(Review, 2013)
About me.Hi my name is Amanda Beasley. I am striving to become an Early Childhood Educator. I am currently attending Fleming College for Early Childhood Education. I chose this course because I love to see children's curiosity grow and ways I can help them develop to their full potential. I have Four nephews, Two of which I babysit a lot. I did a co-op in 2 different places. Both were amazing experiences, I love the thrill of encouraging play and motivating the children to express themselves freely. Bringing joy and happiness to the children and the families is heart warming to me. I'm eager to learn new things and apply them in the learning centers. Soon I wish to open up my own daycare and learn more about the Reggio Emilia approach which has inspired me to work in the education system where outdoor play is strongly encouraged.
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My Personal Philosophy.
(HQ, 2016)
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A personal philosophy depends on each person. As a student early childhood educator, it should consider of their beliefs, values and what they think is important for children’s exploration into the learning center. My personal philosophy is based off play. Children need play to explore and to be motivated, which would be cognitive engagement, to induce their imagination. Play is essential for everyday activities. There are different kinds of play including risky play and pretend play. Risky play is playing that children can explore on their own with a safe environment watched by educators ( (Dietze & Kashin, 2016).
For example, if a child sees a log and wants to walk on the log, the child will have to maintain their balance to stay on, use their problem-solving skills to see how they can maintain their balance and using their motor/hand eye coordination skills. I believe risky play is important in the early learning environment because it helps the children problem solve, make decisions based on how they would address a situation., and self regulate on what they feel comfortable with.
Pretend play is play that helps children problem-solve as well as communication with each other of what they want to tell a story of. There are two different types of pretend play, high quality play and pretend play. “In fact, high-quality play that is mediated by adults who are play partners and able to inject small amounts of focused direct instruction based on the needs of the child into the daily play, is an effective pedagogy for emergent literacy, numeracy and inquiry skills (Clarke-Stewart & Allhusen, 2005; Kagan & Kauerz, 2006; Schweinhart, 2006; Siraj-Blatchford et al., 2002).” (ELECT, 2014, page 11). This indicates that the teachers give the children props and suggests they can make a fort or something that is intended for use. Whereas pretend play is the children using their curiosity and imagination through their story telling experiences. I believe play is important because children can use their imagination for anything, it enhances their interactive play and they can retell their own personal experiences or what they think that interests them. Supporting their interests would make the children feel comfortable in their environments and would want to be engaged into play.
According to the College of Early Childhood Educators (2017) Standard 3: Safety, Health and Well-Being in the Learning Environment, Section C: Practice, number 6 “Design or modify indoor and outdoor learning environments to support children’s self-regulation, independence, reasonable risk-taking, meaningful exploration and positive interactions” (pg. 13). This indicates that we as educators must create and provide the environment for exploration and play within reason, to ensure children are developing at a successful rate.
We also need to be supporting the relationships within the children, families, colleagues, and the communities. I believe this is essential to building positive and interactive relationships with the children, families, colleagues, and communities in our care. This is supported by our code of ethics. According to the College of Early Childhood Educators (2017) Standard I: Caring and Responsive Relationships, Section C: Practice, number 7 “Ensure that in their relationship with families and colleagues, the needs and best interests of the child are their highest priority. They collaborate with families to access information and resources to make informed decisions about their child. They advocate for children and families in partnership with families and colleagues” (pg. 9).
Other documents.
Résumé
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Certificates
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Contact Me.
(Eric & Elyse, 2013)
References.
Larsen, E., & Larsen, E. (2013). Playing in the leaves. Retrieved from The Larsen's, Eric, Elyse, Tatum, Trey, Cambria: http://ericandelyse.blogspot.com/2013_11_01_archive.html
Review, G. P. (2013). INVESTING IN INNOVATION: THE ECONOMIC CASE FOR EARLY CHILDHOOD EDUCATION. Retrieved from Review, Georgetown Public Policy: http://gppreview.com/2013/02/19/investing-in-innovation-the-economic-case-for-expanding-early-childhood-education/
Kuiper, A. (2018). To The Mom With A Toddler And A Baby. Retrieved from Scary Mommy: https://www.scarymommy.com/toddler-and-baby/
Dietze, B., & Kashin, D. (2016). Empowering Pedagogy . Toronto: Pearson.
Educators, C. o. (2017, second edition ). Code of Ethics and Standards of Practice . Toronto: College of Early Childhood Educators .
HQ, E. L. (2016). Inspirational Quotation Poster: Loris Malaguzzi 3. Retrieved from Early Learning HQ: https://www.earlylearninghq.org.uk/latest-resources/inspirational-quotation-poster-loris-malaguzzi-3/