Curriculum Approaches: Personal Philosophy

Personal
Philosophy

Curriculum Approaches
My personal philosophy, values and beliefs about early childhood education and care are
underpinned by two interconnected curriculum approaches: the play-based approach and the
Kathy Walker approach.

The play-based approach recognises the critical role of play in children’s learning, brain
development, health and wellbeing, and development of their sense of self (Barblett, 2010). It
categorises play as a purposefully planned activity, enriched by a well-resourced environment
and supportive adult interactions (British Educational Research Association Early Years Special
Interest Group [BERA-SIG], 2003). This curriculum approach is reflected in the Early Years
Learning Framework (Department of Education, Employment and Workplace Relations
[DEEWR], 2009, p. 10) in one of its eight key practices, “Learning through play”. The approach
is open-ended, child-led and educator-supported. Ultimately, the play-based approach views
play as an information processing system for children to make sense of their world. I value the
natural and innate nature of play (Leichter-Saxby, n.d.), and thus believe that adopting a play-
based approach is a unanimous decision in early childhood.

Closely linked with the play-based approach is the Kathy Walker approach – an Australian-
designed curriculum approach underpinned by play-based, personalised, and developmentally
and culturally appropriate learning experiences (Personalize Learning, 2014). My philosophy
aligns with this approach as it views children as active learners (Personalize Learning, 2014).
Experiences are designed to be meaningful for each child and supportive of their individual
strengths, interests, needs and cultures (Jingili Primary School, n.d.).

Children
My image of children is that they are competent and capable beings who enter the learning
process actively rather than passively, with the aim of making sense of the world around them
and finding their place within it. I believe children are unique beings with different interests,
abilities, learning styles and experiences, which should be valued and reflected in planning and
practice. I firmly believe that children possess a sense of agency, and that they should therefore
be provided with opportunities, freedom and choice. I value the right of children to express their
voice and be involved in all decision-making and problem-solving processes that directly impact
them. I also value their right to feel as though they belong and that they are safe, loved and
appreciated.

Environment
As a result of the play-based approach, I endeavour to create a learning environment that
facilitates play; the environment must cater for open-ended, exploratory and sensory play. In
support of the Walking Learning Approach, the environment must also support children’s
individual interests, abilities and needs. I believe the environment should be designed for and
with the child. It must include quiet and loud spaces and should consider flow between the
indoors and outdoors. Learning centres should reflect all children’s interests and must be
stocked with a variety of open-ended resources to foster learning.

Educational Program and Practice
I believe in a play-based educational program that makes use of a variety of authentic, sensory,
natural and open-ended resources, and where children have their own input. The educational
program should be intentional, engaging and contextually relevant to children. It must be
flexible and responsive to children’s strengths and emerging interests (Arthur, Beecher, Death,
Dockett & Farmer, 2012), and should start from where the child is in the present moment. The
program must be carefully planned to ensure that cross-disciplinary links are made and that
children are engaged in open-ended, hands-on experiences that promote autonomy.

Relationships and Partnerships
Just as the Early Years Learning Framework stresses the importance of relationships and
partnerships through its principles of “Secure, respectful and reciprocal relationships” and
“Partnerships with families” (DEEWR, 2009, p.10), I too believe that establishing and
maintaining quality relationships and partnerships is critical in early childhood education and
care settings. Relationships between the educator and the child should be supportive, nurturing
and built on mutual trust; partnerships between educators must be professional, respectful and
open; finally, partnerships with families should reflect a sense of respect for diversity so that all
families are made to feel welcome. I also believe that the community plays a critical role in the
lives of children. For this reason, children should be provided with opportunities to participate
in their community in order to help them grow as informed and active citizens.

Diversity and Inclusion
I value all types of diversity and I endeavour to demonstrate respect for all children and families
despite their cultural backgrounds, values and beliefs. I will aim to reflect these differences in
my classroom environment by celebrating culturally significant events and through the
resources I provide, such as books that represent diverse cultures, traditional dress-ups and
cultural cooking utensils in the dramatic play area. I will strive to educate myself about the
cultures of the children and their families to ensure all feel welcomed. I will also acknowledge
where each child is in the present moment in order to cater for learner diversity, as I believe
that children learn in different ways. This will be reflective in my practice by catering for multiple
intelligences (Gardner, 1983) to ensure that all children experience success.

Words: 783

References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & planning in
early childhood settings (5th ed.). Melbourne, VIC: Cengage Learning Australia.

Barblett, L. (2010). Why play-based learning? Retrieved from
http://www.earlychildhoodaustralia.org.au

British Education Research Association Early Years Special Interest Group (BERA-SIG). (2003).
Early years research: Pedagogy, curriculum and adult roles, training and
professionalism. Retrieved from
http://www.bera.ac.uk/files/reviews/beraearlyyearsreview31may03.pdf

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging,
being and becoming: The early years learning framework. Canberra: DEEWR

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic
Books.

Jingili Primary School. (n.d.). Walker learning approach at Jingili school. Retrieved from
https://web.ntschools.net/w/jingiliprimary/Pages/Walker-Learning.aspx

Leichter-Saxby. (2017). Play everything. Retrieved from https://playeverything.wordpress.com

Personalize Learning (2014). Play-based personalized learning: The Walker learning approach.
Retrieved from http://www.personalizelearning.com/2014/10/play-based-
personalized-learning-walker.html

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