Philosophy
For kindergarten students, we believe it is vital to create a safe and collaborative learning environment that specifically fosters for Identity, Connectedness, and Wellbeing, three of the most significant learning and developing areas stated by the Queensland Studies Authority (2010).
Our classroom philosophy is based around a constructivist approach gathered from the research of Piaget and Vygotsky. This approach supports a learner-centred environment, where students are active participants in learning rather than passive recipients of information (Niemi, 2002; Piaget, 1964; Woolfolk & Margetts, 2013).
Vygotsky’s theory relies heavily on social interactions and believes it is a major part of the knowledge construction process (Woolfolk & Margetts, 2013). Vygotsky’s co-constructed process influences our philosophy, in that we believe communication is fundamental, and students and teachers should verbally negotiate to create understandings and solve problems, via a cooperative, student-centred approach (Woolfolk & Margetts, 2013).
Vygotsky's social learning theory also relies heavily on social interactions within a cultural context (Woolfolk & Margetts, p. 95). It is this theory that shapes our belief of the importance to recognise and acknowledge each student’s cultural and social backgrounds, as this alone can have an impact on the child’s cognitive development (Woolfolk & Margetts, 2013). Thus, in order to establish an authentic and meaningful student-centred classroom, all learners’ backgrounds are acknowledged and catered for through the environment (QSA, 2010; Woolfolk & Margetts, p. 95).
Humanist theories and perspectives within education involving the value and dignity of students. The inclusion of humanist elements in a teacher’s philosophy is vital to the education of their students as it effects their motivation to learn (Woolfolk & Margetts, 2013). Motivation theorist, Maslow (1770), links the effects in which humanism has on the motivation of students, and this is dependent on five needs: biological, safety, social, esteem and being. We believe that we need to cater for these aspects in order for children's personal growth, development, and motivation to blossom (Maslow, 1770). After biological, safety and social, esteem - or self-efficacy - is one of the most important aspects of development within the kindergarten age-group that we believe should be a prominent focus within the classroom (Porter, 2007).
We view students from a positive-strengths based approach at all times.
Our classroom philosophy is based around a constructivist approach gathered from the research of Piaget and Vygotsky. This approach supports a learner-centred environment, where students are active participants in learning rather than passive recipients of information (Niemi, 2002; Piaget, 1964; Woolfolk & Margetts, 2013).
Vygotsky’s theory relies heavily on social interactions and believes it is a major part of the knowledge construction process (Woolfolk & Margetts, 2013). Vygotsky’s co-constructed process influences our philosophy, in that we believe communication is fundamental, and students and teachers should verbally negotiate to create understandings and solve problems, via a cooperative, student-centred approach (Woolfolk & Margetts, 2013).
Vygotsky's social learning theory also relies heavily on social interactions within a cultural context (Woolfolk & Margetts, p. 95). It is this theory that shapes our belief of the importance to recognise and acknowledge each student’s cultural and social backgrounds, as this alone can have an impact on the child’s cognitive development (Woolfolk & Margetts, 2013). Thus, in order to establish an authentic and meaningful student-centred classroom, all learners’ backgrounds are acknowledged and catered for through the environment (QSA, 2010; Woolfolk & Margetts, p. 95).
Humanist theories and perspectives within education involving the value and dignity of students. The inclusion of humanist elements in a teacher’s philosophy is vital to the education of their students as it effects their motivation to learn (Woolfolk & Margetts, 2013). Motivation theorist, Maslow (1770), links the effects in which humanism has on the motivation of students, and this is dependent on five needs: biological, safety, social, esteem and being. We believe that we need to cater for these aspects in order for children's personal growth, development, and motivation to blossom (Maslow, 1770). After biological, safety and social, esteem - or self-efficacy - is one of the most important aspects of development within the kindergarten age-group that we believe should be a prominent focus within the classroom (Porter, 2007).
We view students from a positive-strengths based approach at all times.
Classroom Guildelines
As a class over the first term we have come up with these guideline.
They have been linked to the Queensland Kindergarten Learning Guidelines:
Identity
- Is building a sense of security and trust
- Be an Active Learner
- Is building positive relationships with others
- Be Buddies with Everyone
- Explores ways to promote own and other health and safety
- Be Safe and Helpful