Statement of Philosophy

 

Curriculum Planning

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In planning and developing a curriculum that is the most beneficial to the learning and development of young children there are many factors that come into play. For one, it is important to understand that all of the domains of development and learning are important and interrelated (Copple). This means it is important to incorporate all domains of development in lesson plans throughout curriculum, and also how lesson plans can involve the development of multiple domains of development. We also know that learning and development occurs in sequences with later skills building off of current ones, and that each child is unique in their rates of growth, development and individual functioning (Copple). This is why it is so important for teachers to ensure that their activities, teaching styles, lessons, and classrooms are tailored to fit the needs of each individual child. Knowing that each child develops and learns at different rates and benefits from different styles of learning is important in preparing lesson plans that fit the needs of each child (Copple). Certain children may require for lesson plans to be adjusted in cases of children who have special learning needs or abilities or who benefit from different teaching strategies and learning styles.

Paying close attention to the interests of the children will also support the effectiveness of lesson plans by playing on the interests of the children to draw their attention in and foster growth and development through these interests (Copple). We know that children benefit the most from lesson plans that are age appropriate, individualized, interesting, and child directed (Kostelnik). Lesson plans that are implemented by adults whom the children have formed a relationship and close connection with where there is trust and security also have been proven to benefit the child the best (Copple). This is why it is so important to build strong relationships with all of the children you are working with and build trust, rapport, and comfort between yourself and each child.

One of the most important factors that come into play with developing effective lesson plans and curriculum is ensuring that the activities and lessons are age appropriate, culturally appropriate, and individually appropriate for all of the children in the classroom (Kostelnik). For preschool age children (ages three to five years old), activities in which the children are playing and engaging actively and self directed are the most beneficial to their learning and development. This is because play is enjoyable, memorable, meaningful and child directed. It is natural for children to learn through play and through interactions with other individuals. By reflecting on what the children are doing and expanding on it, teachers can enhance the potential for growth and development that the activity or play provides. Scaffolding the children’s play and behavior is an effective way to use play as a learning strategy.

Children have an incredible ability to teach their teachers how to teach them. We learn from children what teaching strategies the children learn best from. We also learn what kinds of things the children are interested in and how we can use those interests to facilitate growth and development. Observing children closely and gaining a deep understanding of their strengths, abilities, needs, and interests also gives educators insight into what stage of development they are in and if the child may benefit from an IEP or an IFSP. After a teacher recognizes these individualized needs, they can use IEP’s or IFSP’s to adjust their lesson plans to meet the needs or each individual child. In this way, the children have the ability to teach educators and guide them towards developing and creating environments and lessons that are the most beneficial to the children.

The teacher is also responsible for building strong relationships with the family and caregivers of the child. This plays in important role in the development of the child because it provides the teacher with a much better understanding of the child and what outside factors may be affecting the development, wellbeing, and emotional state of the child in the classroom. By gaining awareness of the child’s life outside of the classroom, the teacher is equipping himself or herself with the knowledge they need to support the child and provide the child with an inclusive and safe environment. This information also provides teachers with information and knowledge they need to ensure that the classroom is culturally appropriate for all of the children in the classroom.

I believe that the key to providing children with the most effective learning and development opportunities and most rich environment is developing a deep understanding of each individual child. In addition to this understanding of each child, it is equally as important to build strong relationships with the children that involve trust, rapport, and a sense of safety. With this knowledge of the children, teachers can create curriculum that meets the needs and builds on the strengths of each child, which is challenging and developmentally appropriate. Building a strong relationship with each child is what then allows the teacher to effectively implement this curriculum and work with each child in a way that the child finds safe and encouraging.

 

 

 

 

Works Cited

 

Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Kostelnik, M. J. (2015). Developmentally appropriate curriculum: Best practices in early childhood education (6th ed.). Upper Saddle River, New Jersey: Pearson.

 

Bredekamp, S., & Copple, C. (2013). Developmentally appropriate practice in early childhood programs (Third ed.). Washington, D.C., DC: National Association for the Education of Young Children.