Dear Parents:

II have been a teacher in the 3 year old room at UCP for 6 years. I earned my B.S. in Early Childhood Education and I am currently working towards my Master’s of Education.

My teaching philosophy is primarily influenced by the works of the Constructivist theorist Lev Vygotsky who expanded the ideas of John Dewey and Jean Piaget. The constructivist educational theory values cultural influences in learning therefore, community members and parents are welcome to share their knowledge and expertise in the classroom. I always appreciate when family members share their talents or cultural traditions with the children. Students benefit from tangible learning experiences from mentors in their community and the cooperative model promotes such learning.

Constructivists view the teacher as a facilitator of learning. According to the constructivist theory teachers must understand the mental models that student use to perceive the world and the assumptions they make to support those models. ). My role as a teacher includes actively participating in guided participation and scaffolding, two processes defined by Lev Vygotsky that promote the student’s learning and development. Lev Vygotsky referred to as a student’s “zone of proximal development,” which is the range of skills one student can learn with assistance but is not quite able to perform independently. The term scaffolding refers to the process that occurs when the teacher recognizes his or her student’s abilities and is aware of each student’s level of understanding and provides them the materials, instruction and opportunities to progress to the next level of understanding. I strive to understand each student’s level of development in all the domains and help them to build on their areas of strengths and weaknesses, understanding each child will have different abilities and interests.

Howard Gardner’s Theory of Multiple Intelligences has also influenced my teaching style and I refer to his theory in planning curriculum to make sure I am creating lessons that appeal to each individual student. Each day the children have the opportunity to interact with their peers in a safe and structured environment. On a daily basis children will be able to explore movement through dance, music, and gross motor activities; create with art materials, participate in sensory experiences, listen to stories and build literacy skills through exposure to books; build with blocks. Each child is also able to explore the outdoor environment on a daily basis. I firmly believe in the child’s right to have tangible, hands on experiences where they can get dirty and actively explore their world. In the classroom the child’s natural curiosity and desire to scientifically investigate the world is nurtured and encouraged. Children are able to touch earthworms and help in the composting process; plant a garden; observe and experiment with water; sand and other elements of nature that support learning.   

I am also an advocate for play based programs for young children. Play enables children to construct understandings of their world from their own experiences and strongly influences all aspects of their growth and development. Children become empowered in play to do things for themselves, to feel in control, to test out and practice their skills, and to affirm confidence in themselves. Play helps children to develop socially and emotionally, cognitively, and culturally.  
Play allows children to express their thoughts and feelings and fosters flexible and divergent thinking as well as provides opportunities to meet and solve real problems.

My goals as a teacher are to help students develop a positive self-image, self-esteem, and the self- awareness. I am aware this is many children’s first school experience and I want children to feel good about school and learn to trust that teachers will respect their interests as well as whom they are. Much of the planned and spontaneous curriculum is dedicated to developing social skills, including respecting other people as well as the environment we live in. I strive to create a balance between teacher directed activities that can help ignite a child’s curiosity and provide enough time for child directed play and interests. As the children’s interests evolve I provide them with the materials and environment they need to further their understanding about the world around them. I am happy to be part of the Unitarian Cooperative Preschool because the program embodies all the elements of a high quality early childhood education program which promotes the well established theory that children learn best through play and from caring people in their community.