Plan Teach Succeed

Developmentally appropriate classroom and curriculum planning is key to an instructor’s success with students, parents, colleagues and the educational system.  I will describe to a hypothetical employer my classroom plans and educational philosophy if hired to teach a class of pre-school aged children (ages 3-5).  The program director should use this information as a way to get to know me and feel confident that he or she understands the level of readiness I bring with me to enrich and assist children as they attain readiness for school.  I will discuss the educational philosophy and theories the director can expect to see influencing my teaching style.  Three to five-year-old children’s physical & motor, social-emotional, cognitive and language development will be reviewed so that my director will be assured that I am working with these children in developmentally appropriate ways.  The definition of assessment both formal and informal and how to use these assessments appropriately will be discussed.

The developmentalists and theories that have influenced my view of early childhood education include  Abraham Maslow’s, “hierarchy of needs”, Maria Montessori’s, sensory materials,  John Dewey’s “progressivism” and Jean Piaget’s “age-stage” understanding of cognitive development (Morrison, p. 98, 100, 101, 141, [2009]).   These educator’s philosophies can be counted on to lead teachers in a developmentally appropriate direction in the creation of curriculum for children ages 3-5.  There are many more philosophies that are noteworthy and influential in building childhood education today however, these four people will be the focus of developing a curriculum in my classroom.

To begin, Abraham Maslow reminds us that fundamental needs must be met before any learning or as he would call it “actualization of self” could occur.  Maslow’s theory contends that the following needs must be satisfied or learning will be hindered.

1.       Life essentials such as food and water

2.       Safety & security

3.       Belonging and love

4.       Achievement and prestige

5.       Aesthetic needs

(Morrison, p.125, 2009)

Nutrition is of utmost importance.  It is my duty as an instructor to find out if a child has not had breakfast or is otherwise not getting proper nutrition.  It will affect their performance and must be addressed immediately.  Safety and security, belonging and love, and aesthetic needs are environmental influences; fulfilling these social-emotional needs is a part of my teaching at all times.  Achievement and prestige are earned and with goals clearly outlined for the students, there will be a place and a time for achievement awards and honor of my students.