Exploration of beliefs as a Early Childhood teacher

The intent of this essay is to research my beliefs as a instructor and how these beliefs will determine my pattern as an early childhood instructor. The metaphor I have chosen is A Guardian ‘Katiaki ‘ of a Flax shrub ‘Pa Harakeke ‘ . I will discourse my personal history and learning beliefs in relevancy to the metaphor I have chosen. There will be an accent on the importance of household and civilization in my life and how it shapes my instruction pattern and beliefs. I will besides discourse some theories that support my pattern and besides talk on my image a immature kid. Mentions to back up literature will evident throughout this paper.

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The metaphor I have chosen that I believe best informs my beliefs as a instructor is A Guardian ‘Katiaki ‘ of the Flax shrub ‘Pa Harakeke ‘ . I chose this metaphor because to me it symbolises the growing in life and in the early childhood profession. Before I can be refer to myself as a guardian, I consider myself of being in the life rhythm of the Pa Harakeke. The Pa Harakeke is recognised within Maori society as a symbol of household and protection ( Pihama and Penehira, 2005 ) . It is besides a ocular representation of the importance of parents and seniors as defenders. The centre shoot ‘te rito ‘ symbolises the cardinal importance of a kid. The Harakeke is believed to hold three inner beds which represent a household. The new shoot represents a kid Te rito which is protected by the following inner bed that represents the parents awhi rito. The outer bed symbolises the grandparents or ascendants tupuna. To me, this symbolises my childhood and how I grew up under the attention of my parents and grandparents. I refer myself as a defender now because I believe it is my duty to raising for the kid in the absence of their parents. I see this as a really important function, because I can image how difficult it must be for kids to remain off from their parents for such a long period of clip. As a defender, it is my figure one precedence to do the kid feel as safe, cared for and good looked after. Ministry of Culture and Heritage ( 2011 ) describes a Kaitiaki as a individual who is recognised as a carer, defender, guardian or conserver.

Another ground why I chose to depict myself as a Guardian of the flax shrub is to emphasis my beliefs about seeing each kid as an person. The flax shrub household has many different species, and assortments of flax. This symbolises kids as persons and unique in their ain particular manner. It is the defender ‘s duty to be knowing about the different species, including its demand for growing of each flax shrub. Same thing applies to me as a instructor. To be a instructor, who sees kids as affirmed persons should hold some deepness of cognition about each kid ‘s likes/dislikes, temperaments, strengths, wellness concerns etc. A great beginning to happen this information is from the household. Families can supply valuable information on the kid, which will assist instructors acquire to cognize the kid better. This is will assist construct swearing relationships amongst household, instructor and kids.

As a guardian it is besides my duty is to foster and advance the growing of the kid as a whole in a safe/trusting environment. This makes important links to the New Zealand Early Childhood Curriculum. It relates to the rules of Empowerment ( Whakamana ) where the kid is encouraged to go independent and is provided with resources which will enable them to direct their ain lives. There are besides links to the rule of Holistic Development ( Kotahitanga ) where all dimensions ( such as physical, societal, cultural, religious emotional and cognitive ) of human development is considered in understand the kid as a whole ( Ministry of Education, 1996 ) . It is a personal belief that I have learnt from my ain civilization that to understand wellbeing every facet of development must be considered.

Durie ‘s theoretical account of the Te Whare Tapa Wha illustrates the four dimensions of Maori good being. These are physical wellness Taha Tinana, religious wellness Taha Wairua, household wellness Taha Whanau and mental wellness Taha Hinengaro. It is believed that our physical being lone supports and protects us from the external environment and is one facet of wellness wellbeing. Religious wellness relates to us as persons or as a community about who/what we are, where we have come from and where we are traveling. Traditional Maori analysis on physical unwellness will concentrate on the the Taha Wairua to find whether injury here could be a conducive factor. Family wellness relates to the importance of household. It links to our ascendants, our ties with the yesteryear, the present and the hereafter. This dimension makes important links to the Pa Harakeke. It relates to the importance of household in the wellness and good being of a individual. The last dimension concerns mental wellness as ideas, feelings and emotions are critical elements of the organic structure and psyche. It is about how we see ourselves in the universe, our ability to pass on and to experience that our head and organic structure are inseparable ( Durie, 1998 ) .

Another wellness theoretical account which is relevant to supplying deepness in understanding holistic development is Rose Pere ‘s theoretical account of Te Wheke. The construct of Te Wheke ( the octopus ) is a symbol used to stand for household. Each of the eight tentacles represents a dimension of good being. “ The tentacles of the octopus are overlapping and interwined to symbolize the interrelated and inseparable nature of the dimensions ” ( Pere and Love, 2004 ) . These Maori wellness theoretical accounts relate closely to the construct of concentrating on a kid ‘s good being as a whole. Both theoretical accounts include the valued importance of family/whanau and their part to a kid ‘s wellness and well-being.

The life rhythm of the ‘Pa Harakeke ‘ consists two major parties that are cardinal to the kid ‘te rito, ‘ these are the parents and grandparents. This metaphor was really relevant to me because my parents and grandparents were the most of import people in my life from birth. They played the function of a guardian, defender and carer, but besides as my first instructors. I have ever had a really strong bond with my parents and grandparents, which is still there till this twenty-four hours. Claiborne and Drewey ( 2010 ) explicate how love and credence generated towards kids by adults/family can positively impact on their wellness and growing.

My household drama ‘s an of import function in my life. They have ever been there for me, and it is because of them of their encouragement and religion in me that I am making this class. Sometime I feel as though my household are like a group of cheerleaders. They cheer me on, when I am about to free hope, they give me the support and assurance to maintain on traveling, and for that I am really thankful to hold a household that is so loving and supportive. My learning doctrine is based on edifice respectful relationships with each kid ‘s parent/family because I believe they are the first instructors in every kid ‘s life. My ultimate end is to accomplish close relationships with parent/families and stand alongside them in partnership to help and supply experiences that will outdo back up their kid ‘s acquisition and development. Fraser ( 2005 ) suggest that through collaborative partnership between instructors and household kids experience a sense of continuity and attention which encourages them to larn and turn.

This metaphor besides highlights the construct of civilization. It indicates my cognition and apprehension of bicultural consciousness. I believe biculturalism is of import in the early childhood sector and that “ all kids should be given the chance to develop cognition and apprehension of the cultural heritages of both spouses of the Treaty of Waitangi ( Ministry of Education, 2010 ) . One ground why I chose to utilize the metaphor of ‘A Guardian of the Pa Harakeke ‘ is because ; to me it portrays my accomplishment in larning about the Maori civilization and understanding a different position on how we see the universe around us. I believe that every kid should hold the chance to larn Te Reo Maori because it is the linguistic communication of our land and we need to be teach kids to be proud of it. I have made it a personal end to larn every bit much as I can about Maori civilization to foster my cognition and apprehension. In order for me to learn kids about Maori civilization, I need to cognize about it myself.

Culture plays an of import function in my life as pupil instructor and it influences my teaching doctrine daily. Wong ( 2005 ) states “ kids learn through cultural tools available to them which include childrearing patterns, linguistic communication, imposts and rites ” . I believe this quotation mark is really of import to me, because I have learnt to be antiphonal, and caring through seeing my small cousins being bought up with such love and attention. Culture is all around us and we can see the different civilizations through our multicultural society. “ Every civilization will be different in the ways it transmits cultural cognition because civilizations have different ends for the development of kids and different ways of communicating cognition to kids ” ( Claiborne, 2010, p160 ) . I was born in the Fiji Island and my nationality is Fijian Indian. My ascendants are from India, hence as a kid, my parents/grandparents taught me a batch about my civilization and my hereditary background. I besides learned about the Fijian civilization because I consider Fiji as my fatherland and I ‘ am really proud of my state. However when I was 10 old ages old, my whole household migrated to New Zealand. When I moved to New Zealand, I experienced a multicultural community. I had to accommodate to the diverse culture/lifestyle of NZ, but I besides retain the roots of my cultural beliefs.

A major theoretician that focused on the meshing systems of household, civilization and environment is Bronfenbrenner. Bronfenbrenner ‘s ecological systems theoretical account emphasises the influences of society and civilization in an single kid ‘s life. The immediate relationships and milieus around the kid is called the Microsystem. In this bed the most of import influence would be parents/family and besides the early childhood center the kid attends to. In the kid ‘s Mesosystem the kid experiences a sense of connection between place and early childhood scene. The excosystem relates to the kid ‘s connexions with larger societal systems. It does non hold an active function in the kid ‘s immediate context but does hold act upon the kid Microsystem. For illustration a parent who is employed, is able to supply resources for the kid, nevertheless if the parent was to lose this occupation it will do fiancial emphasis associated to the proviso of those resources and this is likely to do negative impact on the parent-child relationship ( Wong, 2005 ) .The Macrosystem relates to the big cultural forms which include cultural values, imposts and Torahs. For illustration “ cultural contexts that value kids and households may attest ideological and organizational constructions in society, which result in the proviso of good quality, low-cost and accessible child care ” ( Wong, 2005, p18 ) .

Language acquisition is besides a complex constituent of cultural system ( Crain, 2011 ) . Harmonizing to Wong ( 2005 ) every civilization has its ain linguistic communication and it holds cognition about the singularity of being in that cultural community. Vygotsky argued that linguistic communication is the most critical symbolic tool in development. I believe that linguistic communication is an of import portion of cultural norms. Through linguistic communication, we can show cultural positions and associate to each other within the same community. I am trilingual, being able to talk Hindi, English and Fijian. I am fluid in all three linguistic communications and I believe it is a great advantage in this field of work. Parents/family that speaks the same linguistic communication may experience more comfy discoursing more openly about their feelings and what they except of their kid ‘s acquisition. It can assist in showing and speaking about concerns in a more comfy mode.

Vygotsky ‘s sociocultural cognitive theory is an accent on how civilization and societal interactions guide cognitive development ( Santrock, 2009 ) .

Vygotsky ‘s believed that kid development occurred as a consequence of natural and cultural activities. He referred to cultural activity as “ societal procedures through which we learn to utilize cultural tools and to believe ” ( MacNaughton and Williams, 2009 ) .He argued that kids need to be straight taught new constructs instead than waiting for them to do their ain finds ( Crain, 2010 ) . Vygotsky introduced the construct of ‘Zone of Proximal ‘ which was a term used to distinguish between a child ‘actual development degrees as determined by independent job work outing ‘ and the advanced degree of ‘potential development as determined through job work outing with the aid and counsel of a skilled grownup ‘ ( Claiborne, 2010 ) . Harmonizing to MacNaugton ( 2009 ) good quality scaffolding allows for joint job work outing. This construct provides great deepness and understanding on how kids ‘s cognition and apprehension can be extended. As a instructor I want to be able to supply kids with chances for geographic expedition but besides steer them to widen their acquisition.

I believe that the ground why Vygotsky ‘s construct of ‘Zone of Proximal ‘ is appealing to me is because I remember I was guided through undertaking I was non able to make. One important memory that I have, which is an illustration of the construct of ‘Zone of Proximal ‘ is when I was five old ages old, I got my first brace of lacing up places. Every where I went I wanted to have on them and my parents ever had to set them on for me. One twenty-four hours I decided to make up my lacings on my ain, I tired and tired for a long clip but I merely could n’t make it, my female parent was standing on the side, watching me seek and bind my lacing up. So every bit shortly as I was approximately to give up, she intervened and helped me make them up. She went through it with me measure by measure. It took me a few yearss until I independently did up the lacings myself, it memorable minute for me because I was so proud to be able to make it all by myself. Therefore I want to go a instructor who gives kids chances to experience proud of their accomplishment cognizing that they did something all by themselves. I want to be able make an ambiance where they feel they are valued and have a sense of ego worth.

My image of a immature kid is that each kid is an single have alone qualities that define them as who they are. Before I started my Bachelors in Early Childhood Education, I did n’t cognize what it would be like. I decided to make early childhood because I merely enjoyed being about kid. Through the past 2 old ages of ongoing research, and go toing talks I have truly learned the importance of the early old ages of life and the meaningful acquisition and development that occur during this clip. After my two old ages in preparation as a pupil instructor, I have a more clear vision of a immature kid. A immature kid is strong, powerful, and competent scholars who need to be challenged and encouraged to organize their ain on the job theories about the universe they live in. I believe that drama is really valuable to kids ‘s acquisition and development in the early old ages. Through drama kids have the chance to prosecute in unfastened ended geographic expedition ( Gonzalez-Mena, Widmeyer Eyer, 2007 ) .

In decision, the metaphor of Guardian of the flax shrub, explained my personal beliefs as a instructor. My instruction beliefs are formed from my childhood experience. I learnt the importance of household and civilization as I was turning up, and till this twenty-four hours it plays a major function in my life. As a instructor I believe that kids should be see a safe, unafraid environment where they are cared for and their demands are met. As a pupil instructor, I have learned to recognize the kids ‘s wellness and good being as a whole. This means recognizing all dimensions of good being. The two theoretical accounts that provide penetration on the importance of all dimensions of wellness are Pere ‘s ‘Te Wheke ‘ and Durie ‘s Te Whare Tapa Wha theoretical accounts. Childs are our hereafter and my purpose is to supply each kid with the chance “ to turn up as competent and confident scholars and communicator, healthy in head, organic structure, and spirit, secure in their sense of belonging and in the cognition that they make a valued part to society ” ( Ministry of Education, 1996, p9 ) .


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