Early Childhood Education Philosophy

Running Head: EARLY CHILDHOOD EDUCATION
EARLY CHILDHOOD EDUCATION PHILOSOPHY

EARLY CHILDHOOD EDUCATION
What Philosophy means to me....
Philosophy is defined as a system that guides public affairs, according to the Macquarie
dictionary (2005). Philosophy is generally used as a term that reflects personal values that are
brought about in work and beliefs regarding children, learning, and families (Egan, 2012). It
impacts ways in which response, policies, and procedures of everyday practice are framed for
early childhood education (ECE). However, the Early Years Learning Framework (EYLF) does
not incorporate the definition of philosophy. The design framework, procedures, policies and
framework in accordance with the ‘3B's' which are becoming, being and belonging. These B's
are embodied in the principles that guide their practice. Again, the National Quality Standard
encompasses the idea of philosophy within its six Guiding Principles, which are included across
its seven Quality Areas.
I believe that those educators across different settings in Australia have a different view
of philosophy. The discovery for philosophy began way back in 1969 starting with Matthew
Lipman, who penned down the novel, Harry Stottlemeier's Discovery. It included Philosophy for
Children curriculum, which initiated a movement and now is spread across 40 countries.
The early childhood years from the age 0 till 7 years of age children learn through their
own creative experiences with certain limitations. A child's imagination along with senses is
fostered with the help of songs, stories, interaction with nature, creative play and interaction with
human activity (Gordon & Browne, 2013). I believe that through play and activities children can
learn much more, and grow to set up their own unique milestone along their path. Philosophy is
believed to be encompassing everything that early childhood educators need to do. It is
considered as a living document which needs period review by families and learning
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EARLY CHILDHOOD EDUCATION
communities. It needs revision as the EYLF and other professional bodies make knowledge
available.
There are various types of early childhood program philosophies that can provide high-
quality learning for early learners. The play based philosophy, which includes learning to play or
playing to learn is one of the primary philosophies that is used. The aim of these philosophies is
to design high-quality programs such that they can make children think in a creative manner such
that they can succeed in the ever-changing and complex world. An integral element of early
childhood program philosophy is a purposeful play that includes developmental and other
significant aspects. The core aim of philosophy in ECE is to be able to develop a child's
emotional, intellectual, social and physical development. We as educators act as influences for
our children, and in promoting a smooth transition from childhood into adulthood.
As an Educator....
As an educator in early childhood education, I have the potentiality to shape and
influence the motivations and values of young children. From the care and guidance they receive,
children will develop their perspective towards various aspects of lives. In order to inculcate
practices, there needs to be a guiding philosophy that shapes behavior. Every regulatory body in
early childhood education has certain philosophies embedded within their principles. These
principles assist firstly to understand young children, to analyze ways to assist them.
Flexibility, especially in lesson plans, can be accommodated to meet varying children's
needs. Pedagogical knowledge, professional disposition, content knowledge, and human
relations are integral to early childhood education and philosophy enables shaping them (Bull,
2010). An educator needs to make sure that a child does not feel uncomfortable at the center as is
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