Personal Teaching Philosophy Assignment Report

In The field of early childhood education, there are certain set of beliefs and
understanding regarding children’s capabilities and development, especially about how children
learn. Personal teaching philosophy indicates the set of beliefs and consideration that an educator
develops within, informed by the theories and practices as well as influenced by the social
customs and values of their respective society (Cahn, 2018).
It’s always been my ambition in life to become an early childhood educator to make
children confident and capable in everything they do. As an early childhood educator, I believe
my primary duty is to identify the capabilities and unique qualities of children and facilitate a
healthy learning environment where they can actively participate and develops interests in skills
compatible to their abilities. In several approaches of early childhood education in the past,
children were regarded as incomplete adults, waiting to reach their full potential (Noddings,
2018). However, I believe that each of the children have their unique competence and
capabilities. They are unique individuals who need to be treated accordingly. In this regard,
educators need to observe, plan and implement learning activities aligning with their students’
requirements to facilitate a successful learning program (ACECQA gov.au, 2020). According to
notable educationist Maria Montessori, observing a child without any preconceived notions
would help any educator to identify the capabilities and interests of a child. Thus, learning
materials and activities can be developed accordingly. Moreover, she emphasizes that there is no
need to correct children for their every mistake. Children should be given the freedom to make
choices and supporting them in their choices by providing a safe environment. Thus, through
identifying the mistakes or failures they commit, children will eventually learn and discover their

full potential (Lillard, 2018). Hence, my approach in implementing the curriculum would be that
of an observer, facilitating and extending their learning experience, giving them the autonomy to
make choices and learn from them. (ACECQA. gov.au, 2020).
Montessori also maintained that children have an absorbent mind. She observed how
children learn language without anyone teaching them grammar or vocabulary. From this, she
reached the conclusion that children under the age of three do not require any lesson to learn;
rather they pick up information from around. Their minds are like sponge, eager to soak up all
the information and knowledge they can gather. As their cognitive development starts, they also
start creating meaning of whatever they experience and learn, and this is how their worldviews
are shaped for the rest of their lives (Isaacs, 2018). Hence, the adults around a child must be
careful what they talk about or how they talk. This is especially important for an educator to be
prepared for offering a safe and constructive environment to the children to learn new things
which constructs the foundation of their future.
Educational psychologist Lev Vygotsky also held that learning environment is of primary
importance to early childhood education. He maintained that children have better opportunity to
learn if they are surrounded by more knowledgeable others. As opposed to Jean Piaget’s theory
of cognitive development, Vygotsky held that development does not always necessarily precede
learning; rather children can learn better and faster if they are surrounded by individuals who
possess more skills or higher ability than themselves. (Blake, 2015). Hence, as an educator, I
believe it is my primary duty to enhance my knowledge and skills before I venture to impart any
knowledge to children. As a teacher, what I believe and how I behave will have a long-lasting
impact on my students, influencing their lives even in future. However, maintaining a resourceful