1. Visual Learner
Creativity
Thinking outside the box
 I am a visual spatial learner
 I like to use creative ways to teach
 Children think differently and if you follow their
interests we can work out problems

2. Professional Development
 Professionalism works when we work together to achieve our goals
 Critically reflect
Ministry of Education (2011)

3.  Starts with the child
 The environment affects how the child
will learn
 I am part of that environment that will
determine what influences that child
and the New Zealand Early Childhood
Curriculum Te Whariki is based on this
theory (Ministry of Education, 1996)
 The video shows how each
environment affects how the child
learns

4.  Vygotsky’s Theory of Zone of Proximal Development shows how the child learns
from the environment and is pushed beyond their current knowledge.
 There will be stages when the child needs support to further their thinking, this can
be achieved through my teaching or other peers
 Scaffolding is evident when someone that has more knowledge such as teacher or
another child can support the child to move to the next level; this facilitates shared
learning
Zone of Proximal Development (ZPD)

5.  Montessori had the desire for children to be independent leaders
(Feez, 2010)
 Brownlee (1991, 2010) revealed teachers can work alongside
children rather than do for children, she also saw how culture
was important to a child’s learning
 Bredekamp (2011) has contributed a lot of study to the early
childhood profession
 Each of these educational thinkers have brought to me a new
dimension of thinking when teaching young children

6.  Harvard University (n.d.) supports how infants need
a healthy lifestyle with little stress, healthy diet, and a
caring and safe environment for brain development
 Baby’s brain starts developing before they are born
but the greatest development starts after when
the neurons starts to make connections (Elliot,
1999)
 Research shows that infants need social and
emotional attention from family and caregivers
for the brain to develop (Tsiaras, 2010;
Bredekamp, 2011)

7. I want to be a motived beginner teacher with a passion for children to gain a
curiosity of learning through self-understanding, self-esteem, and self-reliance by
following their interests. This will enable them to become effective learners, and
enjoy respectful and productive relationships with their peers, other teachers, and
others in their lives.
At the core of my teaching philosophy I want to expose children to experiences
where they can question and test their understanding of information, ideas, and
concepts on existing capabilities and extending on new capabilities. I support three
key practice principles which are collaboration with family, teacher and children;
respective and responsive relationships to integrate teaching and learning
approaches; reflective practice.
I am also committed to proactively manage relationships with tamariki, whānau,
and the wider community. I would hope to become a trusted and useful colleague
to other teachers and support staff.
Language is part of a child’s identity and I am passionate that children can utilise
their culture in their learning. Each of us learn on what is our identity.

8. References
bcb724, 2012. Vygotsky's zone of proximal development. [Online] Available at:
https://www.youtube.com/watch?v=0BX2ynEqLL4 [Accessed 11 May 2015].
Bredekamp, S., 2011. Effective practices in early childhood education: Building a foundation. Upper Saddle
River, NJ: Pearson Education Inc..
Brownlee, P., 1991. Magic places: The adults guide to young children's creative art work. Christchurch: New
Zealand Playcentre Federation.
Brownlee, P., 2010. Dance with me in the heart: The adults' guide to great infant-parent partnerships. New
Lynn, New Zealand: Playcentre.
Brownlee, P., 2012. Possums or possibilities: Pondering children, culture, and cultural imports. The First
Years: Nga Tau Tuatahi, New Zealand Journal, 14(1), pp. 24-27.
cyberapprenstissage, 2012. The socioculutral approach: Bronfenbrenner's Ecological Approach. [Online]
Available at: https://www.youtube.com/watch?v=emm63kn0F28 [Accessed 10 May 2015].
Elliot, L., 1999. What's going on in there? How the brain and mind develop in the first five years of life. New
York: Bantom.
Feez, S., 2010. Montessori and early childhood. London, England: Sage.
Harvard University, n.d. Centre on the developing child. [Online] Available at:
http://developingchild.harvard.edu/index.php/resources/multimedia/videos/inbrief_series/inbrief__the_fo
undations_of_lifelong_health/ [Accessed 10 May 2015].
Ministry of Education, 1996. Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early
childhood curriculum.. Wellington, New Zealand: Learning Media.
Minsitry of Education, 2007. Effective pedagogy. [Online] Available at: http://nzcurriculum.tki.org.nz/The-
New-Zealand-Curriculum/Effective-pedagogy [Accessed 10 May 2015].
Mooney, C., 2000. Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky.
St. Paul, MN: Redleaf Press.