Educational Philosophy by Kimberley Curtis

1. Introduction

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As an early childhood educator, my belief about children is that they should be valued, respected and have great ability even in the early years of life. As defined by Malaguzzi, the founder of the Reggio Emilia schools network, the image of the child sees the child as ‘rich in potential, strong, powerful, competent, and most of all connected to adults and other children, (Malaguzzi, 1993, p. 10).” I believe that families are the backbone of a child’s success in the classroom and outside. A child who is supported by parents and guardians tends to perform at a better level. As stated by Positive Action, “Supportive and engaged parents make their children feel secure, empowering them to face school tasks more bravely and try more challenges instead of quitting, (Positive Action Team, July, 2023).”My beliefs about my role in the community as an educator are to be a continuous learner and explore the different philosophies, and help expand my relationships in the community which I serve. The community also gives me space to advocate for the children and families I serve throughout the week. As I explore community spaces, I learn more about the way of life and how to partner with each family to help them meet their goals. At a “Reggio Emilia preschool, the teachers, parents, and children work together. This collaboration strengthens the power of the educational experiences in the classroom. The aim is to connect with families and communities to show that the child is part of a large and supportive network, (Reggio Emilia and Parent Involvement, 2025).” Overall, my role as an early childhood educator is important to the lives of my students, their families, and the community.

2. My Role in Supporting Development is?

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I believe that my role as an educator in supporting child development is to guide them through their own personal paths of learning. This will look different for each child because every child presents with different needs and desires. According to Bright Wheel, “the goal of the Reggio Emilia approach is to guide children through early childhood education and development by creating opportunities for them to express and evolve their thinking through diverse experiences, (Gregory, L, 2023).” Another part of my role is to design the classroom environment in a way that is conducive to each child and gives them the freedom to explore and develop a sense of independence and creativity with the materials in the room. It is stated “that the child constructs his or her own version of reality from his or her own unique experiences or interactions with the environment, (Harlow, Cummings, & Aberasturi, 2006; Sutherland, 1992).” This can only be done if I take the time to observe each child and see what interests them. Reggio Emilia is a “way of teaching requires teachers to observe and have discussions with children and their families to discover their abilities, needs, and skills and build them into classroom learning, activities, and play, (Gregory, L, 2023).” Lastly, celebrating every developmental milestone is an important part to show appreciation to help the child feel valued.

3. I Believe Curriculum is?

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I believe that curriculum is more than the different subjects taught and learnt in school or daycare. As an educator, curriculum is a major part of my role that is shared from educator to student. Curriculum to me is based on the experiences we have in the classroom. According to… Curriculum in early years settings is very different from that used in formal school contexts. As defined in ELECT, early years curriculum is the sum total of experiences, activities, and events that occur within an inclusive environment designed to foster children’s well-being, learning, and development and ensure meaningful participation for every child, (Ministry of Education, 2014).” I also believe that the curriculum should focus heavily on the interests of the students and what helps them engage in creativity and connect them to the world.

4. I believe my roles connected to families, culture and diversity within the inclusive playroom are?

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I believe my roles connected to families, culture and diversity within the inclusive playroom are partnership, listener, & advocate. As an educator my first role is to create a partnership with the child and their families. According to How Does Learning Happen, “Gaining knowledge about children from multiple perspectives helps educators ensure that programs also value the unique

and diverse characteristics of the children’s families and the communities in which they live. It’s not a “one-size-fits-all” approach, (Ministry of Education, 2014).” In partnership, I will meet with parents and guardians to discuss about how our classroom will aid in first honoring their current cultural beliefs and how we can merge the two cultures to teach as a class. How Does Learning Happen states “In particular, programs should be reflective of the cultural and linguistic backgrounds of the children and families they serve, including those from First Nations, Métis, Inuit, and francophone communities, (Ministry of Education. 2014).” Another role is to be a listener and through this stage its important to take notes and reflect on them at a later time so that the information can be used and put into a plan of action for that child. Listening should be open and sensitive to the need to listen and to be listened to, and the need to listen with all our senses, not just with our ears, (Rinaldi, 2001).” After these steps the next thing to do is to advocate for each child in a way that meets the requirements of what was discussed during meeting with parents. This can look like meet with other staff and supervisor.

5. I believe my interactions will be?

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I believe that my interactions as an educator between myself and the children and families I serve will be one of respect, support, inclusivity, reflective, and intentional. According to How Does Learning Happen, educators “cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them, (Ministry of Education, 2014).” My interactions will be guided by my understanding and commitment to the uniqueness of each connection, & relationship between educator and child or educator and parent/guardian.

6. I believe in an environment that?

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I believe in an environment that supports each child’s identity and growth. I also believe that an environment should be as Reggio Emilia says it “the environment was described by Loris Malaguzzi as “the third teacher” and is valued for its power to organize, promote relationships, and educate, (Ministry of Education, 2014)” This creates room for the child to explore and nurture their identity. The environment that a child spends most of their time should be a place that is reflective of their needs and built on safe relationships.

7. I believe my roles and responsibilities are

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I believe that my roles and responsibilities are to be a listener, document, co-learner, partner, and advocate. According to How Does Learning Happen, it explains it like this “Educators are reflective practitioners who learn about children using various strategies. They listen, observe, document, and discuss with others, families in particular, to understand children as unique individuals. They observe and listen to learn how children make meaning through their experiences in the world around them. Educators consider their own practices and approaches and the impacts they have on children, families, and others, (Ministry of Education, 2014, pg19).”

8. Conclusion

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As an early childhood educator, I believe that all children are capable. Most of my practice is guided by the Reggio Emilia philosophy, I view each child as having a major role in their own learning and development. I also understand that families play a pivotal role in a child’s development. My role as an educator extends beyond the classroom, I continue to advocate, and practice being reflective in my practice. I seek out more knowledge and understanding on the children, families, and community I serve, by adapting to their needs. Through meaningful connections, inclusive environments, and ongoing reflection, I aim to nurture confident learners.

References:

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‌Gregory, L. (2023, June 8). Implementing the Reggio Emilia Approach to Enhance Learning in Early Childhood. Mybrightwheel.com. https://mybrightwheel.com/blog/reggio-emilia-approach

Rinaldi, C. (2001, September). The Pedagogy Of Listening: The Listening Perspective from Reggio Emilia [Review of The Pedagogy Of Listening: The Listening Perspective from Reggio Emilia].

‌Harlow, S., Cummings, R., & Aberasturi, S. M. (2006). Karl popper and Jean Piaget: A

rationale for constructivism. The Educational Forum, 71(1), 41-48.

Ministry of Education. (2014). How does learning happen? Ontario's pedagogy for the early years. Government of Ontario.http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Malaguzzi, L. (1993a). For an education based on relationships. Young Children, 49 (1), 9–12.

Positive Action Team. (2023, July 25). Parental involvement: Academic success statistics. Www.positiveaction.net. https://www.positiveaction.net/blog/impact-of-parental-involvement

Reggio Emilia and Parent Involvement. (2025). KLA Schools. https://www.klaschools.com/insights/reggio-emilia-and-parent-involvement

Slipp, K. (2010). The Image of a Child and the Reggio Emilia Philosophy. https://dspace.library.uvic.ca/server/api/core/bitstreams/bb475b68-23b3-49be-b4b7-150ea84a35f9/content

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