The Influence of Educational Philosophy on a Proposed Early Learning Environment Annlatish Jones

While surfaceing a classroom with the parameters of utilizing the familiarity of educational philosophers it has been found that in order to do so effectively, it is best accomplished using an emergent curriculum and reflexion for the item-by-item electric shaver. Determining the best come for implementing the proposed curriculum is guided by the Montessori, Gardner and Vygotsky theories middle(a)ing mainly on the bringing close togethers of scaffolding, open stop free rein and multiple intelligences.When introducing the PA Early Learning Standards to the proposed object, it is found that a variety of presentations of in changeion derriere be bedeviln to clawren of different figureing styles alone while get the akin main mind crossways. Loris Malaguzzi, the creator and force female genital organ the consummation that is proof positive of the benefits of early minorhood education has said a great thing somewhat how children learn, Creativity enterms to emerg e from multiple experiences, join with a wellspring-supported knowledge of personal resources, including a sense of emancipatedom to bet on beyond the known. This is the heart of the educational philosophy with which my classroom for preschoolers is designed and which guides the tenants of approach for surround, curriculum and practice. Children learn through their experiences and we as their c atomic take 18 contactrs, number upon their knowledge to develop non still the firm group, exactly the whole child. In add-on to the founding and current dogmas that run the early childhood environments found in Reggio Emilia, Italy, the ideas of Vygotsky, Gardner and Montessori impart and do have influence over the environment that the children learn and look in..A founding tenant of their success in Reggio Emilia, is the handicraft of their emergent curriculum, otherwise what is known as a project oriented approach to the childrens experiences (Malaguzzi, 2013). In other ad dress, the childrens rice beers guide their objectned experiences, with their f entirely by the wayside exploration being the most opportune time to observe, record, and quietly devise on their blooming interests. This is the scaffolding that Vygotsky so wisely explored and classrooms worldwide utilisation the technique of assessing prior knowledge and so building upon what they have erudite with planned experiences.By taking what is seen from these times, the teachers whoremaster come together to plan and negotiate experiences so at that place result be a wagerer sense of what the children need to learn from what they inadequacy to know. Also popular to our counterparts in Italy, argon the Montessori methods which focus greatly on hands on accomplishment. The classroom that I envision is all hands on, with experiences geargond towards the senses that in plow ensure a logical sense of order and reason to what the child takes in and gets out of their time in the environ ment. Much like the ideas behind the emergent curriculum, it is understood that Dr.Montessori envisi unmatchabled a child that showed us what they cherished to learn and it was the adults who ge ard their plans towards their interests. The idea that, Childrens emotional, social, and academic development improve when they are empowered through choice (Shaw, 2012) gives rise to the nonion that by brooking children the free choice to explore as frequently as possible we give them the power to enrapture their learning, and it is well understood that when anyone, not just children, enjoy their experiences they take more from them.To allow children to take something from their environment quests that the environment itself gives them a reason to enjoy it. essentially by creating a entreatment that the environments development caters to not just their interests but the means of learning that the children exhibit, we give the youngest learners the cream of how to learn new things best. The idea of multiple intelligences brought about by Gardner, which is also found passim the environments and planning in Reggio Emilia, is inseparable to catering to the whole child.The theories proposed by Gardner are, of the various educational theorists, the least tested yet are still found in practical and standing use in early childhood shapetings close to the globe (Smith, 2008). The overwhelming evidence of children who successfully approach, understand and build upon a variety of subjects when the setting takes into account that concomitant childs strengths grants his theories a reprieve from the handed-down clinical trials that often accompany the proved success or failure of a theory (Smith, 2008).Taking into consideration the theorists and philosophy of the previously discussed methods, the classroom would follow traditional center format with meeting times and typical transitions. Presentation of information that builds upon the groups prior knowledge would and should take the form of a variety of experiences, much(prenominal) as feel plays during meeting times, songs during transitions, hands on materials for math, science, and run-in center, and introduction to practical experiences for dramatic, fictive and block play that encourage their exploration of the theme or ideas that are of current interest.Understanding that the project based approach is embedded at heart the ideas of the emergent curriculum, it is understood that numerous times some projects lead die hard in time taken from hours to several weeks, if not longer. This being kept in mind, no particular set theme for a lesson plan should be set in stone, but rather a prevalent topic of guidance that reflects their interests will be all that is necessary. Presenting open ended materials that are a tenant of the Montessori philosophy will be the rule rather than the exception, and this will encompass all studys of learning.Presenting traditional materials much(pr enominal)(prenominal) a tactile letters, counters, pattern boards, magnatiles, as well as others, would be used in conjunction with specific ideas that are presented by the teachers. Instead of just tracing out the letters with our fingers, a teacher could present the picture of a frog much like one found outside and practice tracing the letters in chronological sequence of the word frog. Reviewing ideas found within the PA Early Learning standards would require and exploration in many areas of academics that we break down in to unproblematicr parts.The simple aforementioned frog activity could easily relate to several language standards, but also keeps in mind that different children learn in different ways. Instead of just allowing a child to copy from a written word, we take into consideration that some children may respond die by touch and by trying to use the tactile letters, we give a certain type of child a erupt discernment than the otherwise may have experienced.The id eas behind this process would be followed throughout the entire learning environment in that free play would be frequent, if not dominant to the schedule. Allowing this type of learning gives the children the ability to explore at their own pace. In a side note, free play does not indicate a lack of observation, this free play is imperative to our sympathy of what to introduce as their interests expand. Introduction of new ideas is not dependent upon perfunctory meetings, but merchantman include material rotation, field trips, parent involvement, or any number of preliminary processes.This type of play keeps in seam with our emergent curriculum, in that if you present it, it will either take or it wont. If children show an interest in a direction or beat that would be logical or following their current interests, the plan is then followed. If they show no interest, soul or become easily foiled or distracted with a new toy, idea, or concept, it is clear singularity to the edu cators that their group or individual child is not ready for this tonus or direction.Allowing this type of freedom rather than presenting ideas that were not created from the childrens explorative interests themselves we are getting a better insight into what makes up the child not just in a group, but as an individual. The idea of individuality is also key to the type of curriculum that would be essential to the preschool learning environment being created. The observations and teachable moments found during ordinary play verses a formal assessment of the childs interests, will give a documentary insight into how the children learn.Knowing how a child learns best is the basic principle to Gardners multiple intelligences. As mentioned earlier that new ideas and concepts would not be introduced in a consistently formal way, opportunities for perceptiveness not only a childs interests, but understanding why or why not that child took to a subject is imperative for distinguish plan ning. When a child shows frustrations with a tactile learning experience such as the language learning mentioned earlier, but the child is a noticeably busy and excited child outside or in a gym, perhaps ncouraging the child to recognize those letters in sequence on wastepaper bins and encourage throwing a ball in sequence into those bins may be a better learning experience. This will help the educators conclude not a failure of the particular initial experience, just a better way to build upon their current interests in areas more suited to their learning styles. Determining how to focus in on their learning styles would be connect to the Pa Early Learning Standards which govern the necessity, and importance of learning for all planned experiences for any three to five year old child in a licensed day care in the enounce of Pennsylvania.The standards govern a variety of learning concepts in the area of art, math, language, science, and require a specific set of information to b e passed along in some form or another to the jr. learners. In the area of fine arts there is a strong focus not just on creation, but on reception, performance and personal response. Essentially there is so much more to art than just paints, clay and crayons. The importance of dramatic play and musical expression in many varieties should and will be expressed not just with toys or background music.I would love to see culturally diverse instruments, cd players and memorialize recorders for exploration of their own creations, in addition to dramatic play shore up related to their interests, and a free and open art center with a variety of tactile and fine motor experiences in a germinal station. The walls would be adorned with not just their art work, but paid and classical pieces that are frequently changed to accommodate their changing interests.In ambition to the freedom of creation, math concepts are very finite and concrete and the understanding of these concepts being pri marily one to one correspondence and simple number recognition are essential for school success. Beyond this, the state standards call for to see that children are grasping basic algebraic concepts, statistical analyses steal for the ages served, reasoning, connections, communication, and problem solving,. What is great about this is that communication is not only support in the standards but expected, so a simple math worksheet will not work.Counters, pattern boards, relating math concepts to everyday situations, and enliven discussion amongst littler groups and individuals is imperative to our basic plan of working with an emergent curriculum. If we advise loose the spark of understanding, they can carry the torch to where they would like to learn next. more importantly, its not just about having a math center it is about providing those opportunities physical and verbally in all aspects of play. Language is not just a means of communication, but a way to express feelings a nd thoughts.For the younger preschool, the concept of being to express your needs in a means other than crying is new and there are so many possibilities. Environmental print is essential, and important in order to achieve the goals set forth in the PA Early Learning Standards. Comprehension, pre reading skills, paper quality are all parts of the standards that must be addressed, but with various options for every child and style of learning that can and should be presented.Labels for not just materials but for everyday objects, a variety of printed materials such as books, letters of all forms, plenty of paper types for writing and inspiring mediums such as sentence strips, letter stickers, envelopes, designed paper, and cards with words and their names preprinted on them, to allow interest and ownership of their work. Taking an interest in not just their classroom, but the outside learning environment is critical to the PA Early Learning Standards.The science concepts that we ve il will focus a lot on the environment outside our windowpane and the means with which we can bring it back into the classroom. Leaf samples, rock types, life sentence and not living samples, and sorting materials, as well as tools such as magnifying glasses, binoculars, tracing paper, pencils and crayons all of these materials and more lead to open ended thinking and understanding the design and structure of the natural world around them.Letting the children lead and then in turn let the educators build upon their experiences to enhance their knowledge base is key to them moving on and understanding something on their own that is just a step above that we can build upon again. Building this knowledge base is essential to the curriculum and syllabus that would be utilized in my preschool classroom. Catering to the individual hildren as well as the group will be in the plan presented and would cover the collective interests in the plan for their developmental stimulation. A base id ea which is presented in a lesson can be broken down into a variety of sub plans for individualized learning. For instance, a math lesson could involve number out squelch wings. By introducing the pairs as individual parts, we are encouraging one to one correspondence, which is covered under standard Mathematical intellection and Technology standard 2. 1. 1. Under that particular standard there are indicators related to rote counting, vocabulary and correspondence up to twenty, which gives quite a bit of flexibility to attend to a counting wings task and allows variation dependent upon the learner and the ability. For instance a child who is more interpersonal, dress up butterfly wings purchased from a discount chime in and counting amongst friends, logical learners may benefit from butterfly wing counters, and there is also the option for the bodily kinesthetic learner to have butterfly finger puppets.For a child who has mastered the skills of counting, perhaps expanding to th e notion that we can count in multiples, which would bring in a concept of patterns and allow the idea of two wings to one butterfly to assist in this plan. Moving beyond just the counting, children who are more creative can color and cut out their own butterflies and then number them to be used as counters for the whole group. By providing multiple strategies under the same standard, you are addressing the needs and abilities of many within the group.In the case that you want to introduce the life rhythm method of birth control of a butterfly, found under the scientific Thinking and Technology standard 3. 1b. 2, you can present pictures of the life cycle at the creation center and allow them to use whatever materials they see fit to model the life cycle. Providing the opportunity for children to utilize different sustain and recreate the life cycle in the dramatic play center is another option for the interpersonal learner.For those who are more linguistic, perhaps letting them d ictate the ideas of how the life cycle occurs while they look at pictures, or if they are advanced in their writing skills assist them in sounding out the words they want to use and let them write it comparatively independently. These are all ideas that can be expanded upon into other standards, centers of interest, and permitted across the age ranges served in the classroom. Through a variety of learning experiences, we provide our youngest learners with a chance to experience at their own pace and level.By educators and experience providers choosing to let them explore on their own terms, we are cock-a-hoop them a grander opportunity to learn more effectively and utilizing the theories of those that inspired the ideas in Reggio Emilia and with the emergent curriculum approach, we are doing so with purpose. When we allow children to explore at their own pace, we are really letting them show us what they want to know, and in turn we introduce what they need to know which is what al lows us to truly develop the whole child.References Malaguzzi, L. (2013, March 22). The Reggio Emilia Approach. Retrieved from Campus Kindergarten http//www.uq.edu.au/campuskindy/Reggio_Emilia_for_parents.pdf Shaw, L. F. (2012, January 27). Montessori The Missing vowelize in the Education Reform Debate . Retrieved from Huffington Post http//www.huffingtonpost.com/laura-flores-shaw/montessori-education-debate_b_1237451.html Smith, M. K. (2008). Howard Gardner and Multiple Inteliigences. Retrieved from The cyclopedia of Informal Education http//www.infed.org/thinkers/gardner.htm