Kayla Harrison

Philosophical Statement
My beliefs about behavior management are influenced by the educational theories of
Robert Owen, Friedrich Froebel, Lev Vygotsky, and Abraham Maslow. Robert Owen believes
that a childs environment affects their beliefs, behavior, and achievement (Morrison, 2014, p.
73). I believe that the environment in a classroom affects how the child learns. The classroom
should be organized and safe to provide an active learning environment for each child. The
classroom should be nurturing, respectful, supportive, and productive. I believe that each child
deserves to feel safe and at ease. Friedrich Froebel believes in learning through play (Morrison
2014, p. 73). I believe that children can learn their roles in a community through play, and they
can also learn to communicate and positively engage with others. Lev Vygotsky believes that a
child learns the most through interpersonal relationships (Morrison, 2014, p. 74). I believe that
children can learn to problem solve and learn communication skills through these interpersonal
relationships with their classmates and myself. Finally, Abraham Maslow believes that in order
for a child to develop cognitively, his or her basic needs must be met first (Morrison, 2014, p.
74). I believe that it is of utmost importance that a childs basic needs are met. If a child is
hungry or isnt treated with respect at home, he or she may cause disruptions in the classroom as
a cry for attention due to a lack of needs being met. I believe that it is important to get to know
each child and his or her home life. Moreover, I strongly believe that parental engagement
should transpire within the classroom. Parents role in a childs life is of great importance in his
or her development.
The role of a teacher is to promote knowledge and critical thinking by being a guide and
facilitator of daily classroom lessons and activities. The teacher should set goals including

helping the children learn to self-regulate, helping them develop their problem solving abilities,
and helping them monitor their behaviors. Self-regulation should be developed within the Early
Childhood years. The term self-regulation refers to the capacity to control ones impulses, both
to stop doing something, if needed, even if one wants to continue doing it and to start doing
something, even if one doesnt want to do it (Self-Regulation, 2014). In order to help the
students develop self-regulation skills, a teacher should include clear directions for each
assignment so the children know exactly what is required of them. Also, a teacher should
establish a daily schedule with daily routines and make sure all students are actively engaged in
the classroom. Along with self-regulation, motivating the students is extremely important if a
teacher wants them to succeed. Two forms of motivation that will work in a classroom setting
are extrinsic and intrinsic. I believe that a teacher should motivate children with a balance
between both intrinsic and extrinsic. The teacher can reward students with stickers or marbles in
a jar, but they should also help students set goals, encourage the students, and help the children
develop self-efficacy.
I believe that children should be respectful to the teacher and their classmates by sitting
in their seat during times of work, following the classroom rules, and taking turns. I strongly
believe that a teacher should not place high expectations on Early Childhood students, due to that
fact that they are new to the formal school settings and need room to play and learn. A teacher
should not be strict; however, they should put a set of rules in place such as (1) We play safely,
(2) We take turns, (3) We use our quiet voices, and (4) We are nice to others. These rules
are developmentally appropriate for Early Childhood students. I believe that rules will help
children to monitor their behavior, but they also can learn if the teacher becomes a model. I
sincerely believe that children learn best by example and experience.

I believe that the best way to help students monitor their behavior is being knowledgeable
about child development and implements developmentally appropriate practices in the
classroom. Developmentally appropriate practice is an approach to teaching grounded in the
research on how young children develop and learn and in what is known about effective early
education. DAP involves teachers meeting young children where they are, both as individuals
and as part of a group; and helping each child meet challenging and achievable learning goals
(Developmentally, n.d.).

Resources

Developmentally Appropriate Practice (DAP) | National Association for the Education of Young
Children | NAEYC. (n.d.). Retrieved November 27, 2014, from
http://www.naeyc.org/DAP
Morrison, G. (2014). History and Theories. In Fundamentals of Early Childhood Education (7th
ed., pp. 73-74). Boston: Pearson Education.
Self-Regulation - Tools of the Mind. (2014, January 1). Retrieved November 27, 2014, from
http://www.toolsofthemind.org/philosophy/self-regulation/