little people, BIG MIND’s
Preschool Education
Philosophy
The most essential aspect of educating young children is creating a trusting consistent environment. Before a child can begin to explore and learn, he must feel safe and secure. To create this trusting environment, we will always be responsive, patient, sensitive, open-minded, and attentive. We will respect each child, appreciate them as unique individuals, and value their thoughts and ideas. The schedule will remain consistent. Thus, the children will know what to expect next. This trusting, consistent, secure environment will make it possible for children to focus on their play and development of autonomy and initiative..
As an early childhood professional, we believe the key to educating
preschool children is to individualize curriculum and activities to the developmental stages of each child. We will never hold a goal of a common outcome for all children. As unique individuals, young children learn at different paces and in different ways. Thus, the products and abilities of each child is individualized and never should be compared. Due to differences in each child’s age, developmental stage, and socioeconomic culture, we will provide many different developmentally appropriate materials and activities to encompass all developmental stages and backgrounds. To determine the developmentally appropriate activities, we will observe each child objectively throughout numerous situations to establish to establish their individual abilities, strengths, weaknesses, and interests. We will encourage their strengths and use their interests to motivate them. By scaffolding children from one task to a higher ability, we will allow them to reach a higher achievement than they could have alone. During group work the focus will remain on the process, not the product. This allows for each child to succeed regardless of their developmental stage.
We will set up an environment to promote independence and initiative. Making materials readily available to children allows for children to master tasks independently. This builds self-esteem. Likewise, when a child is allowed to choose, s/he gains self confidence. In every aspect of the class, children will be allowed independence and choices. Their initiative will be recognized and encouraged. Children will be asked open-ended questions that provoke unique and divergent thinking during play and in problem solving. When a situation arises between two children that requires intervention; conflict resolution techniques will be implemented in most cases. We will approach the child calmly. Then we will ask open-ended questions to both children to gather information while recognizing the children’s feeling. The problem will be restated. We will ask for ideas for solutions and give suggestions if needed. The choices will be restated and the children will choose which solution to use. They will implement the plan to resolve the problem. We will encourage the completion of the plan and follow up on the progress. When a child is exhibiting undesirable behaviors, we will use behavior modification techniques. Some of the techniques we will use are: redirecting, cues, “I” messages, social modeling, and logical consequences. To try to avoid behavioral issues, I will take preventative measures and use positive reinforcement to encourage appropriate behavior. When a child is not responsive or cause harm to others or materials, he/she will be place in time out. One minute per age will be given. The child will be told why they are going to time out. At the end of time out they will be asked what choice they will make next time, apologize, and hug.
As an early childhood professional, we believe the key to educating
preschool children is to individualize curriculum and activities to the developmental stages of each child. We will never hold a goal of a common outcome for all children. As unique individuals, young children learn at different paces and in different ways. Thus, the products and abilities of each child is individualized and never should be compared. Due to differences in each child’s age, developmental stage, and socioeconomic culture, we will provide many different developmentally appropriate materials and activities to encompass all developmental stages and backgrounds. To determine the developmentally appropriate activities, we will observe each child objectively throughout numerous situations to establish to establish their individual abilities, strengths, weaknesses, and interests. We will encourage their strengths and use their interests to motivate them. By scaffolding children from one task to a higher ability, we will allow them to reach a higher achievement than they could have alone. During group work the focus will remain on the process, not the product. This allows for each child to succeed regardless of their developmental stage.
We will set up an environment to promote independence and initiative. Making materials readily available to children allows for children to master tasks independently. This builds self-esteem. Likewise, when a child is allowed to choose, s/he gains self confidence. In every aspect of the class, children will be allowed independence and choices. Their initiative will be recognized and encouraged. Children will be asked open-ended questions that provoke unique and divergent thinking during play and in problem solving. When a situation arises between two children that requires intervention; conflict resolution techniques will be implemented in most cases. We will approach the child calmly. Then we will ask open-ended questions to both children to gather information while recognizing the children’s feeling. The problem will be restated. We will ask for ideas for solutions and give suggestions if needed. The choices will be restated and the children will choose which solution to use. They will implement the plan to resolve the problem. We will encourage the completion of the plan and follow up on the progress. When a child is exhibiting undesirable behaviors, we will use behavior modification techniques. Some of the techniques we will use are: redirecting, cues, “I” messages, social modeling, and logical consequences. To try to avoid behavioral issues, I will take preventative measures and use positive reinforcement to encourage appropriate behavior. When a child is not responsive or cause harm to others or materials, he/she will be place in time out. One minute per age will be given. The child will be told why they are going to time out. At the end of time out they will be asked what choice they will make next time, apologize, and hug.
