Gallery above from https://prezi.com/lg4iomzop5v9/learning-theorists/  

“My Teaching Philosophy”

I decided to be a child development teacher the moment I took my first class on children’s brain development back in 2004. I became fascinated on how children ages 0-5 years old made connections to construct, or how they understand events, things, and the world around them. I wanted to be an active and effective facilitator for them. Brain development is a challenge, and a teacher cannot just tell children what they ought to know; rather, teachers have to scaffold with them, so children can develop their knowledge and expertise more effectively.

As a teacher, I am a social constructivist, who know that children should not only be observing, but interacting with peers and adults about the natural world around them. I know children benefit when interactions happening with adults and peers. Interaction helps children focus on learning, and speaks to the child that what they are observing does matter; not only to them but to the rest of the world.

It is crucial that the environment of the classroom is set up, so teachers can openly interact with children: the classroom environment must be organized for teachers to see the activities of the children, and for children to see their teachers.  Such arrangement enables all to interact with each other; and at the same time, children can move from one area of playing to another of their interest.

Working with parents in advance, on a one-on-one basis, creates confidence and respect to work as a team to help the children later on. Welcome letters; phone calls; Back-to-School information; and newsletters must be prepared to reach parents not attending meetings, or for  reinforcing previous individual conversations with them.