My Early Childhood Educators Passionate - PowerPoint Presentation

Slide1

My Early Childhood Educators Passionate Creed

Roseanne PickeringPIPI 7931 – Being and Becoming: Teacher as Professional

Assignment Cover SheetSlide2

My PhilosophyMy Philosophy is developed from who I am, my development of knowledge and practice over the past years.

I teach out of my character and my personality, my nurturing and playful nature, my love for relationships, challenges and responsibility.I am marked with Gods love and compassion, I want to share this with others as I work alongside families to raise up the following generations.Slide3

Image of the Child

Preparedness

Potential

Curious

Engaging

Establishing

Relationships

Constructing

their learning

Involved

Competent & Capable

Powerful

Unique

Desires to gain knowledge

Commutative

Amazement

Protagonist of their own learning

Active agents & go researchers

Rich in experiences

RespectedSlide4

Role of the Teacher

Teacher as researcher

& Collaborator

On going reflection

Respecting children’s

work & the process

To be very open

To know each child individually,

To document &

capture conversation

To observe & listen

Act as a resource for the children &

To question and extend

Partners to the process of learning.

To reflect & support

To gather with

the children

Be apart of a teamSlide5

Teacher as Professional

Being and Becoming:

A professional educator is one that has integrity, authenticity and is transparent. Shows genuine love and cares for those around her, he takes up responsibility and is filled with motive, determination and has a positive attitude.Slide6

Teacher as LearnerEducators need to be ‘ready, willing and able to engage profitably with learning’

(Claxton & Carr, 2004, p. 87).

Being and Becoming:

Gracious

S

ecure

TeachableSlide7

Teacher as NurtureA nurturing teacher is one who knows each individual child; she knows their abilities, interests and passions. A nurturing teacher is one that supports the child and their families, they show love and compassion; they are able to support child’s emotional well-being and are prepared for the unexpected.

Being and Becoming:Slide8

Teacher as Christian Educator

Jesus is a model for all those who are called to teach (Pazmino, 2001). Jesus had time for people; he showed unconditional love, encouraged and supported those he taught. “Make my joy complete by being like-minded, having the same love, being one in spirit and purpose.” 

As a Christian educator it is my ambition to live as Jesus did, I want to be strong in my faith and I want my students to know I have a genuine love for them, I want to meet their needs, provide encouragement and support them through all stages of growth and development.

Being and Becoming

:Slide9

Teacher as Servant LeaderServant Leader characteristics:

Displays a caring love for othersOthers best interest at heartGrowing and developing those around me

Accepting

obligation

Has

desire for

accountability

Always listening

Genuine humility of heart

Being and Becoming:Slide10

RelationshipsI believe relationships are one of the upmost important foundations of early education. Children learn through positive, responsive and reciprocal relationships with people, places and things (Ministry of Education, 1996).

It’s important teachers strive to create all relationships in the best interest of the children and their families, as I believe when strong relationships are formed it empowers young children to explore confidently and freely and sets the foundations for later in life.Slide11

The Relationship Triangle

Fostering Relationships

Community

Parents and Child

Centre and StaffSlide12

Family/Whanau“When the family, and its knowledge of the child, is viewed as an integral part of the learning community, strong, responsive, reciprocal relationships can then be formed between the family and the centre, supporting the child’s sense of belonging”

(Jones, 2006. p. 28)These relationships can be achieved by regular communications, parent days, making connections with children’s interests and home environment, family walls, learning stories and funds of knowledge.Slide13

Staff InteractionI believe staff need to have an open understanding, reciprocal relationships and two-way communication for a team to run smoothly.

A team needs to share a similar philosophy and know they each have a valued place within the a centre.Slide14

EnvironmentI see the environment as being one that that educates and mirrors the ideas, values, attitudes and cultures of those that live in it. An environment that promotes relationships, provides challenges, choices and activities and has potential for sparking all kinds of social, affective and cognitive learning (

Edwards, C,P., Gandini, L., Forman, J, E.,1998). Slide15
Slide16

Outdoor SpaceConstructionImagination

DiscoveryExplorationChallengingNatural ElementsSustainableQuite Space

OpportunitySlide17

ResourcesChildren and teachers have access to many resources, keeping in mind not all resources have to be the newest equipment but can be creativity home or centre made.

I believe that one man’s trash can be another man’s treasure. Resources should be maintained and safety checks for equipment should be done regularly.

The resources should be accessible and at a height for children, whilst other resources should be stored safely for teachers to use.Slide18

Positive GuidanceI believe teachers should be equipped with tools to provided all children with guidance as they develop physically and socially.

Redirection

Empowerment

CollaborationSlide19

Nutrition and SafetyCentres should be well equipped and following current regulations for safely. I believe it is important for teachers to have a understanding of current polices and practices that will effect the daily environment.

Its important children are brought up on a nutritious diet, centres providing food consult parents on what they are serving and take opportunities to discuss with children healthy options.Slide20

CurriculumTe Whaariki

Planning and AssessmentLearning though PlayPolicies and PracticesMulticulturalism and DiversityCreative ArtsSlide21

Planning and AssessmentPlanning, assessment and evaluation is an on-going (Sutton, 1997) task that should be happening throughout our classroom to see and develop learning opportunities and to set goal we can aim for making the process objective as possible (Sutton, 1997).

Noticing

Recognising

RespondingSlide22

Learning through Play“Play is a tool for learning and practitioners who acknowledge and appreciate this can, through provision, interaction and intervention in children’s play, ensure progression, differentiation and relevance in their development.”

(Moyles J, 1996) Slide23

Polices and Practices“Polices should be seen as playing a key role in promoting shared beliefs and values, they should underpin day-to-day practices and be a baseline for everyday decisions. “

(Jones, C, A., & Pond, L. 2008)Regulations, philosophies and polices influences the practices within an early childhood setting.As an educator I need to understand and partake in regular changes, and updates of these influence. I also want to share a similar philosophy with those in which I work with.Slide24

Multiculturalism and Diversity

I believe teachers need to be aware of diversity and multiculturalism in the classroom, we need to be equipped with knowledge and tools on how we can best include all children and their families no matter what their background. I believe centres need to equipped with resources and areas for children to explore other cultures.Slide25

Creative ArtsChildren are never too young to start exploring art in many different mediums and forms. The benefits of art exploration are wide, ranging from physical cognitive development.

Art gives children the opportunity to develop friendships and social skills, it allows children to express emotion and often create ‘original’ ideals.

Creative arts should be available for children to do on a daily-bases with teachers finding ways to extend activities and interest, focusing more on the process and development rather than the final product.Slide26

Reference List Page OneAlmon, J (2009.) The Vital Role of Play in Early Childhood Education

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Brownlee, P. (2007).

Magic Places.

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Assessment in Early Childhood Settings.

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Clyde, J. A., Miller, C., Sauer, S,. Liebert, K., Parker, S., & Runyon, S. (2006). Teacher and children inquire into Reggio Emilia.

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215-226.Slide27

Reference List Page TwoDaly, E,. Byers, E,. & Taylor, W. (2004).

The handbook for early years managers: Early years management in practice. Jordan Hill, Oxford: Heinemann Education Publishes.Drummond, M.J., Rouse, D., & Pugh, G. (1993). Making assessment work.

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Edwards, C. P., Gandini, L,. Forman, G. E,. (1998).

The hundred languages of children: the Reggio Emilia approach.

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Reference List Page ThreeGailer, S. (2010). Being Professional: First, do no harm!

The First Years: Nga Tau Tuatahi. New Zealand Journal for Infant and Toddler Education, 12(2), 19-24.

Gandini, L. 1998. “Education and Caring Spaces” in Edwards, C., Gandini, L., & Forman, G.

The Hundred Languages of Children.

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edges, H. (2009). 

Children's interests: From play to funds of knowledge as an analytic framework. Playcentre Journal, 136, 20-23

Hendrick, J, (1997). First steps towards teaching the Reggio Way. Upper Saddle River: NJ: Prentice Hall.

Hughes, R. (2010). Where is the love? Putting love at the heart of early childhood teaching. The First Years: Nga Tau Tuatahi. New Zealand Journal for Infant and Toddler Education, 12(2), 25-28.Slide29

Reference List Page FourJones, C, A., & Pound, L. (2008). Leadership and management in the year years: from principles to practice.

Maidenhead, UK: Open University PressJones, C. (2006). Continuity of learning: adding funds of knowledge from the home environment. Early childhood folio

, 10, 27-31

Jones, C. (2006). Continuity of learning: adding funds of knowledge from the home environment

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Educ J, 36, 505-511.McFarland, L., Saunders, R., & Allen, S. (2008). Learning and teaching positive guidance skills: Lessons from early childhood practicum students. Journal of Early Childhood Teacher Education, 29, 204-221Slide31

Reference List Page SixMorris, D. (2010).

Child, how children think, learn and grow in the early years. London, UK: HamlynNew Zealand Teachers Council: Code of ethics.

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http://www.teacherscouncil.govt.nz/ethics/index.stm

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Reference List Page SevenPazmino, R. (2001). Jesus the Master Teacher,

Jn Anthony, M. J. (Ed). (2001). Introducing Christian education: Foundations for the twenty-first century. Grand Rapide: Baker Academic. pp. 111 – 124

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The learning school.

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