Philosophy Statement: Early Childhood Education, University Assignment

This philosophy statement, authored by Kate Hawke, outlines the author's beliefs and approach to early childhood education. Inspired by Lev Vygotsky's emphasis on the environment's influence, the statement emphasizes the importance of educators improving their knowledge and creating a nurturing environment (whanau). The author views children as competent individuals with unique capabilities, whose whatumanawa are ready to absorb knowledge. The statement stresses the need for educators to build trust through whakaute, aroha, atawhai, and open communication, aiming to inspire inquisitiveness, lifelong learning, and support among tamariki. The goal is to create an inclusive classroom that welcomes all students, irrespective of their backgrounds, fostering a sense of hapori. The author aims to prepare infants and toddlers, nurturing their abilities, and involving parents in their children's education, while fostering a love of learning and strong values.

Running head: PHILOSOPHY STATEMENT AS AN EDUCATOR
Philosophy Statement as an Educator
Name
University
Author’s note

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PHILOSOPHY STATEMENT AS AN EDUCATOR
Notable philosopher Lev Vygotsky held that the environment of the children influences
their learning and personal development to a great extent. He maintained that children have
better opportunity to achieve higher levels of education if they are surrounded by more
knowledgeable individuals (Blake, 2015). Hence, to become an effective educator, I believe my
first responsibility is to improve my knowledge and capabilities, so that I can bring about a
positive transformation in the childrens’ lives. However, matua are the first teachers of a child,
and whanau is the primary environment that provides the early knowledge, values and
perspective in tamariki. Similarly, to be an ideal kaiako, what I believe and do is of great
importance, as it would have a deep impact on the tamariki.
I believe it is not right to consider the tamariki as incomplete adults. They have their own
the capabilities and competence. Their whatumanawa are like sponge, ready to soak up all the
mohiotanga and information the can gather. As they develop their own hinengaro, they make
meaning of things they learn and experience, and thus shape their worldviews (Elango et al.,
2015). Hence, it is important, as an educator, to be careful and responsible of what we are
exposing the young akonga to. To this end, I believe whakaute, aroha, atawhai and open
communication with children will help me earn their trust and attention.
As an educator, I look forward not only to help the tamariki to learn fundamental life
skills, but also to inspire them, encouraging them to explore new things, be inquisitive and ask
questions to lay the foundation of a life-long learning, and motivate them to support each other,
so that they grow up as a part of a hapori, instead of an isoalated individual. Hence, I would
strive for building an inclusive environment within the classroom, where the tamariki from all

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PHILOSOPHY STATEMENT AS AN EDUCATOR
ethnicities, religions, background, leaning needs, abilities, as well as social and economic class
can learn together. (Ministry of Education, 2017).
Given the seriousness of the profession, as a kaiako, it is my responsibility to guide
tamariki in the right path, so as to enable them manifesting the full potential. To this end, it is
important to attend to the specific needs and interests of each tamariki, and nurture their abilities
accordingly. For this purpose, I believe open communication with the respective matua and their
involvement in the children’s education is very important (Follari, 2015). My overall goal is to
prepare the infant and toddlers to develop aroha for learning, while inciting inquisitiveness,
imagination and strong values to become a competent and responsible individual in future.

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PHILOSOPHY STATEMENT AS AN EDUCATOR
References
Blake, B. (2015). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in
classrooms.
Elango, S., García, J. L., Heckman, J. J., & Hojman, A. (2015). Early childhood education. In
Economics of Means-Tested Transfer Programs in the United States, Volume 2 (pp. 235-
297). University of Chicago Press.
Follari, L. (2015). Foundations and best practices in early childhood education: History, theories,
and approaches to learning. Pearson Higher Education AU.
Ministry of Education (2017). Te Whariki. Wellington: Ministry of Education. . p.13