The document discusses early childhood education philosophy and theories. It emphasizes that proper nurturing in infancy and toddlerhood is essential for children's future social, emotional, cognitive, and physical development. Interactions with adults and other children during this time allow children to learn skills like communication that help them succeed in life. The brain processes experiences from early childhood to effectively communicate and interact in society later on. Goodness of fit, developmentally appropriate practices, and responsive caregiving are also discussed as important approaches for teachers.

1. Early Childhood Education
Philosophy
BY MARJIE MAAG

2. Theory of Education
 If a child is given proper nurturing beforehand entering Kindergarten they will have a
much higher chance of success socially, emotionally, and academically.
 The importance of infant and toddler development are essential for each child’s future.
Every child will learn cognitive, physical, social-emotional development skills to teach
them how to successfully interact in society and adapt to different situations that may
arise. Infancy and toddler years shape the future of a child’s social, emotional well-being.
The more interaction a child has will most likely help them succeed in all skill areas and
model a successful and fulfilled life.
 Infancy and toddlerhood is a bases to the beginning of learning to communicate and
read to get through life with ease. Infancy and toddlerhood stages are very essential to
societal outcome in later life. Having interaction with adults and other children open up
new experiences for the brain. It allows children to learn to communicate and interact
with one another.
 The brain will process what a person has been taught as an infant and use those
experience to communicate effectively in society when they are older.

3. Goodness of Fit
 As a teacher I will treat every situation different but I will follow standards and
provide care to each child as they arise. I will respect the child as an individual
and create a safety net between the child, parent and the teacher. Providing
predictability can ease a child’s mind and lessen their stress. Most of all you need
to pay close attention for children that are expressing any signs of stress because
it affects the goodness of fit.
 Children have a hard time learning if all they are doing is worrying. Children are
more likely to have problems in the future. It can be prevented through the help
of the parents and teachers and be addressed early. To alleviate stress in a child’s
classroom environment you can promote a relationship and social support to
build a secure relationship to manage a stressor.
 As a teacher you can respond to queues that children give off that indicate sad
faces or body language.

4. My Understanding of Child Development
 The four major components to a comprehensive curriculum are philosophy, goals and
objectives, classroom activities, and child assessment. Many curricula are based on
general goals and objectives such as fostering independence, responsibility, and self –
esteem. Curriculum must be culturally salient and locally relevant and meaningful to
the community according to NAEYC standards. The Curriculum should reflect the
needs of the children, parents, and teachers.
 The environment and the program will determine the overall quality and effectiveness
of a program. Developing a curriculum should foster children’s needs, interests,
parental value, expectations, community cultures, and teacher’s abilities. A teacher’s
role in decision making in curricula is essential for implementing the curriculum.
 A good learning environment should involve children, parents and the teacher.
Feedback from the children and parents are essential in a teacher and planning the
curriculum. Teachers can use multiple skills in their curriculum to stimulate the
children’s learning and the help form the parents to practice the skills at home.

5. Developmentally Appropriate Practice In A
Classroom
 Knowing what is typical at each age and stage of early development is crucial. This
knowledge, based on research, helps us decide which experiences are best for
children’s learning and development.
 Knowing what is individually appropriate. What we learn about specific children
helps us teach and care for each child as an individual. By continually observing
children’s play and interaction with the physical environment and others, we learn
about each child’s interests, abilities, and developmental progress. Knowing what
is culturally important.
 We must make an effort to get to know the children’s families and learn about the
values, expectations, and factors that shape their lives at home and in their
communities. This background information helps us provide meaningful, relevant,
and respectful learning experiences for each child and family.

6. Responsiveness Used In A Classroom
 Responsive teaching and caregiving involves creating a safe environment and one that
is predictable. It is an environment that provides a variety of materials to explore and is
accompanied by sensitive, caring and dependable interactions with consistent adult
caregivers. Responsive caregiving focuses on each child and how they develop a sense
of well-being, belonging, exploration, communication, and the contributions they make
to their world. The interactions between caregivers and children provide nurturing,
protective and stable relationships that are necessary for the children’s development.
 The level of responsiveness relates to the experiences of a caregiver and an infant in
how they develop secure attachment, child gives response, shows interest, and
predictability. Positive and responsive interaction between a child and a caregiver
strengthens their relationship. The level of responsiveness models being contingent,
appropriate, and prompt. The effect of the responsiveness would be that an infant
would bond and become attached to a caregiver.
 Early bonding and attachment is one of the first and most important part of early
childhood development. Responsive caregiving mirrors, and models a parent-infant
relationship.