how to write a philosophy paper on early childhood education

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Today, many educational institutions require a philosophy of teaching from early childhood education instructors. In addition to needing one when applying for a job, articulating their approach to education is an excellent idea for teachers for many other reasons.

First and foremost, a philosophy of teaching can help an educator clearly define what sort of teacher they want to be and this will help them move forward more easily in their career path. In essence, a philosophy of teaching is a one- or two-page document that expresses an educator’s preferred teaching style, strengths and overall teaching orientation.

The document should be clearly written and should showcase the teacher’s knowledge about the NAEYC requirements (National Association for the Education of Young Children). It should also present the underlying philosophy that will guide the teacher’s curriculum choices and classroom management style.

6 steps to create a personal philosophy of early childhood education

Creating and composing a personal philosophy of early childhood education document does not need to be daunting. In fact, it can be accomplished in these basic steps:

1. Define a preschool teacher’s role

Take some time to clearly explain your ideas about a preschool teacher’s role in the classroom. Include your beliefs about child-led activities vs. teacher-led activities, your philosophy on the teacher’s role in playtime, and the presentation of brand new ideas vs. discoveries the child makes on their own. Consider also including a statement describing your sincere hopes and expectations for the children in your classroom.

2. Discuss the child’s role as a learner

What is your philosophy regarding how children learn best? What types of activities and opportunities do you believe should be included in the classroom setting in order to facilitate the highest levels of learning for all students, regardless of preferred learning style? How might the child’s role as the recipient of knowledge vary depending upon their preferred learning style? Be sure to include both structured learning activities and open-ended ideas, discussing what you believe is the ideal ratio of both types in the classroom.

3. Address special needs, different learning styles and diversity in the classroom

Discuss how specifically you will handle different personalities, learning styles, special needs and cultural diversity as you teach different children all in one classroom. Include a statement about how children with special learning needs will be welcomed in your classroom, and your specific strategies for meeting both those needs and the needs of the other students. Embracing diversity is pivotal to creating a warm and welcoming learning environment in today’s classroom. When composing your philosophy of teaching document, you’ll want to be sure you clearly define how you’ll meet a variety of needs.

4. Define your curricular orientation

Map out your curricular orientation, including information about what has led you to form your specific beliefs. However, when you address this step, be careful to not criticize other approaches. Instead, consider connecting the information you provide about your curricular orientation with your previous statements about the role of the teacher in the early childhood education setting (in step 1).

5. Describe classroom and conflict management

In this section, describe how you approach any behavioral issues that may occur, and why you believe your chosen approach will work. Be very specific; for instance, will you use time-outs or withdrawal of playtime privileges?

6. Address family inclusion in the classroom

Finally, define how you plan to incorporate parents and other primary caregivers into your classroom. Outline your strategy for keeping parents involved and establishing and maintaining open lines of communication with family members.

Creating a personal philosophy of early childhood education should not be intimidating; in fact, it is an excellent opportunity to clarify your teaching philosophies and commit them to paper. Putting these philosophies in writing can serve as an impetus to clarify the type of educator you’d like to be, and this will benefit both your teaching career and your students.

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Writing A Personal Philosophy For Childcare

• Written by  Lorina
• January 5, 2024

Writing a personal philosophy is a great way for others to read what your values and beliefs are in regard to early childhood education. The following article provides information on how to write a personal philosophy including details of what can be included, questions to think about and examples of personal philosophies.

As an educator, your own philosophical concept of early childhood education distinguishes you as an Educator. It's a declaration of your values, which in turn guides your actions. 

What Is A Personal Philosophy

A personal philosophy clearly defines you as an Educator. It is a statement of reflection about your beliefs that influence your actions. It's the process of continuously examining, testifying and verifying your personal beliefs.  It is a tool that not only guides your own teaching and beliefs but also helps other Educators and Parents understand your individual approach to early learning.

How To Write A Personal Philosophy

The personal philosophy of early childhood education should be used as a tool that not only guides your own teaching but also helps your staff and parents understand your individual approach to early learning.

If someone asked you to explain your personal philosophy in early childhood education, what would you say? How would you begin to formulate a statement that captures the essence of your beliefs about teaching and learning? It can include -

• How children learn,
• Your role as the educator,
• the Role of the community,
• Your understanding of early childhood education,
• Your commitment to further professional development,
• Role of families

The following are some of the most important areas you may want to address in your personal philosophy. 

• Take some time to express your thoughts about the job of an educator. Include your thoughts on child-led vs. teacher-led activities, the educator's involvement in playtime and the presenting of brand new ideas vs. discoveries made by the children on their own. Include a statement that expresses your true hopes and expectations for the children.
• What are your thoughts on how youngsters learn best? What kinds of activities and opportunities do you think should be included in the environment to help all children learn to their full potential, regardless of their preferred learning style? What impact might the child's preferred learning style have on the child's position as a knowledge receiver? Include both planned and open-ended learning activities, and discuss what you believe is the appropriate ratio of each in the room.
• As you educate diverse children, talk about how you'll handle varied personalities, learning styles, special needs, and cultural diversity. Include a statement on how children with unique learning needs will be welcomed in your classroom, as well as your specific tactics for fulfilling their needs as well as the requirements of others children. Embracing diversity is critical to creating a warm and welcoming learning environment. You'll want to make sure you clearly outline how you'll address a variety of demands when writing your philosophy.
• Plan out your curricular orientation, including details on how you came to hold the values you do. However, be careful not to disparage alternative ways when discussing this stage. Instead, consider tying your curricular orientation information to your prior assertions regarding the educator's role in early childhood education.
• Describe how you handle any behavioural difficulties that arise in this part, as well as why you think your method will succeed. Provide examples. 
• Finally, decide how parents and other primary caregivers will be included. Outline your plan for involving parents and keeping lines of communication open with family members.
• Clear statements about what you believe and how you intend to implement and support your beliefs.
• Explain the values that guide your teaching beliefs.
• Including specific examples of teaching theories and approaches
• Include child development theorists that you like and provide examples
• Relate your philosophy to current trends and theories, as this philosophy should guide your actions as an early childhood educator.
• Links to the EYLF (or approved learning framework), Code of Ethics

It is truly up to you to create a philosophy that accurately expresses your unique teaching style, values and beliefs when it comes to early childhood education. A good way to think of it is by writing down some of your beliefs regarding children's development and learning.

Questions To Think About

Use the following questions to help you think about your beliefs regarding teaching young children. It is not necessary to respond to each of these questions in your written philosophy. You may also decide to comment on additional issues as well. Take some time to think about each one in some depth.

• How do you view young children?
• What is the child’s role in their development and learning?
• What do you believe about how young children learn?
• How do you view your role as an Educator?
• How will your views influence your teaching?
• What kind of environment do you hope to create? How does this relate to your basic beliefs about young children and learning?
• What do you hope young children will become?
• What do you want them to achieve, accomplish, learn, feel, etc.?
• What kind of assessment in childcare  will you use to be sure that children have met objectives?
• Looking back at the history of early childhood education, who or what approaches have the greatest impression on you, and why?

Examples Of Personal Philosophies

Here are some examples of personal philosophies:

• I believe that each child is an individual and as an educator, I will value and develop each child's strengths, interests, skills, abilities and knowledge to extend their learning.
• I believe that children learn through play. I will provide opportunities for children to explore, discover, create and imagine.
• I believe in cultural diversity. I will celebrate the benefits of diversity with each individual child and enable them to understand and acknowledge differences.
• I believe young children are very concerned about themselves and the small world they live in: family and home. However, each child is unique with different interests, backgrounds, and developmental stages.
• I believe the environment plays a major role in the success of an early childhood program. It should enhance the children’s interests in all developmental domains. I believe learning in an early childhood environment is done most successfully through stations that can be visited, explored, and revisited again and again. The environment should take into consideration the social skills, communication skills, physical abilities or challenges, and learning styles of the children being served.
• I consider families a vital aspect of my program. Parents who are able to spend time in the classroom occasionally are more aware of the details of their child’s day. Observing what goes on first-hand helps a parent know what to ask the child at the end of the school day.”
• The early years of a child’s life are busy. I believe learning is happening all the time and is interwoven through all developmental domains. These include: physical, social/emotional, cognitive and communication. Therefore, the goal of my program is to make this ongoing learning experience safe, positive, and fun, nurturing the whole child as I strive to guide them into the next stage of development with confidence in themselves and an excitement for continued learning.
• Children need the assurance of being loved and cared for while they are enjoying an educational environment. Teaching children is my passion. Security and trust are very important components as well, of my relationship with each child.
• In planning my program I would strive for a developmentally appropriate, child-centred atmosphere where children have the opportunity to master new challenges through activities and topics that are meaningful to them, thus building their self-esteem as they develop and learn.
• Children should be given choices, responsibilities, and opportunities to initiate their own learning. I believe observations and assessments are excellent tools to use when planning a curriculum. Observations, not only aid in creating the curriculum but also give insight into the development, knowledge and skill levels of each individual child.

I believe that as an early childhood educator I am responsible for providing infants, toddlers and young children with positive learning experiences. I strive to model respect, patience, and care for children and adults I come in contact with. Children have the right to have their needs met and receive the proper education while in the care of their caregivers.

My philosophy is based on theorists, Jean Piaget, and Lev Vygotsky, and the early childhood movement from Reggio Emilia, Italy. I believe that children benefit from practices that are grounded in research.

Children are motivated to learn when they have opportunities to make choices in an environment that is enriching and stimulating. Children are curious from infancy and have a desire to learn from their environment and those around them. When children are encouraged to interact with their peers and adults in positive ways, they feel safe to explore their surroundings.

As a teacher, I seek to guide children from needing assistance with a task to accomplishing a task independently by providing experiences that are challenging yet attainable for every child. I facilitate learning through the in-depth study of a subject that is of interest to children. Children can be highly motivated, feel actively involved in their own learning and produce work of high quality when they have the time to engage in short and long term projects.

My role as a teacher is to be a facilitator and provide enriching activities so that children are supported as they learn about their strengths and work on their weaknesses. As a facilitator, I support children as they embark on a journey to make discoveries about themselves and learn to recognize and name their feelings.

My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express themselves.

As a teacher, I seek to form a close relationship with each child under my care, and their families. I make use of our communities' resources and incorporate the child’s community into the program. I see each child as a unique individual with a great capacity to learn and able to make positive contributions to those around him or her. I strive to provide an environment where children and families from different cultural backgrounds feel welcomed and accepted. 

As a teacher, I seek to form close relationships with each child under my care, and their families. I make use of our communities' resources and incorporate the child’s community into the program. I see each child as a unique individual with a great capacity to learn and able to make positive contributions to those around him or her. I strive to provide an environment where children and families from different cultural backgrounds feel welcomed and accepted.

Personal Philosophy Template

The Personal Philosophy template enables Educators to write and display their personal philosophy within their centre.  To download:  Personal Philosophy Template

When writing your personal philosophy remember:

• Use present tense, in most cases. Write the paper in first-person (which is the most common and easiest for your audience to read).
• Write in language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may help to consider a school administrator (e.g., school principal) as your audience.
• Write a paper that will let your audience know where you stand in regard to important educational theories and practices. By including specific examples of teaching theories and approaches, you are able to let your reader take a mental “peek” of your classroom.
• Make the paper memorable and unique. Think of this teaching philosophy as part of a job application where your readers are seeing many of these statements. What is going to set you apart from others? What about you are they going to remember? Create a vivid portrait of yourself as someone who is intentional about teaching and committed to his/her career.

Once you've finished, make sure your personal philosophy statement is accessible to Educators and families within the service. Explaining the principles that influence your teaching and the overall teachings of service will assist other Educators in ensuring that their own teaching techniques are in keeping with the type of environment you wish to create.

Families will also benefit from hearing about your personal philosophy on early childhood education. During orientation, consider giving them a copy of your statement. This may assist parents in determining whether your approach to education aligns with their own values and whether the service is a good fit for their child.

Creating a personal philosophy should not be intimidating, in fact, it is an excellent opportunity to clarify your teaching philosophies and beliefs and commit them to paper. Reference: Foundations Of Early Childhood Developing A Personal Philosophy Of Teaching Developing A Personal Philosophy Of Early Childhood Education How to Develop a Personal Philosophy of Early Childhood Education, Early Childhood Education Blog Jones, M., Shelton, M. (2011). Developing Your Portfolio--Enhancing Your Learning and Showing Your Stuff: A Guide for the Early Childhood Student or Professional, Second Edition. Routledge. 

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Personal Philosophy of Early Childhood Education

Marisa Cicchino

Constructs in Early Childhood Education & Field Experience 1

Dr. Sai Jambunathan

Summer 2005

Wishes to instill good morals and values in all children; respect all children and their families’ cultures, ethnicities, race, beliefs, and structure; treat each child fairly to ensure that all children feel equally special; have families, communities, and educators work as one; remain a lifelong advocator of children; exhaust all resources before deciding to hold a child back a grade; and to maintain a constant fun, loving, safe, and positive environment for each child.  

As a young child in school I can remember saying to myself, “If I were a teacher I would never do that to my students!”   At a very young age, as young as the first grade, my personal philosophy of Early Childhood Education was already in progress and surfacing.   My personal philosophy is: to instill good morals and values in all children; respect all children and their families’ cultures, ethnicities, race, beliefs, and structure; treat each child fairly to ensure that all children feel equally special; have families, communities, and educators work as one; remain a lifelong advocator of children; exhaust all resources before deciding to hold a child back a grade; and to maintain a constant fun, loving, safe, and positive environment for each child.   It is a philosophy such as the one I have set forth that will encourage all families to feel welcomed, all children to feel loved, and everyone to want to work together as one in order to aid in a child’s optimal development.  

It all began in preschool and kindergarten while attending a Montessori School in my town.   My preschool and kindergarten experience has had a great impact on my ideas towards education.   I felt safe, secure, and special in school.   I remember specific activities that at my new school, when I transitioned in the 1 st grade, were not available to me, such as learning and practicing everyday activities like cleaning silverware, folding our blankets from rest time, preparing and cutting fruit to eat, and keeping a clean and orderly classroom.   Moreover, the root of my morals and values developed from this period in my life.   I remember in school being taught the fundamental values of sharing, caring, listening, trusting, and being honest.   I learned that lying, stealing, cheating, hitting, and disrespecting elders or each other were bad.   Influential movies and cartoons such as the Care Bears, Hug-a-bunch, Free to Be You and Me taught me about love, hugging, sharing, caring, helping others and equality.   My childhood from preschool to third grade was a critical time for me to grow and learn, and much of what I experienced in the classroom and at home influenced how I would develop later and then as the person I am today.

            As a Substitute Teacher with no background classroom experience or educational degree, I brought with me the strong moral and ethical values I possess as a person, my patience, love and care for children, my passion for academics, and my past and personal experiences as a student in a classroom.   One of the major intellectual influences was my experience in a Montessori School and then reading about the Montessori Method in my present graduate class.   I never realized that Maria Montessori was the first woman to become a doctor in Italy , nor did I realize the specifics of the Montessori Method until I correlated my experiences with what was actually written and described about in the book.   For instance, “She created objects for children to allow them to experience physical activities such as stacking, opening, closing, dusting, and connecting. [Maria Montessori] saw this goal-oriented activity as children’s ‘work’ and contrasted it with play, which she saw as unfocused and frivolous (pg. 16).”   My personal philosophy coincides with her beliefs because it is through this child’s sense of ‘work’ that morals and good values are developed.   A child saying, “You’ve got dirty hands, you ought to wash them (pg. 17)” is an example of a child who will continue to master society’s demands and expectations on how to behave throughout life.  

Another person who has played an influential role in my life, and has acted as a mentor, is my second grade teacher.   It’s amazing that out of all my teachers from preschool through graduate school, my second grade teacher left the greatest impression on me.   She possessed great patience and clarity when explaining new material to the class.   She made me feel comfortable to ask questions or speak up in class, and I specifically remember her creative ways of teaching, such as the knock-knock game for subtraction, which made learning in her classroom so easy and fun.   When I run into her she still shows concern for me and is eagerly open and willing to help as I become a teacher.   She is definitely one of the reasons why I decided to become an early childhood teacher, and she is a person who has had a major impact on my beliefs towards academia.  

On the other hand, other teachers who have helped shape my beliefs have done so by providing me with negative experiences in the classroom.   For instance, some teachers would punish the whole class because certain students were bad. I thought this method of correcting bad behavior was entirely unfair.   Even though today I realize the technique behind the action, at the time I remember experiencing feelings of helplessness, and today I never want another child to experience that feeling again.   Another unfair characteristic displayed by some teachers was favoritism.   By showing favoritism, it didn’t make me, nor many of my classmates, feel special or secure in class.   Lastly, my brother, who is one year younger than me, and I were very close growing up as children.   However, in the first grade his teacher held him and 6 other students back a grade on account of being too immature.   My family was furious and no matter how many times my parents spoke with the teacher and administrators, the decision remained the same.   As a result, my brother and I at one point attended two different schools, we weren’t as close anymore, his self-esteem dropped immensely, he lost friends, and had to spend the rest of his life explaining and defending himself to those who questioned his age in comparison to his grade.   My experience with having a family member subjected to being held back is why I believe that all resources must be exhausted before deciding to hold back a child.   The decision should be a composite of the family, administrators, and other professionals’ opinions and thoughts.   Most importantly, recognizing and knowing the child at hand, and how this decision will impact his or her life.

My beliefs have been carried out as a Substitute Teacher in the classroom.   For instance, my belief in fairness for all children was illustrated when I thanked the good children of the class at the end of the day for being on their best behavior.   Interestingly, the students thanked me in return for recognizing them because they said that teachers rarely acknowledge their good behavior because they are too distracted by the students who misbehave.   As a teacher I would use this same philosophy when treating my students.   A good level of control and strictness would be provided, along with a great deal of love, patience, care, and attention for each child. A safe and secure feeling will permeate throughout the classroom in order to ensure an optimal learning environment for all children.   My classroom for a second grade class would be setup and decorated as follows: two alphabets, regular and cursive would hang above the blackboards; my posters would contain knowledge about good manners, famous men and women in history, and lots of multi-cultural pictures so everyone feels welcomed; seasons and thematic units will provide further layout for decorating ideas; the library area would have a big comfy chair for me to read and then small comfortable chairs and a rug for the children to read and sit on during quiet or free time; there will be math, language, and art games for them to play, and additional creative and unique learning strategies and games.  

            I would have a very trusting and open-minded relationship with parents, colleagues, and administrators.   I would also keep an open mind when dealing with exceptional circumstances, such as a child with a special need, or a child that misbehaves frequently.   Each family unit varies, so I must be sensitive to an array of circumstances, such as the various formations of a family and structure, a parent’s style and beliefs of parenting, a child and families’ living situation, and a family’s ethnicity and culture.   Administrators’ and colleagues’ personal philosophies will be respected.   However, the only way the child will develop positively according to the school’s philosophy is if the administrators and teachers believe and exemplify this philosophy also.   So when views may seem opposite, it’s accepting the differences, respecting each other’s differences, and working through the differences that will make any school a positive and safe place for the children to learn.   Also when approaching exceptional circumstances, a teacher needs to again keep an open mind, take an objective stance, and be flexible in his or her views, expectations, strategies, and procedures in resolving an issue.

            As a teacher develops his or her beliefs about early childhood education it is important to reflect upon the period of time when one was a student.   Keeping an open mind to the way society and education as evolved overtime is a key factor that will help teachers better understand families, children, faculty, and their role as a teacher today.   The child should be the main concern of the school, family, and community at all times.   We are the educators, motivators, inspirers, and disciplinary for children.   What we believe as educators will be reflected in the growth of each child.   By joining teachers, families, communities, and administrators together as one, we are building a positive foundation for the children who are will be the products of our future.

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The Routledge Handbook of Philosophies and Theories of Early Childhood Education and Care

The Routledge Handbook of Philosophies and Theories of Early Childhood Education and Care brings together leading writers in the field to provide a much-needed, authoritative guide to the major philosophies and theories which have shaped approaches to Early Childhood Education and Care. Providing a detailed overview of key concepts, debates and practical challenges, the handbook combines theoretical acumen with specific examples to show how philosophies and theories have evolved over the centuries and their impact on policy and society. It examines the ways in which societies define and make sense of childhood and the factors that influence the development of philosophies about young children and their learning. The collection offers an insight into the key theorists and considers how the economics and politics of their time and personal ideology influenced their ideas about childhood. It looks at curricula and provision which have proved inspirational and how these have impacted on policy and practice in different parts of the world. The handbook also explores alternative and perhaps less familiar philosophies and ideas about babies and young children, their place in society and the ways in which it might be appropriate to educate them Bringing together specially commissioned pieces by a range of international authors, this handbook will enable academics, research students, practitioners and policy-makers to reflect on their own understandings and approaches, as well as the assumptions made in their own and other societies.

Related Papers

The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care

Karin Murris

Education in Childhood

JOHN E R I C WILKINSON

Over the past two centuries the Age of Modernity has dominated intellectual thought and related actions predominantly in the English-speaking world. It is now becoming increasingly recognized by academics and powerful organizations both nationally and internationally that the consequence of this mode of thinking has generated immense problems for the contemporary world. The level of social and economic inequalities that continue to increase has now become the concern of many, particularly those who identify with the thinking and ideas associated with the emerging Age of Post-Modernity. The challenge to Education is profound not least so in how young children's awareness, knowledge and understanding about the society in which they live is transmitted, often unwittingly, initially in families and subsequently in kindergartens and schools. This paper first addresses the main social constructions of childhood that can be identified in democratic countries and then links these constructions to the three dominant ideologies that exert axiomatic influence on the education process in different countries. Emerging from this brief analysis the paper identifies three fundamental and important challenges to those with responsibility and influence on young children's education be they in governments, educational institutions or families.

Journal of Early Childhood Research

carol aubrey

The introduction to this article will seek to present a distillation of Sally Lubeck's achievements in order to provide a benchmark of existing knowledge in the field of early childhood care and education from her perspective and an indication of its likely future. Her work, it is suggested, provides an exemplification of the new sociology of childhood that is theoretically grounded as well as morally and ethically committed. The contributions and challenges she made that are offered in this article focus on childhood in different cultures, the impact of globalization and the role of cross-national perspectives in the critical examination of our own national contexts. Poverty levels and the choice made by the US and UK to avoid redistribution of wealth are identified as a major source of disadvantage. The tension between decentralization, choice and lack of co-ordination on the one hand, and uniformity, centralization and social control on the other, is emphasized. It is in this...

Abdul Jabbar (Asst. Prof.)

European Journal of Education

Mathias Urban

Contemporary Issues in Early Childhood

Erica Evans

Rebekah Fassler

Christopher Naughton

Philosophy for early childhood educators is often interpreted as a personal or centre statement related to teaching. While this might be the case in every day usage, as a body of knowledge philosophy presents us with much more such as; how we see the world, what lies behind our actions or what may govern our relation with ourselves. This edition has brought together papers that examine aspects of philosophy in practice with reference to Gilles Deleuze and Felix Guattari, Michel Foucault, and current philosophers of early childhood education in New Zealand.

Jonathan Silin

Noirin Hayes

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40 Philosophy of Education Examples, Plus How To Write Your Own

Learn how to define and share your teaching philosophy.

These days, it’s become common for educators to be asked what their personal teaching philosophy is. Whether it’s for a job interview, a college class, or to share with your principal, crafting a philosophy of education can seem like a daunting task. So set aside some time to consider your own teaching philosophy (we’ll walk you through it), and be sure to look at philosophy of education examples from others (we’ve got those too!).

What is a philosophy of education?

Before we dive into the examples, it’s important to understand the purpose of a philosophy of education. This statement will provide an explanation of your teaching values and beliefs. Your teaching philosophy is ultimately a combination of the methods you studied in college and any professional experiences you’ve learned from since. It incorporates your own experiences (negative or positive) in education.

Many teachers have two versions of their teaching philosophy: a long form (a page or so of text) and a short form. The longer form is useful for job application cover letters or to include as part of your teacher portfolio. The short form distills the longer philosophy into a couple of succinct sentences that you can use to answer teacher job interview questions or even share with parents.

What’s the best teaching philosophy?

Here’s one key thing to remember: There’s no one right answer to “What’s your teaching philosophy?” Every teacher’s will be a little bit different, depending on their own teaching style, experiences, and expectations. And many teachers find that their philosophies change over time, as they learn and grow in their careers.

When someone asks for your philosophy of education, what they really want to know is that you’ve given thought to how you prepare lessons and interact with students in and out of the classroom. They’re interested in finding out what you expect from your students and from yourself, and how you’ll apply those expectations. And they want to hear examples of how you put your teaching philosophy into action.

What’s included in strong teaching philosophy examples?

Depending on who you ask, a philosophy of education statement can include a variety of values, beliefs, and information. As you build your own teaching philosophy statement, consider these aspects, and write down your answers to the questions.

Purpose of Education (Core Beliefs)

What do you believe is the purpose of teaching and learning? Why does education matter to today’s children? How will time spent in your classroom help prepare them for the future?

Use your answers to draft the opening statement of your philosophy of education, like these:

• Education isn’t just about what students learn, but about learning how to learn.
• A good education prepares students to be productive and empathetic members of society.
• Teachers help students embrace new information and new ways of seeing the world around them.
• A strong education with a focus on fundamentals ensures students can take on any challenges that come their way.
• I believe education is key to empowering today’s youth, so they’ll feel confident in their future careers, relationships, and duties as members of their community.
• Well-educated students are open-minded, welcoming the opinions of others and knowing how to evaluate information critically and carefully.

Teaching Style and Practices

Do you believe in student-led learning, or do you like to use the Socratic method instead? Is your classroom a place for quiet concentration or sociable collaboration? Do you focus on play-based learning, hands-on practice, debate and discussion, problem-solving, or project-based learning? All teachers use a mix of teaching practices and styles, of course, but there are some you’re likely more comfortable with than others. Possible examples:

• I frequently use project-based learning in my classrooms because I believe it helps make learning more relevant to my students. When students work together to address real-world problems, they use their [subject] knowledge and skills and develop communication and critical thinking abilities too.
• Play-based learning is a big part of my teaching philosophy. Kids who learn through play have more authentic experiences, exploring and discovering the world naturally in ways that make the process more engaging and likely to make a lasting impact.
• In my classroom, technology is key. I believe in teaching students how to use today’s technology in responsible ways, embracing new possibilities and using technology as a tool, not a crutch.
• While I believe in trying new teaching methods, I also find that traditional learning activities can still be effective. My teaching is mainly a mix of lecture, Socratic seminar, and small-group discussions.
• I’m a big believer in formative assessment , taking every opportunity to measure my students’ understanding and progress. I use tools like exit tickets and Kahoot! quizzes, and watch my students closely to see if they’re engaged and on track.
• Group work and discussions play a major role in my instructional style. Students who learn to work cooperatively at a young age are better equipped to succeed in school, in their future careers, and in their communities.

Students and Learning Styles

Why is it important to recognize all learning styles? How do you accommodate different learning styles in your classroom? What are your beliefs on diversity, equity, and inclusion? How do you ensure every student in your classroom receives the same opportunities to learn? How do you expect students to behave, and how do you measure success?

Sample teaching philosophy statements about students might sound like this:

• Every student has their own unique talents, skills, challenges, and background. By getting to know my students as individuals, I can help them find the learning styles that work best for them, now and throughout their education.
• I find that motivated students learn best. They’re more engaged in the classroom and more diligent when working alone. I work to motivate students by making learning relevant, meaningful, and enjoyable.
• We must give every student equal opportunities to learn and grow. Not all students have the same support outside the classroom. So as a teacher, I try to help bridge gaps when I see them and give struggling students a chance to succeed academically.
• I believe every student has their own story and deserves a chance to create and share it. I encourage my students to approach learning as individuals, and I know I’m succeeding when they show a real interest in showing up and learning more every day.
• In my classroom, students take responsibility for their own success. I help them craft their own learning goals, then encourage them to evaluate their progress honestly and ask for help when they need it.
• To me, the best classrooms are those that are the most diverse. Students learn to recognize and respect each other’s differences, celebrating what each brings to the community. They also have the opportunity to find common ground, sometimes in ways that surprise them.

How do I write my philosophy of education?

Think back to any essay you’ve ever written and follow a similar format. Write in the present tense; your philosophy isn’t aspirational, it’s something you already live and follow. This is true even if you’re applying for your first teaching job. Your philosophy is informed by your student teaching, internships, and other teaching experiences.

Lead with your core beliefs about teaching and learning. These beliefs should be reflected throughout the rest of your teaching philosophy statement.

Then, explain your teaching style and practices, being sure to include concrete examples of how you put those practices into action. Transition into your beliefs about students and learning styles, with more examples. Explain why you believe in these teaching and learning styles, and how you’ve seen them work in your experiences.

A long-form philosophy of education statement usually takes a few paragraphs (not generally more than a page or two). From that long-form philosophy, highlight a few key statements and phrases and use them to sum up your teaching philosophy in a couple of well-crafted sentences for your short-form teaching philosophy.

Still feeling overwhelmed? Try answering these three key questions:

• Why do you teach?
• What are your favorite, tried-and-true methods for teaching and learning?
• How do you help students of all abilities and backgrounds learn?

If you can answer those three questions, you can write your teaching philosophy!

Short Philosophy of Education Examples

We asked real educators in the We Are Teachers HELPLINE group on Facebook to share their teaching philosophy examples in a few sentences . Here’s what they had to say:

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

My philosophy is that all students can learn. Good educators meet all students’ differentiated learning needs to help all students meet their maximum learning potential. —Lisa B.

I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I want to create a classroom where students can flourish and explore to reach their full potential. My goal is also to create a warm, loving environment, so students feel safe to take risks and express themselves. —Valerie T.

In my classroom, I like to focus on the student-teacher relationships/one-on-one interactions. Flexibility is a must, and I’ve learned that you do the best you can with the students you have for however long you have them in your class. —Elizabeth Y

I want to prepare my students to be able to get along without me and take ownership of their learning. I have implemented a growth mindset. —Kirk H.

My teaching philosophy is centered around seeing the whole student and allowing the student to use their whole self to direct their own learning. As a secondary teacher, I also believe strongly in exposing all students to the same core content of my subject so that they have equal opportunities for careers and other experiences dependent upon that content in the future. —Jacky B.

All children learn best when learning is hands-on. This works for the high students and the low students too, even the ones in between. I teach by creating experiences, not giving information. —Jessica R.

As teachers, it’s our job to foster creativity. In order to do that, it’s important for me to embrace the mistakes of my students, create a learning environment that allows them to feel comfortable enough to take chances, and try new methods. —Chelsie L.

I believe that every child can learn and deserves the best, well-trained teacher possible who has high expectations for them. I differentiate all my lessons and include all learning modalities. —Amy S.

All students can learn and want to learn. It is my job to meet them where they are and move them forward. —Holli A.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

I want my students to know that they are valued members of our classroom community, and I want to teach each of them what they need to continue to grow in my classroom. —Doreen G.

Teach to every child’s passion and encourage a joy for and love of education and school. —Iris B.

I believe in creating a classroom culture of learning through mistakes and overcoming obstacles through teamwork. —Jenn B.

It’s our job to introduce our kids to many, many different things and help them find what they excel in and what they don’t. Then nurture their excellence and help them figure out how to compensate for their problem areas. That way, they will become happy, successful adults. —Haley T.

Longer Philosophy of Education Examples

Looking for longer teaching philosophy examples? Check out these selections from experienced teachers of all ages and grades.

• Learning To Wear the Big Shoes: One Step at a Time
• Nellie Edge: My Kindergarten Teaching Philosophy
• Faculty Focus: My Philosophy of Teaching
• Robinson Elementary School: My Teaching Philosophy
• David Orace Kelly: Philosophy of Education
• Explorations in Higher Education: My Teaching Philosophy Statement
• University of Washington Medical School Faculty Teaching Philosophy Statements

Do you have any philosophy of education examples? Share them in the We Are Teachers HELPLINE Group on Facebook!

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Focus on Ethics: Developing a Code of Ethics for Early Childhood Educators: Lessons Learned

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Authors’ Note

This article is dedicated to the memory of Kenneth Kipnis, philosopher, ethicist, and Professor Emeritus at the University of Hawaii at Manoa, who died on August 26, 2021. Ken was involved in NAEYC’s work on ethics from the beginning, and we benefitted immeasurably from his wisdom, guidance, humor, and knowledge of professional ethics. We are grateful for his contributions to the development of our “Code of Ethical Conduct.”

The NAEYC “ Code of Ethical Conduct and Statement of Commitment ” is one of NAEYC’s foundational documents. It helps define who we are as members of the early childhood profession. We are proud to have participated in the creation of the code and in NAEYC’s work on professional ethics over the past four decades. As we worked on the code and its revisions (1989, 2005, 2011), developed resources for using the code (e.g.,  Ethics and the Early Childhood Educator  2000, 2005, 2012, 2018;  Teaching the NAEYC Code of Ethical Conduct: Resource Guide  2000, 2008, 2016), and participated in the development of code supplements for program administrators (2006, 2011) and early childhood adult educators (2004), our appreciation has deepened for the need for and power of a code of ethics for early childhood educators. Yet despite our decades of work, we have never written about the process of developing the code. The death of Kenneth Kipnis has made us reflect on the important lessons we have learned.

The time has now come for us to pass the torch to you, the next generation. In our final regular column of Focus on Ethics, we offer a brief history of the NAEYC code and share the lessons we learned about developing it. We hope this article will help the leaders of today and tomorrow ensure that NAEYC’s “Code of Ethical Conduct” continues to meet the needs of early childhood educators at present and well into the future.

What Is a Code of Ethics, and Why Is It Needed?

A code of ethics is a statement of standards of behavior agreed upon by the members of a profession, which is a group with special obligations to their society. It establishes the moral obligations that they are expected to honor. It rests on the foundation of the members’ shared values, and it expresses what they believe to be right, good, and fair.

A code of ethics provides a vision of what a profession should be and how members of that profession should behave. It builds members’ ethical awareness and judgment, provides them with guidance in decision making, gives them moral courage, and gives them a shared identity. It sends a message to society at large describing how it can expect members of that professional group to behave.

What Is NAEYC’s “Code of Ethical Conduct,” and Why Do We Need It?

Beginning in the 1970s, motivated by the publication of Lilian Katz and Evangeline Ward’s book  Ethical Behavior in Early Childhood Education  (1978; 1991), members of NAEYC expressed the need for a code of ethics to help them respond consistently to the ethical issues encountered in their work. At that time,Stephanie (first author) was on NAEYC’s board and was tasked with exploring the development of a code of ethics. She enlisted ethicist Kenneth Kipnis, and together they began the process of creating a code. Eva (third author) has been involved in NAEYC’s work on ethics from the beginning, and Nancy (second author) became involved in 1993.

When we began developing the “Code of Ethical Conduct,” our goal was to help early childhood educators deal with some of the pressing ethical issues they encountered in their daily work. There were, and continue to be, many such thorny issues; some of them have been addressed in the Focus on Ethics column. Frequently recurring issues involve responding to a family member who asks a teacher or administrator to do something that is not in the best interests of children; dealing with a family member who may be abusing a child; responding to a colleague who is behaving unprofessionally; and addressing state, local, or program directives to do things that are not developmentally appropriate or are potentially harmful to children.

But our initial conception of the code’s purpose was too narrow. Over the years, we have come to realize that it does much more than address specific ethical issues. Because early childhood educators work with children at a uniquely vulnerable time in their lives, they have the opportunity to do great good and the potential to do great harm. Early childhood educators perform a significant service to society, so their actions must be dedicated to the best interests of young children. Our moral commitments to children and their families and our awareness of the ethical responsibilities spelled out in the “Code of Ethical Conduct” are a cornerstone of the field’s identity and the foundation for all that we do with and for young children.

What We Learned as We Developed a Code

Our experiences developing the original NAEYC code, writing about it, teaching others about it, and participating in its revisions and supplements taught us a great deal. Some of what we learned applies to all codes of ethics—for any field, at any time, in any place. However, some are particular to our field. In this section, we begin with lessons that apply to all codes of ethics, then look at lessons that are particularly applicable to early childhood education.

An Ethical Code Must Be Grounded in Philosophy

Professor Kipnis taught us that every ethical code rests on the thinking of philosophers. We must be willing to read and think about the work of philosophers such as John Stuart Mill, Immanuel Kant, Carol Gilligan, and Nel Noddings. This may take us out of our comfort zone; nonetheless, philosophy is essential grounding for a code of ethics. Philosophy helps us understand that an ethical code must address ethical principles including respect, fairness, autonomy, justice, and beneficence (mercy, kindness, generosity, and charity). It helps us understand that ethical deliberation is not merely a matter of instinct, but instead involves using the knowledge of ethical principles to weigh and balance our obligations to our profession’s stakeholders. A brief summary of traditions of moral philosophy that pertain to early childhood education can be found in  Ethics and the Early Childhood Educator, Third Edition (2018, 26).

An Ethical Code Should Address Moral Behavior

The purpose of an ethical code is to guide professional moral behavior. It does not prescribe specifics of professional practice. Instead, items in a code must address  ethical  issues. These are issues of right and wrong; of duties and obligations. We have met early childhood educators who wanted the NAEYC code to include effective practices in our field. But the purpose of the code is to focus on moral behavior, not teaching or program practices. Fortunately, NAEYC has other key foundational documents (including position statements on developmentally appropriate practice and advancing equity) that address these specific topics of critical concern to early childhood educators and the field.

An Ethical Code Should Be Written for the Long Term

A code of ethics should not be written to reflect issues of the moment but should be useful in the decades to come. Because the NAEYC code was written for all early childhood educators and with the long term in mind, it has guided the field effectively for over 30 years. It has been revised twice, but those revisions have not been extensive. Since its initial adoption, one core value, items addressing assessment (which was not an issue when the code was written in the 1980s), and items strengthening our commitment to partnerships with families have been added. These were and will continue to be significant issues for the field.

An Ethical Code Should Be Carefully Constructed

Items included in a code must be clear enough to give guidance and flexible enough to apply to a wide range of individuals and programs. Principles must be written with great clarity and specificity because they are the basis for distinguishing acceptable from unacceptable professional behavior. The NAEYC “Code of Ethical Conduct” describes the ethical obligations of early childhood educators. It is organized to highlight the four primary professional relationships of teachers of young children. These are relationships with

• the community and the larger society they serve

The code defines educators’ obligations to each of these groups based on what society expects, what established early childhood educators care about and do, and what new members of the profession are learning to care about and do.

An Ethical Code Should Reflect the Circumstances and Culture of Its Particular Country

A code of ethics must be responsive to the country and culture from which it comes. In the 1980s, interest in ethics in early childhood education blossomed in many parts of the world. Colleagues in New Zealand, Australia, Canada, Hong Kong, and Singapore were in dialogue about ethics and were involved in creating codes specific to their countries. Each was different. In countries with a strong centralized administration and state funding for early childhood programs, codes are likely to focus on what early childhood educators aspire to do and be like, not what they should and should not do. We were shocked when we learned that someone from a country with an aspirational code had publicly criticized the NAEYC code for being too prescriptive. We then realized that the critic did not understand the nature of early childhood education in the United States or that an aspirational code would not have been effective in a country like ours, where the field is fragmented and there is little centralized direction.

The NAEYC Code Should Be Responsive to the Needs of Practitioners

One of the first things we did when developing the NAEYC code was to write an article asking association members if they thought they needed a code of ethics and to share the ethical issues they faced in their work (Feeney & Kipnis 1985). Members responded to our survey and shared some of the ethical issues they were confronting. These included a case of suspected child abuse, a mother who did not want her child to nap in school, an aggressive child who was harming other children, confidentiality in a divorce case, a preschool with an inappropriately academic curriculum, and a director who lied about adult:child ratios to a licensing worker (Feeney 1987). We have heard variations on these cases many times over the years. As he read the letters that came in, Professor Kipnis commented, “These people are in ethical pain.” It is out of that pain that the code of ethics was born. Members were unanimous in their opinion that the field needed ethical guidance.

The NAEYC Code Should Be Collaboratively Developed and Informed by Real Experiences

It is a characteristic of early childhood education in the United States to deeply believe that every voice deserves to be heard. From the beginning, we believed this concept was critically important to how the NAEYC “Code of Ethical Conduct” was developed. If it was to be known and embraced by NAEYC’s members, they had to know that it was based on practitioners’ real experiences and that it involved deliberation by many members of the organization. We believed the code would not be accepted or used if it was not based on group consensus concerning moral standards of conduct.

After determining the need for a code, we conducted a series of workshops (funded by the Wallace Alexander Gerbode Foundation) to identify the values that members believed undergirded the work of early childhood educators. From lists generated in those workshops, we identified the core values that form the code’s foundation. In subsequent workshops, additional surveys, and conversations in college classes and conference sessions, we also collected a selection of frequently occurring ethical issues faced by early childhood professionals.

We began every discussion about ethics with real situations that were identified in the initial survey, that we had experienced, or that other educators had shared with us. These situations were written as cases that could be presented in college classes, workshops, and in  Young Children  (Feeney 1987). We asked participants in these discussions to answer two questions: “What should the ‘good’ (ethical) early childhood educator do in this situation?” and “What is the most ethically justifiable course of action?” The responses informed the construction of the code and served as the foundation for the analysis and guidance we provided in subsequent ethical advice. All of our subsequent work on ethics has been based on real situations from the field.

Basing ethical guidance on practitioners’ deliberations enabled us to move from individual morality to the collective wisdom of the field. It also gave members of the organization a sense of ownership in the process.

The NAEYC Code Should Reflect Consensus in the Field

A code of ethics for early childhood educators should, to the greatest extent possible, reflect the consensus of the field rather than a viewpoint that is held by some individuals or groups or that is not widely accepted. We need to be sure that our code is useful for all early childhood educators, not just today but for generations to come. It must transcend current trends, which may change over time.

At the time the code was developed, we made a decision not to use the widely accepted term “developmentally appropriate practice” (DAP) within the NAEYC code, as advised by Professor Kipnis and debated by the group working on the document. The reasoning was that the term DAP might change or fall out of favor. Professor Kipnis recommended more generic wording that would express the idea of basing our practice on the knowledge of children’s development. Given the contexts then, that seemed like wise counsel when political pressure prompted some policy makers to object to the specific term DAP.

Core Values Must Be at the Heart of the NAEYC Code

The core values of our field lie at the heart of NAEYC’s “Code of Ethical Conduct.” These are not the same as personal values. They are not a matter of preference; rather, they express what a group of professionals holds to be essential and non-negotiable. The core values of early childhood education grow from central beliefs rooted in the history of the field, and they summarize our deepest commitments. Core values are an essential foundation for the NAEYC code because they make it possible to reach agreement about ethical behavior by moving from personal values to professional values that apply to all members of the field. For example, an educator’s personal value of neatness and order could be in conflict with the core professional value of basing early childhood practice on knowledge of how children develop and learn, which suggests that educators need to support messy play. All members of the profession need to respect their field’s core values, and they should urge each other to embrace them.

The NAEYC Code Should Include Both Aspirations and Rules

Because of the lack of central organization in our field, we realized that the NAEYC code needed to address two items that have very different purposes. The first is  ideals  (or aspirations) that describe desirable and exemplary professional behavior. Ideals point to traits that professionals want to emulate and to a vision of what the field should be like. The second is  principles  (or rules of professional conduct) that clearly spell out what early childhood educators should and should not do. These are rules that members of the profession are expected to follow. They are not optional.

The NAEYC Code Must Prioritize the Welfare of Children

Each section of the NAEYC code contains both ideals and principles that are applicable to a specific area of professional responsibility (children, families, colleagues, and community and society). Based on strong consensus from the field, the code was structured to place the highest priority on the welfare of children. It was soon clear that “Above all we shall not harm children” is our field’s first and guiding principle.

If the code was to be known and embraced by NAEYC’s members, they had to know that it was based on practitioners’ real experiences and that it involved deliberation by many members of the organization.

Our code directs early childhood educators to consider the best course of action in situations involving ethics by first focusing on Principle 1.1 and asking if the action being considered could harm children. If the answer is yes, it is educators’ moral obligation always to act in the way that protects the child’s well-being.

NAEYC Code of Ethics Timeline

1977:  NAEYC Governing Board develops a “Statement of Commitment” for members to embrace in their efforts to improve the quality of life for all children.

1984:  Stephanie Feeney and Kenneth Kipnis, working with NAEYC’s Ethics Commission, prepare a “Draft Code of Ethics and Statement of Commitment.”

1989:  Following a five-year review by NAEYC members, the Governing Board approves the “NAEYC Code of Ethical Conduct and Statement of Commitment.” The code is to be reviewed at intervals deemed appropriate by the Governing Board for possible revisions.

1992:  NAEYC Governing Board adopts revisions to the code.

1997:  NAEYC Governing Board adopts revisions to the code.

2004:  The board approves the “Supplement for Adult Educators.” This addition to the “Code of Ethical Conduct” is developed in collaboration with the National Association of Early Childhood Teacher Educators, the Associate Degree Early Childhood Teacher Educators, and the Division of Early Childhood of the Council for Exceptional Children.

2005:  Significant revisions are made to the code and adopted by the NAEYC Governing Board. These include the addition of a new core value, nine new ideals, and 14 new principles. Revisions focus primarily on respect for diversity and concerns regarding accountability and child assessments.

2006:  NAEYC Governing Board approves the “Supplement for Early Childhood Program Administrators.” This addition is developed with input from practitioners and the assistance of a board-appointed advisory workgroup.

2011:  The “NAEYC Code of Ethical Conduct and Statement of Commitment” is reaffirmed and updated to strengthen early childhood educators’ ethical responsibilities to families. This version is the one used today.

What Is Next?

Our code has served us well for over 32 years, and we hope that it will continue to guide moral decision making in our field for a long time to come. If we have done our work well; if our code is well-grounded in philosophy and reflects respect, fairness, autonomy, justice, and beneficence; if we have written not for concerns of the moment but for the enduring issues that early childhood educators face; if we have captured the core values that lie at the heart of who we are—then the NAEYC “Code of Ethical Conduct” will continue to withstand the test of time.

Our field will encounter— you  will encounter—new issues and challenges. We pass this “Code of Ethical Conduct” on to the next generation of early childhood educators. We hope you will view it not as a sacred text but instead as a living document that strengthens our commitment to the diverse children we all serve. We pass the torch to you with hope and trust. 

10-Plus Years of Focus on Ethics (2011-2022)

A message from naeyc: next steps for the code.

In the next year, it is expected that NAEYC, led by the Governing Board, will turn to revising the “Code of Ethical Conduct and Statement of Commitment” (last reaffirmed and updated in 2011). In keeping with the revision process for NAEYC position statements, the Governing Board will appoint a workgroup that consists of a wide range of stakeholders including practitioners, faculty, researchers, and others. There will be multiple opportunities for the entire field to weigh in on drafts throughout the revision process. The revisions to the position statement will be in keeping with the tenets of NAEYC’s other foundational position statements, including “Advancing Equity in Early Childhood Education,” “Developmentally Appropriate Practice (DAP),” “Early Childhood Program Standards,” and the “Professional Standards and Competencies for Early Childhood Educators.”

In addition, NAEYC hopes to continue publishing content related to the code of ethics, such as “The Code and COVID-19,” by Meir Muller and Angela C. Baum, in the Fall 2020 issue of  Young Children , and welcomes submissions on this topic for future issues of the journal.

Copyright © 2022 by the National Association for the Education of Young Children. See Permissions and Reprints online at  NAEYC.org/resources/permissions.

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Feeney, S., & N.K. Freeman. 1999. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . Washington, DC: National Association for the Education of Young Children.

Feeney, S., & N.K. Freeman. 2005. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . 2005 Code Edition. Washington, DC: National Association for the Education of Young Children.

Feeney, S., & N.K. Freeman. With P.J. Pizzolongo. 2012. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . 2nd ed. Washington, DC: National Association for the Education of Young Children.

Feeney, S., & N.K. Freeman. 2018. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . 3rd ed. Washington, DC: National Association for the Education of Young Children.

Feeney, S., N.K. Freeman, & E. Moravcik. 2000. Teaching the NAEYC Code of Ethical Conduct: Activity Sourcebook. Washington, DC: National Association for the Education of Young Children.

Feeney, S., N.K. Freeman, & E. Moravcik. 2008. Teaching the NAEYC Code of Ethical Conduct: Activity Sourcebook. 2005 Code Edition. Washington, DC: National Association for the Education of Young Children.

Feeney, S., N.K. Freeman, & E. Moravcik. 2016. Teaching the NAEYC Code of Ethical Conduct: A Resource Guide (2005/2011 Code). Revised ed. Washington, DC: National Association for the Education of Young Children.

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Katz, L.G., & E.H. Ward. [1978] 1991. Ethical Behavior in Early Childhood Education . Expanded edition. Washington, DC: National Association for the Education of Young Children.

NAEYC (National Association for the Education of Young Children). 1989. “Code of Ethical Conduct and Statement of Commitment.” Position statement. Washington, DC: NAEYC. 

NAEYC (National Association for the Education of Young Children). 2005. “Code of Ethical Conduct and Statement of Commitment.” Position statement. Washington, DC: NAEYC. 

NAEYC (National Association for the Education of Young Children). 2011. “Code of Ethical Conduct and Statement of Commitment.” Position statement. Washington, DC: NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

NAEYC (National Association for the Education of Young Children). 2004. “Code of Ethical Conduct and Statement of Commitment: Supplement for Adult Educators.” Position statement supplement. Washington, DC: NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ethics04_09202013update.pdf

National Association for the Education of Young Children. 2006. “Code of Ethical Conduct and Statement of Commitment: Supplement for Early Childhood Program Administrators.” Position statement supplement. Washington, DC: NAEYC.

National Association for the Education of Young Children. 2011. “Code of Ethical Conduct and Statement of Commitment: Supplement for Early Childhood Program Administrators.” Position statement. Washington, DC: NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Supplement%20PS2011.pdf

Stephanie Feeney, PhD, is professor emerita of education at the University of Hawaii at Manoa. She is coauthor of NAEYC’s “Code of Ethical Conduct” and NAEYC’s books about professional ethics. She participated in the development of supplements to the code for adult educators and program administrators and has written extensively about ethics in early care and education. She is the author of numerous articles and books, including Professionalism in Early Childhood Education: Doing Our best for Young Children  and coauthor of Who Am I in the Lives of Children ?   [email protected]

Nancy K. Freeman, PhD, is professor emerita of education at the University of South Carolina in Columbia, where she was a member of the early childhood faculty. She has served as president of NAECTE and was a member of its board for many years. Nancy has written extensively on professional ethics since the 1990s, and has been involved in the Code’s revisions and in the development of its Supplements for Program Administrators and Adult Educators.   [email protected]

Eva Moravcik  is professor of early childhood education at Honolulu Community College and the site coordinator of the Leeward Community College Children’s Center in Pearl City, Hawaii. She is coauthor of Who Am I in the Lives of Children? (with Stephanie Feeney and Sherry Nolte) and  Meaningful Curriculum for Young Children  (with Sherry Nolte).  [email protected]

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The importance of an ECE centre’s philosophy

By Nikki Gardyne (Tumuaki,  Oma Rāpeti Early Learning Centre )  

Philosophy statements are used by ECE centres to share the values and beliefs that frame their programme. A  philosophy statement  draws together everything that the ECE centre believes about education and connects the concepts of teaching and learning together – it describes and justifies the way teaching happens as it does and the context around what’s happening. A philosophy also influences every aspect of the child’s day, from the way the environment is set up to the role that teachers have in guiding children’s play. It even influences the way conversations and relationships are formed between kaiako and children. If the centre has an underlying value like respect, then the teachers should always involve the children in respectful, reciprocal conversations about the day and activities they’d like to explore.  

There are many differences in the way a philosophy can influence how children are cared for in a centre. A lot of centres will be guided by these theories and add their own nuances and beliefs into their philosophy, weaving the two together. For example, a Reggio Emilia-inspired centre may have a large inside atelier with lots of natural light, while another centre inspired by the same philosophy will focus more on the outdoor environment and nature. Both are inspired by Reggio Emilia, but the outcome will be slightly different because the personal philosophy of the centre has different influences. 

Oma  Rāpeti ’s   philosophy: T he relationship is at the heart of everything  

At  Oma Rāpeti  we’re guided by the work of Pikler, RIE and  Te   Whāriki  – children always come first.  The key aspects of our approach are: 

• A main carer system : Each child has two main carers who act as a first point of contact for children and their whānau, and foster connection between the child and the wider centre environment. This respects a child’s inherent need for a stable, predictable person to attach to and provides them with a stable base from which to explore. 
• Care:  Every moment of the day is an opportunity for learning, and care moments (such as nappy changes, meal times, and sleep times) are opportunities for us to communicate, reconnect, and encourage participation from our children. These moments emotionally ‘refuel’ children so they feel satisfied to return to independent play and learning. 
• Sensitive observation : Taking the time to know each child individually, see what they are capable of, and provide them with an environment that will foster their ongoing exploration of their world. 
• Trust : We trust that our children are competent and capable, and ensure that they are given opportunities to do things for themselves. We intervene as little as possible so that they may experience the sense of accomplishment from doing something on their own. 
• Social and emotional support : We acknowledge children’s emotions and support them to work through these emotions in an authentic way. We see conflict as an opportunity for learning, and we support children to develop the communication skills needed to resolve conflict in a safe way. 
• A safe, challenging, and predictable environment : Children are given freedom to explore and choose their own play, which empowers them to investigate what is important to them and fosters a lifelong love of learning. 

What does this mean for a child’s day?  

We have a bonded and connected team, who speak respectfully to one another. This role-models great relationships for our children and allows our team to enjoy being together. We encourage our children to learn and feel their emotions. This can be as simple as the language we use, like ‘I can see you are feeling angry’, or allowing them to sit with that emotion with our support. In moments of conflict we offer support, allowing the children to resolve the conflict. 

Children at Oma Rāpeti are empowered and involved in processes and decisions and they take ownership of their spaces within the centre. They are an integral part of the routines, rituals and events in our Oma Rāpeti home. We aim to nourish the soul by providing slow and enjoyable dining and resting experiences where children aren’t rushed and feel respected and comfortable. Children often partake in the preparation of their meals, such as cutting food and preparing the table. Together, children and adults prepare special rituals such as foot spas, massage, yoga, and tea ceremonies to promote relaxation, self-care, and nourishment of the spirit.  

We pride ourselves on creating a ‘home away from home’ environment at Oma Rāpeti, where children can engage in self-chosen and self-initiated play. An outdoor environment and open-air play are essential for a healthy body, mind and spirit. Children are free to play outside in all weather as long as they are suitably dressed, and we go on adventures and explore our neighbourhood and community to further connect children to their natural world.  

You can read our full Oma Rāpeti philosophy  here .  

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Teaching Philosophy in Early Childhood Essay

In this paper I plan to provide a context of assessing the significance of teaching factor in pre-school learning. I realize that young children have disposition to develop in a wide array of areas. But it is unfortunate that teachers may not be able to set them up to successfully develop their potential.

In this connection I wish to stress that for me teaching philosophy my teaching techniques, communication skills and motivational skill are very crucial in teaching and learning of the pre-school children. With the above variables I believe there is need to incorporate the use of technology in instructions to be able to bring out the best out of the pre-school children.

To be able to make classes interesting for children and to capture their attention during lessons, I will employ instructional techniques. Some of these techniques include the use of discovery learning, use of inquiries, incorporating dramatic play in some lessons, incorporating music and moving activities during lessons among others.

I will always carry out an extensive research to make sure that they are educationally sound and that they correspond to the multiple dimensions of learning. This will make learners have the voice I desire as well as making them able to use it in a respectful manner.

It is not an easy task to bring out success in a child if as a teacher I do not like my work. This therefore demands that I should make my careers interesting by experimenting and exploring how technology can fit in instructional approach in supporting learning.

Previous researches indicate that very young children are capable of excess of cognitive, emotional, social and physical activities. Therefore must be able to expose children to all the modalities of learning so that they can discover what they are good at and where their interests fall. However I strongly believe that children should be exposed to areas they like most as well as those they find very challenging.

While dealing with children, I have come to appreciate the fact that to be able to direct them to attain desired goals, I must first of all be aware of their proximal development and how it relates to their zone of advanced development.

With this knowledge, I will be capable of directing the child’s efforts to assess his or her current understanding and the potential for extended learning. I will also be able to make quality and informed decisions about the children. This will me to pair them for projects and play according to their areas of interest and be sure to have realistic expectation for every child.

As a teacher I strongly believe that there is need to have a teaching philosophy. This will provide me with the necessary knowledge to provide the children with desired activities that incorporate innovations that children can relate with. With this knowledge I will also be in a position of helping children understand the relevance between the activities and the world’s reality.

These experiences by pre-school child should challenge him or her to think independently in solving problems, making decision and thinking critically. This ultimately makes students to have a sense of pride in themselves and their community. There is no doubt that my role in the growth and development of a pre-school child is paramount. I am entitled to prepare and organize the child’s environment to allow the child to actively engage and relate with each other.

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IvyPanda. (2018, November 7). Teaching Philosophy in Early Childhood. https://ivypanda.com/essays/teaching-philosophy-in-early-childhood/

"Teaching Philosophy in Early Childhood." IvyPanda , 7 Nov. 2018, ivypanda.com/essays/teaching-philosophy-in-early-childhood/.

IvyPanda . (2018) 'Teaching Philosophy in Early Childhood'. 7 November.

IvyPanda . 2018. "Teaching Philosophy in Early Childhood." November 7, 2018. https://ivypanda.com/essays/teaching-philosophy-in-early-childhood/.

1. IvyPanda . "Teaching Philosophy in Early Childhood." November 7, 2018. https://ivypanda.com/essays/teaching-philosophy-in-early-childhood/.

Bibliography

IvyPanda . "Teaching Philosophy in Early Childhood." November 7, 2018. https://ivypanda.com/essays/teaching-philosophy-in-early-childhood/.

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Vision, Mission and Philosophy Statements

Vision Statement

UCLA Early Care and Education inspires the next generation of life-long learners by providing:

• High-quality, developmentally-appropriate education and care for young children;
• A program focused on diversity, equity, and inclusion for families and staff;
• A work environment that nurtures, values and inspires our professional staff;
• Service to families and the University community;
• Research-focused sites of learning for the field of education.

UCLA ECE provides care and education for children and an essential service to families by focusing on research and quality.

Mission Statement

The UCLA Early Care and Education programs provide quality child care, support families and share information and resources with the community to make a positive difference in the lives of children, in support of the teaching, research and community service mission of the University.

Philosophy Statement

We believe that early learning is relationship-based. Our fundamental goal is to establish trusting relationships among children, teachers and parents. Carefully constructed early education experiences promote exploration, critical thinking, cooperative play and the development of mutual respect.

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Examples of Teaching Philosophy for Early Childhood

Teaching philosophy is an important part of any early childhood educator’s toolkit. It provides a framework and set of principles on which to base their teaching, and helps to ensure that their pupils are receiving the best possible education.

We will provide examples of teaching philosophies that can be used in early childhood classrooms. These philosophies can help to guide teachers in the development and implementation of curriculum, as well as help to create a positive learning environment for children.

By understanding the different teaching philosophies available, educators can create a classroom environment that is tailored specifically to the needs of their students.

Philosophy Concept of Early Childhood Education

The philosophy of early childhood education is based on the belief that young children are best able to learn when they are allowed to experience the world around them. This means that early childhood educators should provide opportunities for children to explore their environment, make mistakes, and try new things.

Philosophy will change and grow as you gain more experience working with young children. There are many different ways to approach early childhood education . Some philosophies focus on developmental stages, while others emphasize play-based learning.

The philosophy of early childhood education also emphasizes the importance of play. Play is essential for young children’s development, as it allows them to practice new skills and ideas.

Early childhood educators should create a rich environment that includes a variety of materials and activities for children to explore.

Finally, the philosophy of early childhood education recognizes the importance of relationships. Positive relationships with adults and other children are critical for young children’s development.

It is important to keep in mind that there are some general principles that all effective philosophies share. These principles include a focus on the whole child, a respect for individual differences, and a commitment to fostering positive relationships.

What is Your Philosophy on Early Childhood Education?

In recent years, the focus of early childhood education has shifted away from simply providing care and basic academic instruction to a more holistic approach that takes into account the individual needs and interests of each child.

Some key points that could be included in such a philosophy might be the importance of providing a safe and nurturing environment for children to learn and grow in, the importance of fostering a love of learning from an early age, and the importance of individualized care and attention to each child’s needs.

This new philosophy is known as constructivism , and it has been shown to be an effective way to promote learning and development in young children. In a constructivist classroom, teachers provide opportunities for children to explore, experiment, and discover on their own.

For example, rather than teaching a lesson on shapes, the teacher might set up an activity in which the children can play with different shaped blocks and discover how they fit together. Through these types of experiences, children learn how to think critically and solve problems independently.

The constructivist approach is based on the belief that all children are unique individuals with their own strengths, weaknesses, and preferences. Therefore, it is important for educators to create an environment that meets the needs of each individual child. This can be accomplished by using a variety of instructional methods and materials that allow children to learn in different ways.

While some people may argue that the constructivist approach is too time-consuming or chaotic for busy classrooms, research has shown that this method of instruction actually saves time in the long run by preventing behavior problems and promoting academic success. Moreover, when implemented correctly, the constructivist approach can foster a love of learning in all students – something that is essential for future success in school and beyond.

What is the Examples of a Teaching Philosophy?

There are some common themes that often crop up in teaching philosophies. For example, many teachers believe that all students have the ability to learn and succeed if they are given the right tools and support. They may also place an emphasis on creating a safe and supportive learning environment where every student feels valued. Other key elements of a teaching philosophy could include promoting critical thinking, encouraging creativity, or using technology in the classroom.

One popular philosophy among early childhood educators is Montessori. This approach focuses on allowing children to learn through hands-on experiences and giving them the freedom to explore their interests at their own pace.

Another well-known philosophy is Reggio Emilia. This approach puts the child at the center of their learning and emphasizes collaboration between teachers and students. Classrooms are often designed as inviting spaces where students can feel comfortable expressing themselves.

Waldorf education is another option for those looking for an alternative to traditional schooling. This philosophy stresses the importance of imagination, creativity, and emotional development. classrooms are usually decorated with natural materials and there is a strong focus on arts and music education.

No matter what your personal beliefs may be, there is a teaching philosophy out there that aligns with them! The most important thing is that you find an approach that works best for you and your students.

What are the Core Philosophies of Education Examples?

The term “philosophy of education” can refer to the philosophy of a particular teacher or educational institution, or it can be used more broadly to refer to the study of the goals, methods, and meaning of education. The followings are common philosophies of education.

1. Idealism . Idealism is the belief that reality is ultimately based on ideas, and that we access these ideas through our minds. For idealists, education is about learning these underlying ideas and concepts so that we can better understand the world around us. This understanding can then be used to improve both ourselves and society as a whole. Prominent idealist philosophers include Plato and Immanuel Kant.

2. Realism : Realism is based on the idea that there is a physical, objective reality out there that exists independent of our minds. This reality is knowable and predictable, and we can learn about it through observation and experimentation.

In education, realism emphasizes the need to teach students facts and truths about the world around them so that they can develop their own understanding of it. Key figures in philosophical realism include Aristotle and John Locke. 3. Pragmatism : Pragmatism is an approach that takes a practical view of things – it focuses on what works rather than what might be true in theory. In pragmatism, knowledge is seen as something that develops through experience; educational experiences should be designed in such a way that they provide opportunities for students to actively engage with their surroundings and learn from trial-and-error exploration. William James was one of the first pragmatist philosophers, but this approach has also been later developed by John Dewey.

My Teaching Philosophy

Sample Statement of Teaching Philosophy

As a teacher, my goal is to create an environment in which students feel comfortable taking risks, exploring new ideas, and engaging in lively discussions. I believe that all students have the ability to learn and succeed if they are given the opportunity and motivation to do so. My job as a teacher is to provide both of these things. I believe that education should be enjoyable as well as informative. In my classroom, I incorporate games, puzzles, and other hands-on activities to make learning fun. At the same time, I challenge my students to think critically about the material we are covering. I want them to leave my class not only with a better understanding of the subject matter but also with the skills they need to continue learning on their own. I am always looking for ways to improve my teaching methods and keep up with new developments in my field.

I am open to feedback from colleagues and welcome suggestions from students on how I can make improvements. My ultimate goal is to foster a love of learning in all of my students so that they will continue pursuing knowledge long after they leave my classroom.

Teaching philosophy for early childhood is a critical aspect of effective teaching. By adopting a philosophy that reflects your beliefs and values, you can create a positive environment in which children can learn and grow. There are many examples of teaching philosophies that are suitable for early childhood classrooms, and the ones that work best for you may vary depending on your personal beliefs and preferences. However, by exploring some of these philosophies and considering how they might apply to your classroom, you can develop a foundation on which to build your own teaching style.

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What Is Your Philosophy Of Early Childhood Education?

A personal philosophy is a process of continuously examining, testifying, and verifying your personal views, in this case, on early childhood education.

Your personal philosophy defines your own teaching and viewpoints while also helping educators and parents understand your approach and views on early learning.

Personal Philosophy Examples

Brene Brown, a well-known research professor, has spent years researching topics like vulnerability and shame.

She’s written several acclaimed books on these topics.

She has created “The Wholehearted Parenting Manifesto”, which she shares freely.

In it, she teaches us to build heart centred emotional intelligence in ourselves and our children.

Here you can download a copy for yourself.

Many believe that learning through play can be important to a child’s intellectual, emotional, social, and physical development.

The following are some differing philosophies in teaching.

Maria Montessori was the first female physician in Italy. She believed that children have a natural desire to learn. 

Their philosophy in teaching is that by placing children in an enriched environment with specially designed materials and highly trained teachers, they learn quickly and easily through hands-on experience. 

In 1907, Maria Montessori began teaching low income children in Rome using her own child-centred educational theories in her school, “La Casa dei Bambini” (Children’s House). 

She later travelled throughout the world teaching her methods of education.

She was nominated three times for the Nobel Prize .

Rudolf Steiner, philosopher, social innovator, and artist, inspired the Chicago Waldorf School with his ideals, insights, and pedagogical methods of childhood education. 

Their philosophy of teaching supports free thinking, self-directed young adults ready to progress in their education, and ready to contribute positively to society and our world . 

Many parents visiting the Chicago Waldorf School say, “I wish I had gone to a school like this”, after seeing the warm, colourful rooms where children can let their imaginations roam while also feeling safe and protected.

Reggio Emilia Approach

Started by the schools of Reggio Emilia, a town in Italy, after World War II, it has become renowned as one of the best education systems in the world. 

This teaching philosophy includes teachers, parents and children.

They also include the community as adding to the knowledge base of the children.

Parents are a respected and valued part of the school and their children’s education.

The Reggio Emilia philosophy of early childhood education places an emphasis on the arts as children’s symbolic language together with an engaging learning environment.

Cognitive Based Philosophy

Young children learn through active exploration in an environment rich in materials and opportunities to converse, socialize, play, work and negotiate with others.

The classrooms provide an atmosphere of warmth , affection , and respect for each child.

Their philosophy of teaching is based on the children’s interests and appropriate educational concepts.

All aspects of the child’s growth are considered as well as whether the child prefers working individually, in a group, or even if they want to participate in a project or not.

Outdoor Classrooms

Research in childhood development coincides with the philosophy of Outdoor Classrooms that children are complex beings and require a broad variety of learning experiences and opportunities to grow.

Children are free to move indoors and outdoors.

Open space offers children various opportunities for big movement, vigorous social interaction, and explorations big and small.

Their activities help refine motor skills, and teaches them how the natural world works.

The outdoor space provides a balance of physically active and less active play.

Outdoor Classrooms offer many benefits physically , cognitively , psychologically , and socially .

How To Write A Philosophy Paper On Early Childhood Education

A personal philosophy of early childhood education defines you clearly as an educator. It’s a statement about your beliefs which influence your actions.

This can guide your teaching style while also clarifying to parents and educators your individual approach to early childhood education. 

This philosophy paper will express your unique teaching style, values, and beliefs when it comes to your philosophy of early childhood education.

Here are some guidelines you may want to address in your paper:

• Clear statements expressing your beliefs, also how you’d like to implement and support those beliefs
• Explain the values guiding your teaching beliefs
• Include specific examples of your teaching theories and approaches
• Include examples of people whose theories you like
• How will you address different learning styles of children
• How will you handle conflict in the classroom and behavioural issues of some students
• Describe the importance of providing a welcoming environment to different personalities, special needs, and cultural diversity
• Explain, how children learn, your role as the educator, how you’ll involve other colleagues in early childhood education, the role of community, your understanding of early childhood education and commitment to further professional development, the role of families
• How do trends and theories interact with your philosophy
• Include links to an approved learning framework, Code of Ethics

What Is Your Philosophy About Teaching?

This is not a question to be unprepared for in a teaching interview. If you fumble or improvise on the fly, you will look unprepared for the job.

Your teaching philosophy should be self-reflective so you can clearly define why you believe your personal philosophy is in line with your integrity.

An interviewer wants to know that you have a philosophy of early childhood education, that you can articulate it, and that your beliefs are a good fit for the school.

The following questions can help you examine your beliefs in order to compile your personal philosophies on education.

Take the time to consider each one in depth.

• What makes you proud to be a teacher?
• What standards do you set for yourself?
• How do you view young children?
• What is the child’s role in their own development and learning?
• How do you believe young children learn?
• What is your view on your role as an educator?
• How will those views influence your teaching?
• What kind of environment do you wish to create for the children as it relates to your beliefs about early childhood education?
• What do you see young children becoming?
• What do you wish for them to achieve, accomplish, learn, feel, etc.?
• What assessments do you prefer to use to see they’ve met the objectives?
• Who or what approaches have had the greatest impression on you when you look back at the history of early childhood education?

What Is Your Philosophy Of Child Care?

Similar to a philosophy for early childhood education, consider your priorities and personal philosophy. 

• Ask yourself what you believe about child care.
• Consider what you believe the role of play, art, dramatic, and academic activities play for a child.
• Do you feel it’s best to partner with parents, community, and care providers as a child care philosophy to support your child care program?
• Consider what you might want or expect from a child in your program. This will affect the role of the teacher.
• How do you think a child learns best?
• Do your educational philosophies accommodate different learning styles?
• Consider a variety of structured learning activities and open-ended ideas.
• Address the wide variety of cultural, economic, and social backgrounds and how your personal philosophy can include all of them.
• How does your classroom reflect a warm and welcoming environment? It should include indoor and outdoor activities, sensory materials, dramatic play, and academic materials.
• Consider whether you want your curriculum to be learning through play or more academic based. This will define a student-led or teacher-led philosophy.
• What is your personal philosophy about developmental child care, including physical, cognitive, social, and emotional.
• Consider the role of progressive preschools with a child centred philosophy.

Exploring the different philosophies of child care and education will help define your values and what you believe. 

As an educator, you’ll want to be well versed and open to the various methods and their strengths.

This will help you to be flexible in changing times and new ideas.

Building emotional intelligence is an important factor in developing strong and resilient adults who can contribute responsibly to society and the natural order of the Earth.

As Brene Brown says, “truly deeply seeing” another is a sacred gift.

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