Teaching Philosophy Paper

Topics: Early childhood education, Childhood, Head Start Program Pages: 8 (3140 words) Published: April 18, 2012

Children need physical and emotional support. They also need the right opportunities and environment to grow into responsible adults. Children need positive role models in their lives to succeed. Schools want children to be healthy. Attachment is also important to a child’s development. Play helps children make sense of their experiences and helps them to cope better with their emotions. Throughout history, many different theories were developed. The first priority of an early childhood program is to support young children’s development and attachments. The most powerful influences on development are culture, temperament, and biological and environmental factors Predictability in the schedule and in the way adults care for the child helps to provide children with a secure base. I believe Head Start and Early Head Start is important for children. It prepares them for Kindergarden. Family involvement in education is important for children. Educators work directly with the children so they know what’s best for them. Early childhood educators should be aware of policies affecting children because children cannot vote or speak for themselves.

All children have the capacity to excel academically. Children need physical and emotional support. They also need the right opportunities and environment to grow into responsible adults. “Education provides children with the tools to live fulfilling lives and equips children to care for themselves and others” (Casper and Theilheimer, 2010, p. 4). Due to the young age and emotional and physical needs of children, early childhood education provides a high standard of care and nurturance. Early childhood educators play an important role in children’s lives. As stated in chapter 2, caregiving that is responsible, reliable, and predictable secures an environment so that the child feels safe (Casper and Theilheimer, 2010, p.39). Children need positive role models in their lives to succeed. I can provide love, support, attentiveness, responsibility and competence as an early childhood educator. I have a five year old niece that I’ve cared for since birth. I love to be around her. She is one of the reasons I want to work with children. I learn from her how to be patient and handle situations that come up. Patience is very important when dealing with children. If you don’t have patience with children, your anger might take control. “Sometimes there are no “just-right” solutions that please everyone” (Casper and Theilheimer, 2010, p. 13). What this quote means to me, since there are no just-right solutions, you need patience to get through the tough situations that occur in the classroom. While at my site visit at BMCC childcare center, I noticed one of the children disrupting the classroom. He was crying, screaming, and not cooperating with the teacher. The teacher was patient and calm while talking and trying to calm the child down. It took a little bit of time and one on one attention but the teacher was able to calm him down. Each child deserves to be healthy, safe, engaged, supported, and challenged. I believe that is why educating the whole child approach to learning and teaching will develop and prepare children for challenges. “Like all development, self-regulation is a “whole-child” capability” (Casper and Theilheimer, 2010, p. 77). Self-regulation refers to complicated processes that allow children to appropriately respond to their environment. Children must translate what they experience into information they can use to regulate thoughts, emotions, and behaviors. Schools want children to be healthy. That is why schools provide free breakfast available to all students. They also provide free lunch to low income families. Growing up my family was considered low income so my school provided free lunch for my siblings and I. Attachment is also important to a child’s development. Casper and Theilheimer (2010) explain children become more independent and social-emotional...
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