Learning and Development for Early Childhood: A Teacher's View

This essay delves into the multifaceted realm of early childhood learning and development, providing a comprehensive exploration of a teacher's personal beliefs and pedagogical approaches. It begins by articulating the author's core beliefs regarding children and their learning processes, emphasizing the significance of a child-centered approach, which prioritizes the child's influence on learning content, activities, and pace. The essay further explores the benefits of social skills, play, and friendship formation within this framework. It contrasts this with a teacher-centered approach, highlighting its role in managing large class sizes and delivering structured lessons. The essay then pivots to examine the Reggio Emilia Educational Approach, aligning it with the author's child-centered philosophy. It emphasizes the creation of a conducive environment for social, cognitive, and linguistic development, and the importance of overcoming societal barriers to foster children's self-discovery and expression. The essay concludes by discussing contemporary perspectives on early childhood learning, positioning children as capable and competent learners, while acknowledging potential challenges such as parental resistance and the need for appropriately trained teachers. The essay draws upon several references to support the author's claims and perspectives.

Running head: LEARNING AND DEVELOPMENT FOR EARLY CHILDHOOD 1
Learning and Development for Early Childhood
Name:
Institutional Affiliation:

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Belief on Children and Learning
Early childhood years form the basis of personality, intelligence, the capacity to learn,
social behavior and ability to nurture a child in preparation for adulthood. Learning in children is
a very important phase in a child and as teachers, we play a vital role in achieving successful
learning in school (United Nations Children's Fund, 2013). In my practice as a teacher, have
developed various beliefs that have been helpful in developing an image of children and a view
on how children learn and develop.
I believe in child-centered approach in combination with the teacher-centered approach in
teaching. Child-centeredness is my most preferred as it places the child as the center of learning.
The child influences the content, materials, activities, and pace of learning (Froyd & Simpson,
2010). The learner normally has some information on what to learn and influences me on what to
teach them. In most cases, children are interested in gaining social skills, friendships and pretend
plays that help in cognitive development. My role as a teacher is offering guidance as opposed to
imposing what children involve in.
Social skills involve behaviors that help in interaction and developing caring behaviors.
Children learn the skills through interaction with their peers as they play and involve in
conversations. As a teacher there is need to offer guidance to children on how to cooperate with
peers, show empathy to others, participating in groups and resolving conflicts (Hollingsworth &
Winter, 2013). Play is important in cognitive development in early childhood. Play is mainly
pretend play games, cooperative games, and associative play. It helps develop language,
interaction skills, the show of emotions and problem-solving abilities. While children engage in
play games, I help in setting up play scenarios and provide playing materials used in playing
games. Friendship formation is another skill learnt through child-centered approach. Children

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learn how to express themselves, form relationships and understand others. It helps gain
interaction skills essential in childhood and later in adult life (Qutoshia & Poudelb, 2014). I do
use puppets, give role-play activities and give friendship stories to ensure children form
friendships with others.
Generally, in child-centered approach, the image I have on children is those who are
powerful, knowledgeable, competent, motivated in communicating and engaging other children
and interested in solving problems (Martalock, 2012).
The teacher-centered approach is essential in children's learning. The approach involves
teachers as the center of learning. Children passively receive knowledge from teachers through
lessons, instructions, and lecture. I believe that am aware of what children are interested in
learning, what is important to them and I know how to teach them (Hedge & Cassidy, 2009). An
example is the alphabetical order and numbers. The lessons form the basis of sentence
construction, spelling, and communication. I believe the approach is essential in managing a
large number of children in a class and coming up with lesson plan necessary for subject taught
in school. At the end of the learning session, I evaluate children through tests and assessments
where marks are awarded and ranking may be done in some cases (Tan & Rao, 2017). The image
I have on children while using the approach is that children are receivers of vital information and
are in need of education. I also view the children as those who need simple activities progressing
to complex activities gradually (Martalock, 2012).
Belief on Teaching
The educational approach that is in line with my belief in child-centeredness approach in
teaching children is Reggio Emilia Educational Approach. Reggio Emilia is a town located north

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of Italy. After the World War II, families living in the town offered to build a school which
adopted a unique way of operating. The approach used in the school led to the name Reggio
Emilia Approach in education system. Reggio Emilia approach focused on children and was
suitable for Early Childhood Developments and preschool education. Today the approach is
adopted worldwide in curriculum development and learning institutions (Arseven, 2014).
According to the approach, children realize themselves in many ways if provided with a
conducive environment. For instance, a child uses painting to express their thinking and thoughts
and expresses emotions while playing with others. Reggio Emilia encourages teachers to support
children in providing an appropriate environment to express themselves. It can be possible
through providing materials such as paints, brushes, and board to encourage painting. Classes
can also have arrangements and programs that encourage children to express themselves
(Mahesh & Tripti, 2010). Through the approach, I believe there is creation of conducive
environment for social, cognitive and lingual development which are vital. Such skills are very
important in child’s growth and transition in adult life.
The approach further explains that are always barriers to development in all societies.
Such barriers include behavioral patterns in the society and traditional education methods present
in the society. For a child comprehending such barriers is a challenge. Therefore adult or
teacher’s guidance is of great essence in shaping the child’s character and perceptions. Adults
need to teach children about the values, beliefs, and cultures present in the society (Arseven,
2014). This ensures smooth adoption of societal cultures. While using the approach I aim at
helping the child overcome societal barriers and develop ways of coping with challenges present
in society.

LEARNING AND DEVELOPMENT FOR EARLY CHILDHOOD 5
Reggio Emilia Approach encourages children to make new discoveries. Children involve
actively in class and engage in several activities. They can do paintings, drawing and play
pretend games. Through such activities, children discover talents, ability to solve problems and
express themselves. Important aspects to note while implementing the approach is ensuring
children are given freedom to express themselves, develop imaginations and satisfy curiosity
arising to ensure discovery of themselves is possible. Reggio calls the approach as “the hundred
languages of a child” which an adult works with them and supports their activities (Mahesh &
Tripti, 2010). I believe that the approach in return helps raise children who demonstrate good
relations with other people, self-confidence and admirable character in the society.
Reggio Emilio approach plays a role in curriculum development in schools. Decision on
content to be taught in schools involves active participation from teachers, parents, and children.
Curriculum content can be derived from teachers' suggestions, students' suggestions, natural
incidents or parents' suggestions. The important components of learning are projects and team
documents. Teachers work on the projects to take place then obtain materials and support from
parents and society. Learning takes place in a group set up as opposed to individual setting and it
takes place for a short period of time (Mages, 2016). My belief in the teaching is it promotes
participation from all children through making observations and expressing their interest in
different projects covered.
Belief about Contemporary Views
In my belief on contemporary perspectives, I position children as capable and competent
learners. Children are capable of learning and experimenting new things when provided with a
conducive environment. Early childhood is the period when children learn how to form
relationships, learn how to speak and seek to discover their potential. It is, therefore, an

LEARNING AND DEVELOPMENT FOR EARLY CHILDHOOD 6
important period to let children explore many activities and satisfy their curiosity. In my view,
children need guidance on how they can discover their potential. It can be done through the
provision of materials to play with such as paints and brushes to encourage drawing and painting
(Santín, 2017). Through such activities, children become creative, become self-confident and
know how to interact with others which are essential traits needed even later in life.
The perspectives have various benefits to the child. Environmental stimulation is a
benefit I believe is gained in the contemporary view. Children have an environment as a teacher
as caregivers provide natural materials that are used in playing. Examples may include the use of
soil in building imaginary houses, leaves in creating kites and sticks in creating structures.
Through the use of naturally occurring materials children are encouraged to develop an interest
in environment and exploration of the world (Scott, 2015).
Another benefit I believe is gained is the expression of children through "hundred
languages". Children use different ways of expressing themselves. It can be through building,
writing, drawing, painting, dramatic play and sculpting. The different ways help in developing
skills in problem-solving, relationship forming, expressing empathy and cognitive development.
Parental and community involvement is beneficial to children in their learning. Children engage
with parents and teachers as equal partners in learning. Freedom is offered in expressing
themselves freely. It encourages a child to develop self-confidence and creativity while learning
(Arseven, 2014).
I believe that there are potential challenges posed by my contemporary view on children
as capable and competent learners. My view entails the child as the center of the learning process
and the challenge am likely to face are reluctant parents in adopting the learning style. Most
parents believe in teacher impacting knowledge on the child as opposed to the child dictating

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what they want. It may be a challenge as many parents would not wish to have their children go
through the system (Arseven, 2014). Another challenge likely to arise from the system is lack of
adequate teachers with training and experience in teaching children using the style. Most
teachers believe that children attend school to be impacted by the knowledge they didn't have as
opposed to children as capable and competent learners. Despite facing the challenges, the view is
gaining popularity and more teachers are training and practicing my contemporary perspective
(Mages, 2016).

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References
Arseven, A. (2014). The Reggio Emilia Approach and Curriculum Development Process.
International Journal of Academic Research. 6(1), 166-171. DOI: 10.7813/2075-
4124.2014/6-1/B.23
Froyd, J. & Simpson, N. (2010) Student-Centered Learning Addressing Faculty Questions about
Student-Centered Learning. Retrieved from
http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf
Hedge, A. & Cassidy, D. J. (2009). Teachers’ beliefs and practices regarding developmentall
appropriate practices: A study conducted in India. Early Child Development and Care,
179(7), 837-847. DOI: 10.1080/03004430701536491
Hollingsworth, H. L. & Winter, K. M. (2013). Teacher beliefs and practices relating to
development in preschool: importance placed on social–emotional behaviors and skills,
Early Child Development and Care. 183(12), 1758-1781, DOI:
10.1080/03004430.2012.759567
Mages, K. W. (2016). Taking inspiration from Reggio Emilia: An analysis of a professional
development workshop on fostering authentic art in the early childhood classroom.
Journal of Early Childhood Teacher Education. 37(2), 175-185. DOI:
https://doi.org/10.1080/10901027.2016.1165763

LEARNING AND DEVELOPMENT FOR EARLY CHILDHOOD 9
Mahesh, S. &Tripti, K. (2010). Primary Teachers' Beliefs about Teacher Talk in ESL
Classrooms: a Perspective from India. The International Journal of Research in Teacher
Education. (1), 55-65. DOI: http://ijrte.eab.org.tr/1/4/4_mahesh.pdf
Martalock, L. P. (2012). “What is a wheel?” The Image of the Child: Traditional, Project
Approach and Reggio Emilia Perspectives. Retrieved from
http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol40_3_Martalock.pdf
Qutoshia, B. S. & Poudelb, T. (2014). Student Centered Approach to Teaching: What Does it
Mean for the Stakeholders of a Community School in Karachi, Pakistan? Journal of
Education and Research. 4(1), 19-33. DOI: http://dx.doi.org/10.3126/jer.v4i1.9620
Santín, F. (2017). Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early
Childhood. Journal of New Approaches in Educational Research. 6(1), 50-56. DOI:
https://doi.org/10.7821/naer.2017.1.207
Scott, L. C. (2015). The Future of Learning: What kind of Learning for the 21st Century.
Education research and foresight. Working papers. Retrieved from
http://unesdoc.unesco.org/images/0024/002429/242996E.pdf
Tan, T. C. & Rao, N. (2017). How Do Children Learn? Beliefs and Practices Reported by
Kindergarten Teachers in Singapore. Asia-Pacific Journal of Research. The Pacific in
Early Childhood Education. 11(3), 81-112. DOI:
http://dx.doi.org/10.17206/apjrece.2017.11.3.81

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UNICEF. (2013). Why Early Childhood Development? Retrieved from:
https://www.unicef.org/earlychildhood/index_40748.html