Educational Philosophy & Image of the Child

Our image of the child greatly influences our teaching philosophies and pedagogical practices (Moss, 2019). How we perceive and understand children shapes how we interact with them, design educational programs, and create learning environments. This understanding of the child is deeply rooted in our cultural, social, and personal beliefs, impacting every aspect of teaching and learning. To showcase this, I decided to create a mood board of what has shaped my image of the child. The purpose of a mood board is to inspire oneself and to visualize and remind oneself of what goals one would like to achieve. Throughout this program, we have continuously been unravelling and adding onto the layers of how each of us is and what made us want to be educators and teachers of tomorrow. At first glance, you will notice the qualities scattered across the board: Soulful, Curious, Creative, Diverse, Capable, and Resilient. These are the qualities I think of when asked to describe who and what my image of the child is. However, when examined closely, behind each word is a photo that shows bits and pieces of my life: family, friends, students, colleagues, and my environment. Like Bronfenbrenner’s Ecological Systems Theory (1979), each photo represents a ‘system’ which has heavily influenced and developed the educator I am today. The mood board represents core memories made within my past and present, hopefully leading to what I want to achieve in the future.

My educational philosophy is based on my experiences, relationships and my core values and beliefs as an individual. Being in this field for a decade has been a transformative journey, and my role and image as an educator is to guide and inspire learners to explore, question, and apply knowledge. I embrace a child-centred approach that recognizes the diverse needs, backgrounds, and learning styles of each child. I strive to create an inclusive and engaging learning environment where curiosity is nurtured, critical thinking is cultivated, and a sense of lifelong learning is instilled. As seen in my artifacts, I hold the conviction that children are naturally resilient, curious, and inherently capable of profound growth. Guided by this belief, my teaching philosophy revolves around fostering sustainable environments and meaningful relationships that empower children to reach their full potential. The power of relationships has always been the center of everything I do and have done as an educator. The connections between educators, children and their families, as well as peer interactions, are pivotal in a child’s learning experience. I am dedicated to building trusting and nurturing relationships by creating an atmosphere of mutual respect, trust, and support. These relationships serve as the foundation for learning to flourish, allowing each child to feel valued, heard and understood.