Educational Philosophy

I strongly believe that play is imperative for the proper intellectual, social, emotional, and physical development of children. I also believe that young children are inherent scientists and explorers of their world. If given the proper tools and guidance, their naturally inquisitive nature

will propel their innate ability to construct their own knowledge. My educational philosophy is a synthesis of various elements from pioneers in the field of early childhood education. The foundation of my program is play-based, weaving in a variety of principles from various philosophies. My educational values align with Maria Montessori’s belief that children learn best through self-driven sensory experiences and that by supporting self-sufficiency in children, we are building self-esteem along with problem-solving skills. I believe that an environment has the potential to act as a “teacher”, and if properly structured, an engaging, enriched environment with a variety of developmentally appropriate materials, will facilitate learning with the teacher acting as a guide. Several of the principles that embody the Reggio Emilia philosophy resonate with me as well. I strongly believe that young children should be given choices in their learning and that as educators it is our duty to meet the children where they are and to adapt our curriculum to fit their individual needs. I create and adapt secular curriculum based around the interests expressed by the children in my care. When children are not receptive to my approach or topic, I move on to something different or modify how I am presenting the material. When presenting a concept or topic to children that I have chosen, I try various approaches but ultimately follow the lead of the children in deciding which avenue is best for us to pursue. While I may choose multiple routes for teaching a particular concept or topic, the children ultimately guide the direction we will take based on their interests and what works best for everyone.

 

I fell in love with the natural history of our planet during my undergraduate studies at UC Berkeley, and this passion manifests itself in the development of my curriculum and in my interactions with children. As championed by Waldorf educators, I strive to cultivate a strong nature connection among the children in my program. I believe in the importance for children and adults alike, to learn about the natural rhythms of life and to understand our connection to all things, people, animals, and the earth. The natural world has so much to teach us, and I believe that an outdoor classroom holds just as much if more, opportunities for learning as an indoor classroom. Nature themed activities are strongly prevalent in my program, as well as gardening, cooking, process art, and using natural raw materials for play such as rocks, wood pieces, shells, and other natural resources that we collect as a group. My curriculum is heavily literature based. As research suggests and through my own personal experience, books are a significant influence in children’s development, and frequently reading to children is a strong predictor of future literacy and writing skills. Reading aloud to children supports cognitive development, improves language skills, enhances imagination and creativity, and improves concentration and discipline. I read aloud frequently to the children in my care, and we explore morals, ethics, culture, and relationships, plus so much more, through conversations about characters, and story lines, as well as through activities inspired by the content of the literature. By reading aloud to children and bringing books to life, I hope to cultivate a lifelong love of reading.

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Ultimately, as an educator, it is my hope that children develop confidence in themselves and a genuine love for learning. I hope that children develop a curiosity to know more about themselves, others and the wonderous world around them and to carry this wonder throughout their

lives.