proper learning can occur.
The child-initiated idea comes from the
project approach, which is central in the Reggio Emilia curriculum, the
that if children come up with what they learn, then they will be more
and excited to participate in the learning (Beneke & Helm,
The teacher directed idea comes from the
Bereiter-Engelmann model that says that teachers are responsible for
lessons that will help students master specific skills (Essa, 1999).
believe that prevention and guidance is the best classroom management
tool. If children are exposed to good
training and imitation of positive behaviors by the teacher and other
are likely to repeat those positive behaviors.
In the Social Learning Theory, Albert Bandura says that
imitation, modeling, and incidental learning play a large part in
behavior (Allen, et al., 1999).
believe that the demeanor of the classroom should be one in which love
respect are reciprocal between the teacher and student.
The student will have better behavior if he
or she feels respected by the teacher.
Thomas Gordon, a humanistic psychologist suggested that if
respect and acceptance between adult and child exists, the child will
"own" his or her behaviors and behave in a positive way (Essa,
believe that the behavior management system in the classroom should be
where the idea of logical consequences is implemented.
Students need to learn that there will be
consequences when misbehavior takes place and that those consequences
directly related to the misbehavior. The
idea of logical consequences comes from Rudolf Dreikurs, who said “if
are allowed to experience the natural outcome of their actions then a
learning experience takes place” (Essa, 1999, p.396).
believe that teachers have a very special calling and that they are
to society. Teachers have the
responsibility to empower students to be life-long learners.
Teachers need to model lifelong learning to
students. As teachers learn new things,
our philosophies of education will change.
As new research comes along, and as I learn more about children,
sure that my ideas will be influenced and that I will modify my
fit in with the new research. This constant
learning and adapting will be a model to my students that life-long
J., & Catron,
C.E. (1999). Early
childhood curriculum: a creative
play model. Upper
Saddle River, New Jersey:
S., & Helm,
J.H. (Eds.) (2003).
The power of projects: meeting
challenges in early childhood classrooms-
strategies and solutions. New York:
Abraham Maslow. Retrieved
April 12, 2003, from Shippensburg
University, Physchology Department Website:
S., & Copple, C.
(Eds.) (1997). Developmentally
appropriate practice in
childhood programs. Washington, D.C.: NAEYC.
My pedagogic creed [Electronic version].
The School Journal, 54(3), 77-80.
C., Forman, G., &
Gandini, L. (Eds.) (1998).
The hundred languages of children:
the Reggio Emilia approach- advanced
reflections. Greenwich, Connecticut:
Introduction to early childhood education.
Albany, New York: Delmar.
C., & Wasik,
B. (2002). Kindergarten: fours and fives go to school.