Professional Philosophy

My professional practice is guided by a vision of children having the best outcomes possible for their health, development and overall sense of well-being in these early years of growth.    It sees children at the heart of the service but also includes their parents and families at the core of the setting.   In addition, this view is shared with highly skilled and experienced staff and work together in partnership along with parents and children in order for this vision to become a reality.   

Within this view, however, the protection and wellbeing of children is paramount, therefore, having a code of ethics that protects them and enhances the professionalism must be considered.  Irrespective  of what the type of activity, the curriculum, policies, procedures and overall effective running of the service, every action should be in the best interests of the child.   The vision recognises that parents are the primary educators and carers of the children and it is only in partnership that better outcomes, learning and development can be achieved for the child.   In addition, the family’s culture, strengths   and competencies are acknowledged, enhanced and supported by the staff through mutual respect    and trusting relationships where all stakeholders engage in a shared openness of communication.

Furthermore, my views and theories include equal opportunities for all children, families and staff, with a sincere emphasis on inclusion of all cultures, religions, abilities, language, gender and ethnicity.    This vision ensures that the environment and curriculum are inclusive and enabling for all children to fully participate in the activities and experiences that are offered by the staff and that emerge from the children’s interests and ideas.   Moreover, that the environment and curriculum reflect a diverse representation of society.  This also reflects pedagogy of contemporary perspectives in both social care and educational skills in a child’s learning and development.     While my ethos is grounded in the Montessori philosophy of empowering the child to have lifelong skills, independence, ability and a love of learning that grows from a sense of wonder encouraged in the prepared environment and quality early years professionals, it also acknowledges and reflects the many varied approaches to the early years curriculum; but always ensuring that Aistear, the early childhood curriculum, and Siolta, the quality framework, is adhered to and implemented.

In respect to my personal commitment to the future development of early years, I envisage the continuation of my learning, reflection and professional development which engages in contemporary theory and practice.    I also want to continue to mentor, support, encourage, inspire and share my knowledge, experiences and resources with my colleagues so that they in turn will generate a culture of continual reflection and renewal of high quality practices in early childhood.   

The Early Years sector is an emerging profession and it is my hope and aspiration that society and policy makers will support us and acknowledge the very important role we play in young children’s and their families lives.   As a professional Early Years’ practitioner who displays specialised knowledge, competencies and expertise following extensive training, who works in a regulated environment, provides an indispensable service, has standards of practice that is rooted in theory, follows aspirational ethical codes, is reflective and altruistic and is committed to meeting a societal need, then nothing less than being treated as a professional is required.