week_4_roughdraft - Running Head FINAL PAPER 1 My Teaching...

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Running Head: FINAL PAPER 1 My Teaching Philosophy and Theories for Pre-Kindergarten Nora Balderas ECE311: Early Childhood Curriculum & Methods (CNK1608A) Professor: Amy Johnson March 21, 2016
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MY TEACHING PHILOSOPHY AND THEORIES FOR PRE-KINDERGARTEN 2 Teaching is one of the world’s most rewarding jobs. There are many philosophies, theories, and concepts that are used to help many teachers in their classrooms. They can guide us and make us more aware and understanding to this profession. My personal values and beliefs around teaching and learning are that I believe each child has the right to the self-development and to realize their own potential. I believe that teaching is an aspect of my life that also allows me to reach my own intellectual potential. I am a strong believer in the saying that everyone in a child’s life has some sort of impact on that child. Therefore, I feel it is my responsibility to fulfill my part in caring for all the children that are a part of my life, whether it be in my own family or in my classroom. I have chosen Pre-kindergarten for the age group which I will be discussing. I will also discuss three theories and philosophies that reflect how I envision my classroom and curriculum. The first theory I will discuss is Bronfenbrenner’s ecological system theory which proposed thinking about the growth of relationships as a multilayered, interactive ecological system of five expanding spheres of influence. His theory is important because as we the teachers develop the child’s curriculum we make sure we include diversity and culture. The microsystem, mesosystem, exosystem, and macrosystem all benefit the child in the end. The next theory is Piaget’s theory of development which include a theory of child cognitive development, detailed observational studies of cognition in children, and a series of simple but ingenious test that revealed different cognitive abilities. The goal of this theory is to explain the mechanisms and processes by which the infant and then the child develop into an individual who can reason and think using hypotheses.
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