I believe children are active learners; they observe and learn from others' behaviors, like their parents, teachers and other knowledgeable people, to adjust their own behaviors. As Malaguzzi, L., (1994) stated, "It's necessary that we believe that the child is very intelligent, that the child is strong and beautiful and has very ambitious desires and requests" (p.5). To me, educators work as a model of behaviors, through working with children, I reinforce children's behavior by adjusting my own gestures and choosing appropriate words and tones when talking to and treating them, their families, colleagues, and other people. Furthermore, to me, fun always matters in learning, and children learn things more effectively through hands-on experiences (for older children) and playing (for younger ones). I understand that every child is different, and they view the world differently from child to child. According to Vygotsky's theory, the environment in which children grow up will influence how they think and what they think about, and the psychologist assumed cognitive development varies across cultures (Mcleod, S., 2022). Personally, I find the pedagogical practices of the College of Early Childhood Education (2020) fit well with my view of the child. The approach acknowledges and values the diversity and individuality of children and their families while emphasizing comprehending children in the context of their families, cultures, and communities (CECE, 2020, p.9). For children's growth and well-being, I'm committed myself integrating the approach of the College of Early Childhood Education (2020) by co-learning with children and their families through actively inviting families to engage with children's activities and providing opportunities for them to participate in and enhance the learning environment and their children's experiences (CECE, 2020, p.9).

I believe the learning environment is a huge factor that affects how children view their world and vice versa. As Malaguzzi L., (1994) stated, "The environment you construct around you and the children also reflects this image you have about the child" (p.1). To me, this means the environment also contributes to the process of evaluating a child holistically. More importantly, I consider an open, accessible, and welcoming environment is where children can discover their abilities to their best. The College of Early Childhood Education (2017) recommended several approaches that directly aligns with my view of environment. The recommended approaches recognize the environment as the “third teacher” where children’s self-regulation, independence, reasonable risk-taking, meaningful exploration and positive interactions are supported both indoors and outdoors (CECE, 2017, p.10). While considering factors/elements to build an inclusive and responsive learning environment, I also keep in mind that, "The environment you construct around you and the children also reflects this image you have about the child" (Malaguzzi, L. 1994, p.1). Within the learning environment, I’m committed to integrating the College of Early Childhood Education (2017) Approach by promoting positive interaction though establishing a welcoming and appealing atmosphere, while keeping in mind that the surroundings serve as the "third teacher"; considering the social environment, including group dynamics as well as individual temperaments, sensitivities, and personalities; taking into account the learning environment's stimuli, such as sound levels, images, and the number of adults and children present and examining how the classroom arrangement affects the well-being and behavior of children (CECE, 2017, p.10).

As an educator, I consider myself a lifelong learner, who continuously observes and reflects on children’s development. According to How Does Learning Happen? (2014), educators participate as co-learners with families and children – learning with children, about children, and from children (OMEd, 2014b, p.21). From my perspective, educators are knowledgeable and open-minded people, who are willing to learn to improve their way of teaching to be more inclusive and responsive. In my opinion, CMEC Early Learning and Development Framework (2014) is the pedagogical approach that fits my image as an educator. Through assisting decision-making and the development of policies, programs, and instructional strategies by Ministries of Education, this approach improves the quality and continuity of experiences for children and their families in the early years and beyond (CMEC, 2014, p.4). I'm dedicated to developing self-awareness through practicing reflections, to routinely partake in new learning experiences both alone and with colleagues, and to consistently promote high quality experiences for the children in my care. More importantly, I support children’s emotional expression and empathy by using a warm and positive approach. I value taking time to wait, watch and listen, so that I know when to stand back and observe and when to enter children’s play to stimulate learning (CMEC, 2014, p.15).

In the process of achieving a common goal - holistic development of children, I believe families and communities are indispensable components that significantly influence children’s awareness. RECEs increase their techniques to foster positive interactions and self-regulation when families are given the chance to provide details about their children, including information about their temperament, hobbies, or issues (CECE, 2017, p.5). To me this means as we’re building up the mutual trust and relationship between families and educators, their children also benefits in many ways. The Montessori educational approach highlights my view of families and communities. This program values the involvement of families and communities children live within, and the continuity between the school and the home (Children’s House Montessori Preschool, n.d.). By collaborating and co-learning with families, it helps me to consider any possible ways to create meaningful links between the home and the early learning environment, which promoting healthy interactions with children (CECE, 2017, p.5).

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