Learning Philosophy
I believe that learning is an active, ongoing process where children build their understanding of the world through experiences and interactions. As young learners, they thrive when they are engaged in meaningful, hands-on activities that stimulate their curiosity and encourage exploration. Learning is not a one-size-fits-all process; each child has a unique developmental path and pace. I see learning as holistic, involving cognitive, emotional, social, and physical development. In a virtual context, learning can be enriched through digital tools that create immersive environments for exploration, but this must be balanced with real-world, sensory experiences that are essential for early learners.
Beliefs about the Relationship Between Teaching and Learning
I view teaching as a facilitative role rather than a directive one. My job is to create a learning environment that encourages curiosity, fosters social and emotional growth, and supports exploration through play. My Innovation Plan is based on the enriched virtual model, my role would shift to curating content that is interactive and engaging while providing scaffolding for self-directed learning. Harapnuik (2019) often discusses the shift from the traditional teacher-centered approach to a more facilitative role, where the teacher creates conditions for learners to drive their own learning. My role as a facilitator will be to guide children in making sense of their virtual and real-world experiences, encouraging collaboration, and modeling problem-solving skills. By incorporating tools like collaborative platforms (e.g., Google Classroom, Padlet) and virtual discussion boards, I can facilitate interaction between students even when they are not physically in the same space. These tools allow for ongoing collaboration and engagement in real-time, fostering a deeper connection between students and the content.
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Beliefs about Myself as a Learner
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As a lifelong learner, I see myself as continuously evolving in my understanding of educational practices. In the past 11 years, I have embraced various learning tools and strategies and am always seeking new opportunities for professional growth. I firmly believe that being an effective teacher requires that I remain open to learning from my students, my colleagues, and new educational trends. As I embrace the enriched virtual model, I recognize the importance of being flexible, adapting to new technologies, and ensuring that my learning and teaching methods reflect the changing educational landscape. To support my growth, I actively participate in online professional learning communities (PLCs) and seek feedback from my peers to further refine my approach to virtual and blended learning environments. This ensures that my professional development aligns with the latest advancements in educational technology and pedagogical strategies. In a learner-centered environment, I plan to use strategies such as project-based learning and student-led discussions to encourage autonomy. By incorporating digital tools that allow for student choice (e.g., Flipgrid, Seesaw), I can further empower students to take control of their learning while still providing guidance and structure.
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Learning Philosophy vs. Teaching Philosophy
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My learning philosophy centers on the belief that children are naturally curious and are most successful when they can learn through exploration and collaboration. Piaget (1952) says there is a difference between the way an adult and a child think. The child’s intellectual development is a series of steps, each one of which is more complicated than the previous one, but each depends on the one that preceded it. A teaching philosophy, on the other hand, focuses more on the methods and strategies used to guide this learning process. While my teaching philosophy involves facilitating rich, inquiry-based experiences and providing scaffolding for learning, my learning philosophy emphasizes the importance of children’s agency and voice in their educational journey. It’s crucial to adapt both my teaching practices and my learning beliefs to be dynamic and responsive to the needs of my students.
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Learning Theory and My Identification
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I identify primarily with Constructivism, particularly the work of Jean Piaget and Lev Vygotsky. Constructivism posits that learners actively construct their own understanding based on experiences and interactions with the world. I believe that young children learn best when they have the chance to manipulate materials, engage with peers, and solve problems in meaningful ways. Vygotsky’s theory of social learning also aligns with my approach, where social interaction plays a vital role in cognitive development. Vygotsky (1978) states that what a child can do with assistance today, she will be able to do by herself tomorrow. In an enriched virtual environment, children can be introduced to collaborative online activities that support problem-solving and creativity while fostering a sense of community. For example, I can utilize online games or simulations (e.g., Kahoot, Minecraft Education Edition) that encourage group problem-solving and offer real-time feedback to guide students toward independent learning.​​
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Connection to Learning Theories
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By blending constructivist and social learning theories, I aim to create an environment that supports deep engagement. With the enriched virtual model, I will focus on scaffolding digital activities that allow children to build knowledge from their existing understanding. Incorporating tools such as virtual manipulatives and video-based interactions with peers will help create an immersive learning experience that is grounded in developmental theory. Additionally, using platforms like Edpuzzle for interactive video lessons or Padlet for brainstorming will allow students to interact with content and peers, applying their learning in real-time. These tools promote active learning and engagement, allowing students to contribute to discussions, collaborate on projects, and engage in higher-order thinking tasks.
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Impact on Innovation Plan & Role as a Change Agent
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As a change agent, my learning philosophy will influence my innovation plan in several key ways. My belief in constructivism means I will focus on developing virtual tools and resources that encourage active learning through interaction, exploration, and creativity. I will ensure that technology is used purposefully, with a clear focus on enhancing young children's developmental needs, not just for entertainment but for meaningful learning experiences. I’ll advocate for ongoing professional development in virtual learning strategies and push for collaboration among educators to share best practices in integrating technology into early childhood education. For instance, I will organize regular training sessions for my colleagues on how to integrate tools like Google Slides for collaborative projects, Zoom for synchronous learning sessions, and EdTech platforms like Nearpod for creating interactive lessons. This ensures that educators are well-equipped to support students in both virtual and face-to-face environments.
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I also see my role as fostering a culture of experimentation and adaptation within my school community. I will mentor my peers by sharing successful virtual learning models and collaborate to ensure that our teaching practices align with a learner-centered, innovative approach. By creating opportunities for teachers to explore and experiment with virtual learning tools, I can help build a culture of innovation and continuous improvement within the school.
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By aligning my learning philosophy with my innovation plan, I am committed to evolving as a teacher who embraces change and technological advancements while staying rooted in the developmental needs of young children.
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Annotated Bibliography
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Harapnuik, D. (2019). Learning Philosophy: Why Learning Comes First.
Dr. Harapnuik presents a reflective analysis of his learning philosophy, emphasizing the role of the facilitator over that of the traditional teacher. He explains how his approach is rooted in constructivism, where learning is seen as an active, student-centered process. This article reinforced my commitment to focusing on creating significant learning experiences rather than simply teaching content.
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Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Jean Piaget explores the development of cognitive processes in children, outlining his theory of cognitive development. Piaget presents a detailed account of how children’s intelligence evolves through distinct stages, each characterized by specific ways of thinking and understanding the world. This work formed the foundation of my beliefs about the importance of cognitive development and hands-on learning.
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Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge:
Harvard University Press.
Lev Vygotsky explores the social and cultural influences on cognitive development, presenting his theory of sociocultural development. Vygotsky emphasizes that higher psychological functions, such as reasoning and problem-solving, develop through social interaction and are heavily influenced by cultural context. This theory is central to my understanding of social learning and collaborative problem-solving in early childhood.