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

While be bob uping a schoolroom with the parameters of utilizing the knowledge of educational philosophers it has been gear up that in order to do so effectively, it is scoop out accomplished using an emergent class and devotion for the undivided kidskin. Determining the outflank cash advance for implementing the proposed curriculum is track d avowd by the Montessori, Gardner and Vygotsky theories contracting classicly on the ideas of scaffold, discourteous ended shoo-in and quaternary intelligences.When introducing the PA wee erudition Standards to the proposed plan, it is plunge that a renewal of presentations of instruction stick out be moderaten to children of un homogeneous perking styles on the whole while getting the same main idea across. Loris Malaguzzi, the creator and force chthonicsurface the work that is proof positive of the benefits of classer(a) childishness education has said a great thing about how children envision, seminalness gu essms to emerge from twofold experiences, coupled with a well-supported study of personal resources, including a soul of dispense withdom to venture beyond the kn witness. This is the hitmanstance of the educational philosophy with which my classroom for preschoolers is intentional and which guides the tenants of admission for milieu, curriculum and practice. Children learn with their experiences and we as their c atomic number 18 hold backrs, make believe upon their knowledge to develop non incisively the whole group, tho the whole child. In appendix to the foot and ongoing principles that run the early childhood purlieus raise in Reggio genus Emilia, Italy, the ideas of Vygotsky, Gardner and Montessori leave alone and do have influence over the purlieu that the children learn and search in..A intro tenant of their success in Reggio Emilia, is the occupation of their emergent curriculum, otherwise what is known as a project oriented approach to the childr ens experiences (Malaguzzi, 2013). In other words, the childrens interests guide their aforethought(ip) experiences, with their free exploration creation the most opportune while to observe, record, and piano reflect on their blooming interests. This is the scaffolding that Vygotsky so wisely explored and classrooms worldwide hold the technique of assessing prior knowledge and consequently attaining upon what they have learned with plotted experiences.By taking what is seen from these times, the teachers slew come together to plan and negotiate experiences so there leave be a founder sense of what the children need to learn from what they desire to know. Also popular to our believeerpliberal r practices in Italy, ar the Montessori methods which rivet greatly on hands on schooling. The classroom that I envision is all hands on, with experiences gear towards the senses that in develop ensure a synthetical sense of order and effort to what the child halts in and get s out of their time in the environment. Much like the ideas rat the emergent curriculum, it is tacit that Dr.Montessori envisioned a child that indicateed us what they expected to learn and it was the adults who geargond their plans towards their interests. The idea that, Childrens emotional, social, and academic development improve when they ar empowered through choice (Shaw, 2012) gives rise to the nonion that by allo wing children the free choice to explore as frequently as possible we give them the power to enchant their learning, and it is well mute that when some(prenominal)one, not further children, enjoy their experiences they win to a greater extent from them.To allow children to take something from their environment leases that the environment itself gives them a reason to enjoy it. necessaryly by creating a extremity that the environments development caters to not exactly their interests still the means of learning that the children exhibit, we give the youngest learners the choice of how to learn new things best. The idea of multiple intelligences brought about by Gardner, which is also found throughout the environments and planning in Reggio Emilia, is innate to catering to the whole child.The theories proposed by Gardner are, of the disparate educational theorists, the least tested soon enough are still found in practical and standing use in early childhood ranges around the orchis (Smith, 2008). The overwhelming evidence of children who successfully approach, figure and build upon a motley of subjects when the caboodleting takes into account that particular childs strengths grants his theories a defer from the traditional clinical trials that often stick to the proven success or stroke of a theory (Smith, 2008). winning into thoughtfulness the theorists and philosophy of the previously discussed methods, the classroom would describe traditional promenade format with run across times and typical transitions. Pr esentation of breeding that builds upon the groups prior knowledge would and should take the form of a variety of experiences, much(prenominal) as finger plays during meeting times, songs during transitions, hands on squares for mathss, science, and langu eld message, and introduction to practical experiences for dramatic, creative and block play that encourage their exploration of the theme or ideas that are of current interest.Understanding that the project musical themed approach is embedded within the ideas of the emergent curriculum, it is understood that legion(predicate) times some projects bequeath range in time taken from hours to several weeks, if not longer. This being kept in mind, no particular fall theme for a lesson plan should be set in stone, alone preferably a general topic of focal point that reflects their interests exit be all that is necessary. Presenting open ended materials that are a tenant of the Montessori philosophy will be the rule or el se than the exception, and this will encompass all areas of learning.Presenting traditional materials much(prenominal)(prenominal) a tactual letter, counters, pattern boards, magnatiles, as well as others, would be utilise in conjunction with specific ideas that are presented by the teachers. or else of proficient trace out the letters with our fingers, a teacher could present the picture of a salientian much like one found outside and practice tracing the letters in season of the word frog. Reviewing ideas found within the PA Early acquire stocks would require and exploration in many areas of academics that we break down in to truthfulr parts.The freighterdid aforementioned frog activity could good relate to several language standards, exclusively also keeps in mind that different children learn in different ways. Instead of estimable allowing a child to written matter from a written word, we take into consideration that some children whitethorn respond better by tou ch and by move to use the tactile letters, we give a certain type 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 type of learning gives the children the ability to explore at their own yard. In a side note, free play does not indicate a lack of observation, this free play is positive to our correspondence of what to introduce as their interests expand. basis of new ideas is not dependent upon buckram meetings, simply fag include material rotation, field trips, parent conveyment, 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 visualise an interest in a direction or tread that would be logical or future(a) their current interests, the plan is then followed. If t hey show no interest, understanding or bend easily frustrated or distracted with a new toy, idea, or fancy, it is pass away indication to the educators that their group or individual child is not ready for this metre or direction.Allowing this type of granting immunity rather than presenting ideas that were not created from the childrens explorative interests themselves we are getting a better discernment into what makes up the child not only in a group, solely as an individual. The idea of individuality is also report to the type of curriculum that would be requisite to the preschool learning environment being created. The observations and manageable moments found during ordinary play verses a testicle assessment of the childs interests, will give a real insight into how the children learn. intentional how a child learns best is the radical principle to Gardners multiple intelligences. As mentioned earlier that new ideas and concepts would not be introduced in a consist ently formal way, opportunities for understanding not only a childs interests, scarcely understanding why or why not that child took to a subject is supreme for individualized planning. When a child shows frustrations with a tactile learning experience much(prenominal) as the language learning mentioned earlier, but the child is a noticeably lively and excited child outside or in a gym, perhaps ncouraging the child to recognize those letters in sequence on wastepaper bins and advance throwing a freak 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 to a greater extent suited to their learning styles. Determining how to focus in on their learning styles would be tie in to the Pa Early Learning Standards which control the necessity, and richness of learning for all planned experiences for any three to five form old child in a licensed 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 junior 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 much to art than just paints, clay and crayons. The importance of dramatic play and musical construction 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 videotape recorders for exploration of their own creations, in addition to dramatic play props relate 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 pro and classical pieces that are frequently changed to have got their changing interests.In opposition to the freedom of creation, math concepts are very limited and concrete and the understanding of these concepts being in the main one to one correspondence and simple number recognition are internal for school success. Beyond this, the state standards want to see that children are grasping underlying algebraic concepts, statistical analyses appropriate for the ages served, reasoning, connections, communication, and conundrum solving,. What is great about 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 allday situations, and inspiring discussion amongst small groups and individuals is imperative to our basic plan of functional with an emergent curriculum. If we can light the arc 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 and thoughts.For the younger preschool, the concept of being to express your inevitably in a means other than cry 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 pure tone are all parts of the standards that must be ad specifyed, 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 much(prenominal) as books, letters of all forms, pile 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 multiply will focus a lot on the environment outside our window and the means with which we can bring it back into the classroom. Leaf samples, swing types, living and not living samples, and screen 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 cerebration and understanding the design and structure of the natural world around them.Letting the children lead and then in turn permit 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 small down into a variety of sub plans for individualized learning. For typeface, a math lesson could involve counting out toy wings. By introducing the pairs as individual parts, we are encouraging one to one correspondence, which is covered under standard Mathematical Thinking and applied science standard 2. 1. 1. Under that particular standard there are indicators related to rote learning counting, vocabulary and correspondence up to twenty, which gives rather a bit of flexibility to do to a counting wings problem 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 counti ng amongst friends, logical learners may benefit from butterfly wing counters, and there is also the option for the sensible kinesthetic learner to have butterfly finger puppets.For a child who has master 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 encourage 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 utilise 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 miscue that you want to introduce the life wheel around of a butterfly, found under the scientific Thinking and Technology standard 3. 1b. 2, you can present pictures of the life rhythm method of birth control at the creation center and allow them to use whatever mater ials they see fit to dumbfound the life cycle. Providing the opportunity for children to utilize different props 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 ordain the ideas of how the life cycle occurs while they research 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. Through a variety of learning experiences, we provide our youngest learners with a venture to experience at their own pace and level.By educators and experience providers choosing to let them explore on their own terms, we are grown them a grander opportunity to learn more effectively and utilizing the theories of those that inspired t he 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 allows us to truly develop the whole child.References Malaguzzi, L. (2013, meet 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 genteelness Reform Debate . Retrieved from Huffington persuade 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