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1. Running head: DEVELOPING A PERSONAL LEARNING PHILOSOPHY 1
Personal Learning Philosophy for Early Childhood
Mary Grace Jones
Grand Canyon University
ECH 520: Foundations of Early Childhood
Professor Sarah Lewis
February 2, 2012

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Personal Learning Philosophy for Early Childhood
Learning theory concepts have been researched and studied throughout the course; as
we read about theorist as Piaget, Vytgotsky, Skinner, Gesell, and many more we find ourselves
evaluating our own learning theories and critiquing our teaching practice and measuring our
performance and outcome by great men and women who have made lifetime commitments to the
study of Early Childhood Education.
Some of the theories of learning such as constructivism, behaviorism, and Multiple
Intelligences, are drawn from to create the optimal environment for young learners. The social
constructivist theory learning is explained as a “… complex interaction of interdependent social
and individual processes that co-construct knowledge.” (Petton, 2010) In comparison, cognitive
constructivism and behaviorism expands the learners’ knowledge to include the social setting
where the learner is constructing new knowledge and the social setting of building on prior
knowledge. (Petton, 2010) The theory of Multiple Intelligences was developed by Howard
Gardner, in which learning is described as involving an interdependent functioning of multiple
intelligences that accounts for all aspects of human cognitive development. also in this theory the
learner is seen as an active participant in their own learning. (Petton, 2010)
I believe that children are active participants in their own learning; my role as an educator
is to facilitate, nurture, and guide the child in his or her development, create an environment with
learning activities that invite the interests of the child, validates his present knowledge, and
continue to build on that knowledge, creating more challenging activities based on the
developmental level and progress of each child. When a teacher in the early childhood
classroom aid and support the child in their own discovery and initiative, this concept is called
the zone of proximal development; this allows the child to problem solve in situations that he or

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she is attracted to and one that holds the child’s attention, but is not so difficult the child cannot
not solve; being so, the role of the teacher is to set up activities that are just beyond the child’s
abilities and then guide and support the student to come to a solution with minimal help from the
teacher. (Petton, 2010) Jean Piaget one of the most famous theorist divided the development of
children between birth and late adolescence into four stages; Piaget’s theory is characterized by
the gradual maturation with the ability to reason and deal with abstract relationships. (Strickland,
Bonnie; The Gale Ecyclopedia of Psychology, 2001) He further believed that as the child interact
with the environment, their inborn tendency for organization prepares them to create and order
mental schemes (Schemas) about their experiences. (In Ecyclopaedic Dictionary of Psychology,
2001)Herein when we compare Vygotsky and Piaget the concept of nature/nurture are
predisposed. The nature and nurture concepts describes the role of hereditary and environment
in human development; (Powell, 2010) going as far back as 13th century France. Scientists
believe that the nature theory is caused by genetic predispositions or “animal instincts.” Other
scientists believed that people act as they do because they have been taught to do so; this is the
nurture theory. (Powell, 2010) Nature says that the child’s behavior is inborn; nurture says it is
based on environmental conditions and supports that influence the child’s development (Cook &
Cook). Nurture consists of other elements such as the child’s economic and sociocultural
environment and the child’s dependency to have basic needs met. If there is inadequate supply to
meet the child’s needs the child’s development may be negatively altered; whereas cultural
heritage and diversity can enrich a child’s life and have a positive effect on the child’s
development causing the child to thrive in an environment with far more resources.“Poverty,
malnutrition, and a lack of medical care…” are elements which alter the child’s developmental
path. (Cook & Cook) When children enter our classroom, as educators we must allow time for

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the child to adjust to the learning environment and as we get to know each child we are to
embrace their differences, accentuate their uniqueness in a positive way, and invite their culture
and diversity they bring to the class as a whole. As an early childhood educator part of the role as
an educator includes being an advocate for children. There are ways we can implement into our
teaching practice, advocacy strategies to respond to and meet the needs of children and their
families and to address issues within the scope of our calling. Early childhood educators may
advocate for children through personal, public, or private-sector advocacy. Personal advocacy is
sharing our personal views with others. Public advocacy involves advocate activity in public
policy issues that affect children; and demand that public regulations, laws, policies, and
programs support young children and families in appropriate ways. Writing letters to State and
National legislators is one way to perform public advocacy. Lastly, twoways private-sector
advocacy are helping businesses develop family friendly work policies and challenging toy
manufacturers who make violent toys. My role as an advocate is to be a “voice” for those whose
voices are least heard; or never heard at all. Advocacy provides a pathway to success and
contributions of educators make the difference in the lives of children and their families.
Teaching children from birth to grade three means facing the challenges of growth and
development, accepting the diverse backgrounds and culture of individual children, embracing
family values, and providing developmentally appropriate learning in an environment that is
complimentary to the child’s learning and development; while teachers are under pressure to
prove that their teaching practice is effective and students are meeting achievement goals, it is
challenging to keep a positive attitude and not overwhelm students by high expectations and
allow ourselves as educators to become frustrated. Teaching and learning for this age group
means teachers find support in each other to face the challenges of providing academic

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achievement and providing developmentally appropriate experiences in the classroom.
(McDaniel, Isaac, Brooks, & Hath, 2005) In a society where the economy is struggling, teachers
are losing their jobs, and the achievement expectations and demands of accountability; the
playing field has become highly competitive and those with degrees but not the skills and
experience are least tolerated; and as a result they feel even more threatened. It is more important
than ever to continue to strive for excellence and be professional; our focus must be in the best
interest of the children.
We keep an open mind when we embrace the affirmation “all children can learn.” As
educators of young children we understand children learn at their own pace depending upon
where they are developmentally, thismay callfor customized methods of teaching unique to the
individual child, or we may find some children may be slower than other children their age.
When we look at a child and determine that child is capable of learning, we avoid the possibility
of impeding their growth and learning and instead find strategies and implement activities that
nurture their development.“Scholars have identified developmental patterns and bench marks yet
acknowledge that there is individual variation in patterns and timing of growth.” (Dever &
Falconer, 2008) Using key assessment practices educators are better equipped to meet the
instructional and developmental needs of all children; they will be able to recognize the
developmental patterns unique to each child.The primary purpose of assessment is to inform
instruction and curriculum development; developmentally appropriate assessment uses multiple
measures over time, is ongoing, and is authentic. (Dever & Falconer, 2008) Authentic
assessment means collecting data from various sources that is primarily drawn from children’s
daily learning activities; an informal check to determine children’s progress and learning needs.
(Dever & Falconer, 2008) There are several ways to collect data; (1) through observations, (2)

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anecdotal notes, (3) field notes, (4) Photos, (5) journals, and (6) audio recordings. All are
designed to inform teaching and planning for children’s learning experiences.
Technology in the classroom is designed to support teachers and help them be more
successful; however, in the proper context quality teaching yet requires the insight of highly
qualified teachers into the children’s cognitive abilities and emotional needs; children are
dependent upon the care and guidance of their teachers who are knowledgeable in their work.
(Sherman, Diana; Kleiman, Glenn; Peterson, Kirsten, 2004)
Guidelines for using technology should be aligned with developmentally appropriate
practice and based on the learning needs of all children. Technology plays an important role in
the lives of families; for the future we will see an increase in its significance. “As technology
becomes easier to use and early childhood software proliferates, young children’s use of
technology becomes more widespread.” (NAEYC, 1996) The role of technology is not to
“…replace highly valued early childhood activities and materials, such as art, blocks, sand,
water, books, exploration with writing materials, and dramatic play…technology used in
developmentally appropriate ways is beneficial to children…” (NAEYC, 1996) In like manner,
caution should be taken against its misuse in any setting. Teachers must take the responsibility of
making professional judgment and appropriately evaluate technology use whether it is
developmentally, individually, and culturally appropriate.
What we as educators value and believe are on display in the learning environment for
children; we must endeavor to give children a well-rounded learning environment that is
interesting to them and motivate them to learn and play. When parents and others step into the
environment they should see each area as child friendly and accessible to children; the
environment supports the child’s learning; for example, Alphabet cards line the wall, children’s

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artwork is on display, learning centers are set up to encourage exploration and engagement of
learners. The elements of the environments indoor, outdoor, inclusive, and technology should
work to support teaching and learning; the influence of the environment on learning and teaching
should not be undervalued. High-quality early childhood environments are child-centered.
(Dever & Falconer, 2008) All environments must be compatible with the learners’
developmental needs to “…foster growth and development through positive learning
experiences.” (Dever & Falconer, 2008) Aspects of the environment must include “…safety,
health and wellbeing, compatibility of activities, engaging materials, and compatibility for
children.” (Dever & Falconer, 2008) Equipment should be in good repair, not damaged, broken,
or otherwise unsafe to use; cleaning supplies should be stored securely out of reach of children.
A daily schedule should be established for routines and times so children will know or expect
what comes next. Resource provides a checklist for child-centered environment for children ages
3-8.
Children can choose many of their activities.
✔ Activities are hands-on and foster higher-order thinking.
✔ Activities are personally relevant to the children’s lives.
✔Diverse interests and needs are accommodated.
✔ Oral and print literacy activities are integrated throughout the day.
✔ Children read and are read to daily.
✔ Activities are purposeful. (e.g., writing/dictating thank-you notes to a
Class guest, calculating for a purpose).
✔ Appropriate problem-solving is fostered.
✔ Technology is integrated in developmentally appropriate ways. (e.g., word

8. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 8
processing calculators).
✔ Drama, movement, music, poetry are integrated throughout the day.
✔ Children frequently work in small groups.
✔ A variety of assessment measures are used (e.g., observation, interviews,
artifacts).
✔ Parents are involved in ways that are comfortable for them.
✔ Living things are present in the environment. (Dever & Falconer, 2008)
Going forward, we have examined how ideas, beliefs, and perspectives influence and
shape the way we teach and learn. The principles we adopt will demonstrate whether or not our
teaching practice is guided by principles that are developmentally appropriate and is
demonstrated in the learning environments we create for children kindergarten through grade 3.
We also understand as educators, the environment for infants and toddlers will be compatible for
their age and as children grow and get more mature from preschool to primary age their growth
and development are significantly different and require different and more measurable
approaches to learning. All children can learn all children are socially and emotionally
competent, all children have potential and are eager to learn; as a teacher of young children it is
my goal to foster such that all children will have opportunities to learn, to grow, and achieve.

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Works Cited
Cook, J., & Cook, G. (n.d.). What Drives Development? Nature, Nurture, and Reciprocal
Relationships . Retrieved December 4, 2011, from Education.com:
http://www.education.com/reference/article/what-drives-development-nature-nurture/
Dever, M. T., & Falconer, R. C. (2008). Foundations and Change of Early Childhood (1 ed.). (C.
T. Johnson, Ed.) Hoboken, New Jersey, United States: Jay O' Callaghan.
In Ecyclopaedic Dictionary of Psychology. (2001). Cognitive Development. Retrieved October 1,
2011, from Grand Canyon University; Credo Reference:
http://www.credoreference.com.library.gcu.edu:2048/entry/hodderdpsyc/cognitive_devel
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McDaniel, G. L., Isaac, M. Y., Brooks, H. M., & Hath, A. (2005, March). Confronting K-3
Teaching Challenges in an Era of Accountability. Retrieved February 4, 2012, from
www.naeyc.com: http://cstl-coe.semo.edu/jaray/Confronting%20K-
3%20Teaching%20Challenges%20in%20an%20Era%20of%20Accountability.pdf
NAEYC. (1996, April). Technology and Young Children. Retrieved January 28, 2012, from The
National Association for the Education of Young Children:
http://www.naeyc.org/files/naeyc/file/positions/PSTECH98.PDF
Petton, N. (2010). Learning Theories in the Early Childhood Classroom. Retrieved February 4,
2012, from Nick Petton Website: http://www.nickpetten.com/2010/10/learning-theories-
in-the-early-childhood-classroom/
Powell, K. (2010, July 19th). Nature Vs. Nurture: Are we Really Born That Way? Retrieved
December 4, 2011, from About.com:
http://genealogy.about.com/cs/geneticgenealogy/a/nature_nurture.htm

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Sherman, Diana; Kleiman, Glenn; Peterson, Kirsten. (2004). Technology and Teaching Children
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Strickland, Bonnie; The Gale Ecyclopedia of Psychology. (2001). Gale Virtual Reference
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