Theoretical Belief Paper- Maggie Lamm

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Dec 6, 2023

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Theoretical Framework Paper 1 Theoretical Framework Paper Maggie Lamm Liberty University – EDEC 670

2 Importance of Play I believe that play is very important in early childhood education. Play is a crucial part of a child’s development. “Research demonstrates that play contributes to language development, self-regulation, attention, creativity, problem solving, and social and emotional skills” (Bredekamp, 2019, p. 139). Play in the classroom should start as young as preschool age. It gives children an opportunity to work with their peers, build relationships with them and their teachers, and overall great for their development. Bredekamp (2019) states, the importance of play for all children, especially those with developmental delays. There are a multitude of advantages that come from having play in early childhood education classrooms. “ Play, first, as a demonstration of what children know, and second, a demonstration of what they are currently thinking about. Through play, children actively construct new knowledge about objects, people, and events by integrating new experiences with what they already know” (Lifter et al., 2011). Children can learn from the kids around them and that happens through play. They learn about turn- taking and how to play games and interact with their peers. There are many ways a teacher can and should incorporate play into their daily schedules. The most popular way to incorporate it in classrooms is making it a center for the children to go and explore. Teachers can set up a dramatic play center that is focused on what the theme of the week it. This way the students can take what they are learning in the classroom and pretend play. For example, if the theme for the week is community helpers, the teachers can supply the children with different costumes or materials that are related to the theme. Providing the students with learning environments can really benefit them. “Play is not just an activity that feeds development and learning by providing a context for playful learning” (Bredekamp, 2019, p.

3 139). Play is a vital aspect in early childhood education. It lays the foundation for learning and allows children to explore. In Zechariah 8:5, it states, “ And the streets of the city shall be full of boys and girls playing in its streets.” This verse coincides with what I have stated above in that play is important in all aspects of life. God’s plan for us as humans are to build relationships with each other and one-way children do that is through play. We as teachers can foster those relationships by putting an importance of play in the classroom. Cultural Competence I believe relationships with students and their families are key in building cultural competence in early childhood education. I currently work in a very culturally diverse school, and it has been amazing to see how teachers have put such an importance of learning more about the students and their backgrounds in the classroom. They have provided many opportunities for others to learn more about the different cultures around the school and what they look like. Parents can come into the classroom and teach the students about their specific cultures, and it has provided the students with a broader worldview on how things are around the world. I think this is important, especially now, because we are constantly surrounded by people who are different from us and if we take the time to learn about those differences, we become more accepting of those around us . “ In classrooms in which positive contact and cooperation between students of different cultural affiliations is supported, students tend to display more positive outgroup orientations, more intercultural friendships, and less prejudice” (Schwarzenthal et al., 2020). It has allowed families to build a stronger relationship with the school as well as feel more a part of their child’s education. “To provide the best education for all children, teachers

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4 need to become culturally competent” (Bredekamp, 2019, p. 204). When students have a sense of belonging in the classroom, they in turn learn more. “Cultural competence is not a set of skills but is instead a way of being- an openness to continual learning” (Bredekamp, 2019, p. 204). If teachers make it a point to teach their students to be accepting of all at a young age it will be beneficial for them later in life. Romans 15:7 states, “ Therefore welcome one another as Christ has welcomed you, for the glory of God.” God created us exactly the way he wanted, and we should love others as God loves them because we are all perfect in his eyes. Advocating For Students I believe every child deserves to have a teacher that will be their biggest advocate. As a teacher working in special education, I have learned that sometimes a students’ teacher is the only person that is cheering them on and whose main priority if for them to succeed. Knowing that each child is different and taking the time to learn about that student can be crucial to a child’s success in school. Regardless of their disabilities they deserve to learn the same as their peers and with their peers. It is essential for teachers to pay attention to individual differences. Not every child will learn the same and it is the teacher’s job to know what that child needs and how they will teach them. The Individuals with Disabilities Education Act (IDEA) was put into place to make sure that children with disabilities are given the same opportunities as those who are typically developing. “ Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities” ( About IDEA - Individuals with Disabilities Education Act , 2022). Sometimes

5 in education, teachers are their students only chance of succeeding. Teachers should be focused on learning what their students need in order to be successful. Psalm 82:6 says, “ I have said, Ye are gods; and all of you are children of the most High.” Regardless of ones’ disabilities, we are all children of God and were made exactly as God intended. As teachers, we should remember this verse when working with children. These children were made and placed in our lives for a reason. As teachers, we are responsible for making sure they are treated with value and the same as those around them. Advocating for them in the school setting is essential in them making progress and reaching their full potential. Intentional and Purposeful Planning I believe a teacher should be intentional with teaching and purposeful planning. Being an intentional teacher means focusing on what the children need in order to learn best and have best possible outcome. That includes meeting their goals and staying developmentally on track. “In planning the learning experiences, the intentional teacher thinks carefully about what will foster children’s enthusiasm for learning and enable them to reach important goals in all areas of their development and learning” (Bredekamp, 2019, p. 81). A teacher will have greater success within the classroom when they are thinking more in depth about what their students need in order to be successful. “Intentional teachers are also alert to the need to modify plans, recognizing that there will be times when what they planned won’t work out” (Bredekamp, 2019, p. 81). Teachers need to be able to adjust to when things do go as planned. Many times, when a teacher is planning a lesson, they don’t always know if the students will be interested in it or if it will go according to plan. Intentional teachers will be able to adapt to those situations and be able to change what is not working in the moment. Sometimes you can plan this elaborate lesson with all the right intensions, and it land flat with the students. Knowing

6 what to do if that happens is what makes a teacher intentional. “ As an intentional teacher, you must take a calculated approach to educate a child by establishing a specific goal and a well- thought-out plan for achieving it. You'll use well-defined objectives to enlighten children, regularly assess their progress, and make any necessary changes to your strategies based on the child's performance” (Brightwheel, 2023). Inclusion I believe that making sure your classroom is a place that is inclusive to all your students, regardless of where they are developmentally. One of the biggest things that children fear is not being included and feeling less than. As teachers it is our job to make sure all our students feel they are accepted within their classroom by their peers and their teachers. “Successful inclusion means that all children in the classroom participate, learn, and thrive. Many, but not all, children with special needs will need individualized instruction to achieve positive learning and developmental outcomes in inclusive programs. But it is also important to cultivate a culture of inclusion that provides children with and without disabilities a sense of belonging and membership in the peer group” (Bredekamp, 2019, p. 174). When a child does not feel comfortable or included it causes them to shut down and not be excited about learning. That is the last thing a teacher wants for their students. They want them to be excited to learn even if it looks a little different than everyone else. In the special education preschool, I currently work in, we have a program where we utilize inclusion. Each special needs preschool class has typical peers in it. This provides inclusive educational experiences for not only the children with disabilities, but also the typically developing children. Research reflects that children learn from one another. By placing typically developing children in a classroom with children who may have delays or disabilities can

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7 provide an excellent learning model. “ Inclusive systems provide a better-quality education for all children and are instrumental in changing discriminatory attitudes. Schools provide the context for a child’s first relationship with the world outside their families, enabling the development of social relationships and interactions. Respect and understanding grow when students of diverse abilities and backgrounds play, socialize, and learn together” ( The Power of Letting Children Learn Together , 2019). Many teachers have seen the benefits that come with inclusion in the classroom setting. 1 Peter 4:10 states, "Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace in its various forms." I believe that God has given many teachers with the gift of working with the special education population. Teachers are there to be their students’ cheerleaders and support them in whatever they need. Inclusion of all students should be one of the focal points of education. Conclusion In conclusion, these beliefs that I have stated above are one’s that I plan to keep in the forefront of my career in education. They each play vital roles in the classroom and help to make the education environment for my students welcoming, accepting, and valuable. I hope to teach my students that learning can be fun. I hope that is lays the foundation for my students and prepares them for experiences that will occur in the real world. According to Deuteronomy 32:2, “Let my teaching fall like rain and my words descend like dew, like showers on new grass, like abundant rain on tender plants.” I think that this is a great verse that should represent all teachers and their students. We are there to pour into them, teach them, and provide them with the skills they need to become successful members of society.

8 References Bredekamp, S. (2019). Effective practices in early childhood education (4th edition). Pearson. Brightwheel. (2023, March 31). What is Intentional Teaching in Early Childhood Education? Brightwheel . Retrieved April 15, 2023, from https://blog.mybrightwheel.com/what-is- intentional-teaching-in-early-childhood-education Deuteronomy 32:2 (NIV) . (n.d.). Bible Gateway. https://www.biblegateway.com/passage/? search=Deuteronomy%2032%3A2&version=NIV Lifter, K. , Foster-Sanda, S. , Arzamarski, C. , Briesch, J. & McClure, E. (2011). Overview of Play. Infants & Young Children, 24 (3), 225-245. doi: 10.1097/IYC.0b013e31821e995c. Psalm 82:6 (KJV) . (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Psalm %2082%3A6&version=KJV Romans 15:7 (ESV) . (n.d.). Bible Gateway. https://www.biblegateway.com/passage/? search=Romans+15%3A7&version=ESV Schwarzenthal, M., Schachner, M. K., Juang, L. P., & Van De Vijver, F. J. R. (2020). Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence. European Journal of Social Psychology , 50 (2), 323–346. https://doi.org/10.1002/ejsp.2617 The Power of Letting Children Learn Together . (n.d.). https://www.opensocietyfoundations.org/explainers/value-inclusive-education Zechariah 8:5 (ESV) . (n.d.). Bible Gateway. https://www.biblegateway.com/passage/? search=Zechariah+8%3A5&version=ESV

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Theoretical Belief Paper- Maggie Lamm

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