With this in mind, I feel that to have a truly emergent curriculum it needs to be constantly growing; evolving and cyclic as teachers continually observe, collaborate and examine practices which in turn raises further questions which undoubtedly leads to more observations, collaborations and critical thinking. My personal philosophy is organic; it continually grows and evolves with every new child, family and professional development opportunity I encounter. Children and their families are at the core of my curriculum.
This quote from the Universal Declaration of Human Rights echoes my beliefs and principles on the rights of children “We are all born free and equal. We all have our own thoughts and ideas. We should all be treated in the same way. These rights belong to everybody, whatever our differences” (Amnesty International, 2008, p.4). I teach to ensure every child has an opportunity to not only learn abo...
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...to assess the children authentically as children are encouraged to express their fears, feelings and thought processes in a collaborative setting, allowing teachers to tune into each child which leads to personalised assessments (Rule, 2006).
I consider children to be valuable members of society. As a teacher; I advocate sustained shared thinking where children and teachers work together, engage in meaningful conversations which provides children with opportunities to discuss and think about problems or challenges in a thoughtful, extended way (Siraj-Blatchford, 2005).
I acknowledge that as a teacher I will always be part of a professional team, I will actively seek to further my own educational knowledge and understanding at every opportunity so that I may grow and learn so that my knowledge and understanding can be passed onto the children I care for and teach.
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