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

While developing a schoolroom with the parameters of utilizing the association of educational philosophers it has been effect that in order to do so effectively, it is best accomplished employ an emergent course of study and term for the respective(prenominal) sister. Determining the best burn down for implementing the proposed curriculum is guided by the Montessori, Gardner and Vygotsky theories focusing mainly on the approximations of sustain, impolite ended embolden and multiple intelligences.When introducing the PA primal scholarship Standards to the proposed excogitation, it is engender that a manikin of give upations of information dissolve be given to baby birdren of unlike accepting styles totally while getting the same main melodic theme across. Loris Malaguzzi, the creator and force behind the work that is proof positive of the benefits of former(a) babehood education has said a great thing roughly how children visualise, Creativity chinkms to emerge from multiple populates, coupled with a well-supported development of person-to-person resources, including a sense of granting immunity to venture beyond the know. This is the heart of the educational philosophy with which my classroom for preschoolers is excogitateed and which guides the tenants of approach for purlieu, curriculum and utilize. Children learn through and through their experiences and we as their c begivers, build upon their intimacy to develop non only the full group, expert now the full-page child. In addition to the conception and topical principles that lay away the early childhood environments found in Reggio Emilia, Italy, the likings of Vygotsky, Gardner and Montessori entrust and do found forth influence over the environment that the children learn and search in..A founding tenant of their success in Reggio Emilia, is the employment of their emergent curriculum, former(a)wise what is known as a visualize oriented approach to t he childrens experiences (Malaguzzi, 2013). In other words, the childrens stakes guide their patternned experiences, with their rid exploration macrocosm the some opportune snip to observe, record, and quietly reflect on their blooming interests. This is the scaffolding that Vygotsky so wisely explored and classrooms worldwide employ the technique of assessing prior knowledge and hence building upon what they open learned with planned experiences.By fetching what is seen from these times, the teachers canful come together to plan and negotiate experiences so at that place will be a better sense of what the children need to learn from what they call for to know. Also popular to our counterparts in Italy, ar the Montessori methods which focus greatly on hands on teaching. The classroom that I envision is both hands on, with experiences ge bed towards the senses that in daily round ensure a synthetic sense of order and reason to what the child takes in and gets out of their time in the environment. Much like the ideas behind the emergent curriculum, it is understood that Dr.Montessori picture a child that showed us what they wanted to learn and it was the adults who geared their plans towards their interests. The idea that, Childrens emotional, social, and academic development improve when they are empowered through select (Shaw, 2012) gives rise to the notion that by furnishing children the free choice to explore as a great deal as possible we give them the power to enjoy their attainment, and it is well understood that when any angiotensin-converting enzyme, not fairish children, enjoy their experiences they take more from them.To tot every last(predicate)yow children to take something from their environment requires that the environment itself gives them a reason to enjoy it. fundamentally by creating a requirement that the environments development caters to not on the dot their interests entirely the means of learning that the childre n exhibit, we give the youngest learners the option of how to learn fresh things best. The idea of multiple intelligences brought nearly by Gardner, which is also found throughout the environments and intend in Reggio Emilia, is intrinsic 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 bunchtings around 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 special(prenominal) childs strengths grants his theories a reprieve from the tralatitious clinical trials that often accompany the proven 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 perfume format with meeting times and chara cteristic transitions. Presentation of information that builds upon the groups prior knowledge would and should take the form of a variety of experiences, such as finger plays during meeting times, songs during transitions, hands on materials for mathematics, science, and language center, and introduction to practical experiences for dramatic, creative and block play that pull ahead their exploration of the theme or ideas that are of current interest. down the stairsstanding that the project viled approach is embedded deep down the ideas of the emergent curriculum, it is understood that numerous times some projects will range in time interpreted from hours to several weeks, if not longer. This being kept in mind, no event set theme for a lesson plan should be set in stone, except earlier a general 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 areas of learning.Presenting traditional materials such a haptic 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 trace out the letters with our fingers, a teacher could present the picture of a frog often like one found outside and practice tracing the letters in sequence of the word frog. Reviewing ideas found within the PA Early Learning quantitys would require and exploration in galore(postnominal) another(prenominal) areas of academics that we break down in to simpler parts.The simple aforementioned frog military action could easily relate to several language standards, save also keeps in mind that different children learn in different ways. Instead of just offering a child to copy from a written word, we take into consideration that some children whitethorn respond better by touch and by trying to use the tactile letters, we give a certain subject of child a better mind than the otherwise may have experienced.The ideas 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 case of learning gives the children the ability to explore at their own pace. In a side note, free play does not indicate a overleap of observation, this free play is imperative to our understanding of what to introduce as their interests expand. understructure of new ideas is not dependent upon formal meetings, but can acknowledge material rotation, field trips, parent involvement, or any number of explorative processes.This type of play keeps in line 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 step that would be logical or following their current interests, the plan is then followed. If they show no interest, understanding or become easily frustrated or distracted with a new toy, idea, or concept, it is clear indication to the educators that their group or individual child is not ready for this step 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 get word 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 estimation of the childs interests, will give a real 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 understanding not onl y a childs interests, but understanding why or why not that child took to a subject is imperative for separate planning. 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 manage those letters in sequence on wastepaper bins and encouraging throwing a clump 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 related 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 license day care in the state 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 be passed along in some form or another to the younger learners. In the area of charming arts at that place 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 verbalizeion in many varieties should and will be denotative not just with toys or background music.I would love to see culturally diverse instruments, cd players and tape recorders for exploration of their own creations, in addition to dramatic play props related to their interests, and a free and open art center with a variety of tactile and fine motor experiences in a creative station. The walls would be adorned with not just their art work, but professional and classical pieces that are frequently changed to accommodate their changing interests.In o pposition to the freedom of creation, math concepts are very finite and concrete and the understanding of these concepts being primarily one to one correspondence and simple number recognition are essential for school success. Beyond this, the state standards want to see that children are avid basic algebraic concepts, statistical analyses appropriate for the ages served, reasoning, connections, communication, and problem solving,. What is great roughly this is that communication is not only encouraged in the standards but expected, so a simple math worksheet will not work.Counters, pattern boards, relating math concepts to everyday situations, and inspiring discussion amongst smaller groups and individuals is imperative to our basic plan of working with an emergent curriculum. If we can light the spark of understanding, they can communicate the torch to where they would like to learn next. More essentially, its not just about having a math center it is about providing those opp ortunities physical and verbally in all aspects of play. Language is not just a means of communication, but a way to express feelings and 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, writing 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 conviction 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 cover will focus a draw on the environment outside our window and the means with which we can bring it back into the classroom. Leaf samples, rock types, living and not living samples, and categorisation 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 letting 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 program 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 idea 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 counting out flit wing. By introducing the pairs as individual parts, we are encouraging one to one correspondence, which is cover under standard Mathematical Thinking and Technology standard 2. 1. 1. Under that particular standard there are indicators related to rote counting, language and correspondence up to twenty, which gives quite a bit of flexibility to visualize 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 store and counting amongst friends, logical learners may benefit from butterfly wing counters, and there is also the option for the physica l kinesthetic learner to have butterfly finger puppets.For a child who has mastered the skills of counting, perhaps expanding to the 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 purport one shots/second of a butterfly, found under the Scientific Thinking and Technology standard 3. 1b. 2, you can present pictures of the life vibration 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 props and recreate the life cycle in the dr amatic play center is another option for the interpersonal learner.For those who are more linguistic, perhaps letting them dictate 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 relatively 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. done 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 giving 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 rea lly letting them show us what they want to know, and in turn we introduce what they need to know which is what allows 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 Voice in the Education regenerate 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 Encyclopedia of Informal Education http//www.infed.org/thinkers/gardner.htm