​Teaching Philosophy
​By Zahra Rahbari

​My Early Childhood Education philosophy has been reshaping and evolving over years of seeing the world through children’s eyes and constant reflections. The journey started very early, once I was a child myself, full of wonders, worries and queries. Then my point of view was reframed as an adult, as a parent and finally as an educator, by working with children for more than two decades. I believe, the study of Early Education and Care addresses children and families’ well-being at multiple levels, such as emotional, social, socio-cultural, and intellectual. In the following paragraphs, I have briefly elaborated on the highlights of my thoughts in early learning and care.

Families and Early Education and Care

Family plays a critical role in children’s well-being and learning. According to Fiese and Fisher (2020), during the early years, parents actively enhance their children’s engagement in book reading, literacy practice and children’s functional skills (e.g., taking part in negotiations and discussions). As an early childhood educator, I advocate forming rapport with families. Connecting with families, listening to them and realizing their needs, values, and cultures are as critical as understanding and working with their children under care (Ministry of Education, 2019; Szente, Hoot & Tadesse, 2007). 

Children’s Voices and Early Education and Care

Empowering children’s thinking is another focus in my philosophy that is achieved by letting children have a voice and hearing them out, and not belittling them by presuming they are vulnerable and needing constant protection (Nascimento, 2016). Consequently, as Nascimento suggested, by accepting children as knowers and that the one-size-fits-all model does not create the real connection between educators and children, disciplinary rules and punishments fade away, and negotiations and storytelling appear. MacKay & Salazar (2021) put forward the idea that by creating and retelling their stories, children get involved in the world through collaborative discussions and get the chance to share their cultures, values and languages.

Children, Adulthood Life and Early Learning and Care       

Another philosophical aspect of my teaching is providing children with opportunities to get involved with everyday adult life. For example, role-play, inviting an elder to the child care center or different professions to talk about their jobs (Ministry of Education, 2019; Nimmo, 2008).

A parent has lots to offer: love, information on his career, culture, values and beliefs!

Sustainable Environment, Early Learning and Care

Environmental sustainability is another philosophical goal of mine that can be reached by early education of children “with” and “for” nature. Children need to get involved in nature to get the concept of environment and its sustainability (Duhan et al. , 2017). I believe, for children connecting with nature and talking about the importance of recycling and decreasing non-compostable waste and collecting disposable containers, might be a good start.

Also, another step to build up the connection with the environment and think critically about it is to unite with the place, nature, and the Earth by zooming in (looking closely), pausing, and finding the answers to the unknown. For example, as Miller (2019) suggested, the term “pocket finds” for the treasure children find, the natural objects, such as a rock, a leaf or a shell on their local walks. They look at it, describe it, and find its origin and name. Finally, they play with it as a loose toy (MacKay & Salazar, 2021). As Rinaldi (2003) put forward, Children are the best role models for adults to renew our mode of thinking in searching for the meaning of life and making connections and relations to the environment. ​

In collecting items from nature, children share their stories and search for the names of their finds.

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Final Thoughts

Based on my unfolding Early Childhood Education philosophy and years of experience, Early Childhood Education and Care is a medium through which children can follow their childhood instinct, enjoying a balanced place and nature, care, love, and education. 

References

Duhn, I., Malone, K., & Tesar, M. (2017). Troubling the intersections of urban/nature/childhood in environmental education. Environmental Education Research, 23(10), 1357-1368. doi:10.1080/13504622.2017.1390884

Fiese, B. H., & Fisher, M. (2020). Family context in early childhood education. In Saracho, O.N. (2019). Handbook of research on the education of young children (4th ed.). Routledge. https://doi.org/10.4324/9780429442827

MacKay, S. H., & Salazar, K. (2021). Story workshop: New possibilities for young writers. Heinemann.

Miller, A. (2019). Introducing Children to Materials: Two Ways that I begin. In Beautiful stuff from nature. School Arts, 119(4), 46.

Ministry of Education, BC. (2019). British Columbia Early Learning Framework. Retrieved July 7, 2020, from https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Nascimento, A. (2016). Rethinking Common Practice in Child and Youth Care. Journal of Childhood Studies, 41 (3), 18 – 25. https://doi.org/10.18357/jcs.v41i3.16303 

Nimmo, J. (2008). Young children's access to real life: An examination of the growing boundaries between children in child care and adults in the community. Contemporary Issues in Early Childhood, 9(1), 3-13. https://doi.org/10.2304/ciec.2008.9.1.3

Rinaldi, C. (2003). The teacher as researcher. Innovations In Early Education: The International Reggio Exchange. (10)2.

Szente, J., Hoot, J., & Tadesse, S. (2007). Early Childhood in Ethiopia: Initiatives in Education. Contemporary Issues in Early Childhood, 8(3), 275–281. https://doi.org/10.2304/ciec.2007.8.3.275    
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