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Culminating Paper and Personal Philosophy

CLD 213-041 - History and Philosophy of ECE

Faculty of Early Childhood Studies, Toronto Metropolitan University

Professor Meghan Montpetit (GA Jenny Quianzon)

Sharukhan Janarthanan

501091526

April 12th, 2023

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Introduction

I am Sharukhan Janarthanan, a second-year student at Toronto Metropolitan University in

the Early Childhood Studies program. As a first-generation immigrant, my parents and relatives

frequently instill the idea of becoming a doctor, lawyer, or engineer as a long-term job early in

life. If you chose a career, not on the generational compiled list, you were frequently discouraged

and perceived differently in the Tamil community due to societal pressures. My parents were

glad and supportive when I decided to pursue teaching while choosing my university program

because they had always advised my brother and me to "do what makes you happy" rather than

what everyone else wants. My parents fled their hometowns at an early age due to the political

unrest in Sri Lanka, so they could never complete a good education. This is why I proposed the

idea of becoming an educator. As a teacher, I wanted to inspire children and show them that it's

good to follow your heart rather than always succumbing to societal pressure or family

expectations while planning your future. I sat down and thoroughly examined my last 14 years in

school, from junior kindergarten to Grade 12, when I was applying to universities and

researching different programs to apply to. Several role models came to mind when I considered

all the encounters and chances I had to further my knowledge and education: my parents and Mr.

Ireland, my kindergarten teacher. These people have significantly aided me in developing into

the person I am throughout my life. Mr.Ireland started his teaching career as I entered junior

kindergarten. I remember walking in for registration with my parents, who barely spoke English,

and overall observing the space. In addition to advising them on what to take for my first day of

school and how to keep an eye on me because I was an active child ready to start, Mr. Ireland

was very courteous and answered all of my parents' concerns. He repeatedly emphasized that

failure leads to reorientation, so keep trying if something doesn't work out. I have taught my
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younger cousins in Ottawa and watched my younger brother when it comes to interacting with

kids.

Supporting Early Learning

In the following paragraphs, I will detail three theoretical perspectives that helped develop my

philosophy: the Indigenous way of knowing, Children's Rights, and Ecology. I will describe how

each view integrates with the child, educator, family, community, and environment.

The Child

Our minds automatically assume that children cannot understand or comprehend things

because they are young when we think of children. However, this perception of children has

steadily changed, obliterating previously held stereotypes. Indigenous ways of knowing strongly

emphasize the interconnectedness of things in the natural world and place a high persistent

emphasis on the environment and the natural knowledge it contains. While volunteering at my

elementary school, we would go on Wednesday Walks to the nearby meadow and explore the

living things scattered around the environment. A child in the class had discovered some pine

cones scattered near the pine trees. Later during recess, some other children engaged in a

discussion regarding what we had seen in the meadow, and the child had explained that her

grandfather would teach her how to make bird feeders out of pine cones which were genuinely

fascinating and had my thinking that children are capable to imagining anything that comes into

their minds. Indigenous knowledge is closely linked to a sense of place, an understanding of the

environment, and integrating living things (Meldrum & Peters, p.7, 2019).

According to UNICEF (2021), educational environments must prioritize children's rights.

As a future educator, I establish a secure and encouraging learning environment where children's

rights are met and further explained during classroom discussions. During my time as a student
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educator, a child explained his opinion regarding particular materials used during a group

activity we had created. I actively conversed with the child to ensure I listened to their concerns

and collaborated to plan and satisfy their needs by asking what materials should be integrated

within the activity. Children "have the right to express themselves, have their thoughts heard and

to participate in choices that impact them" (UNICEF, 2021).

With our current generation, it is exceptionally critical to integrate the natural

environment and ecology within the curriculum. Due to the COVID-19 pandemic, the

government's lockdowns and social distancing measures have caused many children to spend

more time indoors and less time outdoors, further impacting their comprehension of nature

(UNICEF, 2021). When learning about ecosystems during my role as a camp counsellor at a

summer camp, one child was impressed, mentioning, "I never knew that nature was related to

each other like that" during a group discussion. Children can acquire a sense of responsibility

and take further action to protect the environment when enhancing their ecological knowledge.

"Ecological education emphasizes understanding environmental challenges and encourages

sustainable conduct" (Nguyen, 2021). Therefore, integrating different learning experiences for

future generations allows them to gain interest and strive towards environmental stewardship.

The Family

Ojala et al. (2021) assert that parents' selection of an educational environment reflects

their beliefs and values, which are firmly integrated with their cultural and societal origins.

Parents may prioritize mobile learning environments to support sustainable development or to

acclimate to a neoliberal environment. For instance, some Indigenous families may prioritize a

mobile school because it allows their children to study outside and build connections with their
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native land. This correlates with the Indigenous methods of knowing, which strongly emphasize

the need for all living things with respect and are vital aspects of the natural environment.

Prioritizing children's rights in the home setting is equally crucial because children are

particularly vulnerable and rely on caregivers for support. Indigenous societies have long

understood the need to treat children respectfully and consider their needs and viewpoints. The

Cree, for instance, places great importance on children and highlights the need to protect their

rights. This viewpoint emphasizes the critical part of parental support and family engagement in

growing children.

Indigenous ways of knowing highlight the importance of all living things and their

integration into the environment, including ecology's significance. Indigenous cultures

understand the importance of treating the land of all living things with respect and care since

they are all interdependent. For instance, the Haida people symbolize the environment as a living

thing that must be respected and cared for (McCluskey, 2016). According to this perspective,

raising children to appreciate and care for the environment is crucial to their family duties.

Real-world examples highlight the connections between Ecological principles, Children's

Rights and the Indigenous way of knowing within the framework of family. Through native

activities such as hunting, fishing and collecting, many Indigenous children can integrate and

learn the importance of respecting nature and living things. These activities are also used to

provide for a family. It allows the children to learn more about their cultural and historical

background while learning more about sustainability and the interdependence of all living things.

The Community

The Indigenous way of knowing emphasizes respecting and protecting the environment

and recognizing its spiritual, cultural and physical significance to the community. This
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perspective can be incorporated into teaching practices by promoting cultural diversity and

sensitivity towards Indigenous cultures. In a study by Telfer and Hill (2019), teachers integrated

Indigenous perspectives into their teaching by sharing stories, songs and artifacts emphasizing

Indigenous culture's significance to the environment. Such practices can foster a sense of

community and promote respect for Indigenous cultures and their relationship with the

environment.

Children's Rights recognizes the importance of protecting and promoting children's

development, particularly regarding their environmental interaction. This perspective can be

applied within the classroom to enhance lessons that instruct children on their obligations as

citizens of the world. One way to assist children in understanding their right to a secure and

sanitary environment is by integrating about United Nations Convention on the Rights of the

Child (UNCRC, 2021). Implementing this standard within lessons and discussions allows

children to feel empowered and create a positive impact by creating an environment where they

acknowledge their responsibility and guide them in advocating for others.

Ecology promotes the notion of interconnectivity by emphasizing the importance of

understanding the complex interactions between living organisms and their surroundings. This

frame of view can be applied in the classroom to improve the curriculum that promotes

community engagement and scientific inquiry. For example, future learning plans could include a

weekly focus on the different perspectives of living things and the web of life (Holtgrieve et al.,

2020). Integrating the updated curriculum plans allows children to build on the importance of the

community regarding living organisms and the connections to nature but allows collaboration

with others.

The Environment
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According to the Indigenous way of knowing, the environment is a living being with

natural values and rights. This viewpoint promotes sustainability and the protection of natural

resources for future generations while highlining the significance of equality and respect in

connections between humans and the environment. Indigenous people's understanding of the

environment is founded on a profound grasp of ecological relations and systems (Gagon et al.,

2021). This knowledge offers insightful information on how people may coexist with nature,

which is essential for solving environmental issues such as climate change and loss of

biodiversity.

The right of children to a healthy environment is one that Canadian opinions on children's

rights value highly. The Canadian Environmental Law Association (CELA) highlights the

importance of prioritizing children's and future generations' welfare when making environmental

decisions (CELA, 2020). For instance, the Canadian Environmental Protection Act has rules for

safeguarding children and other vulnerable groups from environmental risks (CEPA, 1999).

In Canada, it is understood that preserving and managing natural resources sustainably is

essential for the welfare of upcoming generations. The 2010 Canadian Boreal Forest Agreement

aims to safeguard Canada's extensive boreal forest through cooperation with businesses,

environmental organizations and Indigenous communities (CBFA, 2010). This agreement shows

an ecological viewpoint emphasizing the need to balance human demand with environmental

sustainability to provide children with a sustainable future. The agreement also emphasizes how

important cooperation is in resolving environmental problems, showing children the benefits of

cooperation in achieving shared objectives.

The Educator
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The Indigenous way of knowing strongly emphasizes how people are linked to natural

work from a spiritual perspective. In my experience as an educator, this viewpoint is crucial

because it fosters children's sense of connection to their surroundings. During a nature walk

activity, I encouraged the children to explore and learn about the neighbourhood environment.

They could appreciate and respect nature as a result of doing this. According to O'Connor et al.

(2018), educators who valued relationships with the natural world also valued relationships with

families because they believed these two interactions were intertwined.

Children's Rights is a different theoretical viewpoint that has inspired my philosophy. It is

crucial to treat kids like active learners and protect their rights. In order to respect children's

rights, educators must hear their opinions and allow them to participate in their education

actively. For example, engaging in conversations and allowing children to voice their opinions

and ask questions during storytime is essential to promoting children's autonomy and agency,

which are essential elements of children's rights.

Last but not least, my philosophy has been influenced by the ecology perspective. This

viewpoint highlights the connection between people, living things and the environment and the

importance of promoting sustainable practices. As an educator, I promote environmentally

conscious behaviour and integrate sustainable practices within my lesson plans and future

curriculum. For instance, when planning an art activity, I urge my students to use recycled

materials for their art projects. This strategy allows children to learn more about environmental

responsibility and care in addition to environmental stewardship.

Foundations of Learning

Belonging
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Belonging is the first fundamental component of learning; young children need to have that

sense; they will feel connected to their community or one another when they are. Educators may

help young children feel like they belong by establishing a welcoming environment that values

variety, inclusivity and respect (Ontario Ministry of Education, 2014). This necessitates

developing an environment that is conscious of cultural variances and respects Indigenous

cultures as well as the traditions and cultures of other program participants (Ontario Ministry of

Education, 2014). Indigenous ways of knowing can guide educators in creating a sense of

belonging for Indigenous children and families. This includes acknowledging colonization's

history and ongoing impacts on Indigenous peoples and promoting Indigenous language and

culture (Razik, 2018). Educators can support Indigenous children's holistic development and

well-being by integrating Indigenous ways of knowing and perspectives into their practice

(Razik, 2018).

Well-Being

Children's general health and development depend on the second pillar of learning,

well-being. Educators can promote children's well-being by fostering a secure and healthy

atmosphere. They can also encourage children and adults to form constructive relationships and

healthy behaviours. Educators should offer chances for physical movement, nutrition and sound

sleep to support children's physical health (Ontario Ministry of Education, 2014). Educators can

support children's emotional and social growth by encouraging their connections with peers and

adults. The diversity and interdependence of the natural world can be taught to children utilizing

Indigenous ways of knowing. To show effectiveness, the learning environment and curriculum

must recognize and include the knowledge and viewpoints regarding Indigenous cultures.

Educators must critically ensure that children's relationship with nature and rights are integrated
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into the curriculum. Educators can guarantee that children can grasp and further integrate their

knowledge into the environment by integrating environmental stewardship into everyday

scheduling.

Engagement

Integrating an Indigenous knowledge method in Early Childhood Education can be

beneficial. Integrating Indigenous culture's knowledge into the curriculum and learning

environments entails acknowledging and honouring them (Ontario Ministry of Education 2014).

For instance, the implication of storytelling and the place of nature in Indigenous cultures is a

great way to introduce the aspect of engagement for children. I aim to inspire children's curiosity

and exploration of the natural world by incorporating these components into future experiences.

Educators should aid children in achieving fundamental objectives by incorporating engagement

tactics into their curriculum. The "How Does Learning Happen?" framework emphasizes

educators building solid relationships with children and their families to design further

stimulating learning experiences that encourage discovery and experimentation (Ontario

Ministry of Education, 2014). Integrating open-ended inquiry resources, fostering child-led play

and incorporating children's interests and cultures into the curriculum increases children's

engagement.

Expression

Expression is critical in early childhood because it allows children to express their

feelings, thoughts and ideas freely. The How Does Learning Happen framework emphasizes

encouraging children's expression by giving them opportunities to communicate in various ways

(Ontario Ministry of Education, 2014). Integrating Indigenous methods of knowing into Early

Childhood Education is one approach to satisfy the aspect of expression. Traditions, storytelling
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and using environment-based materials allow children to learn more about other cultures without

feeling overwhelmed with information. To foster children's expression, educators should create a

warm and secure environment where children feel comfortable speaking and voicing their

pinion. Educators should also implement expression through circle time, learning activities and

daily communication. Ecological literacy can be added to encourage children's expression. It is

crucial to develop in children a respect for nature and an understanding of how interconnected

living things are (Gagon et al., 2021). Children express their thoughts and feelings about

environmental challenges through play, art and conversations. Children can participate in

educational activities such as litterless lunch and walking instead of driving to school to promote

environmental stewardship.

Concluding Philosophy Statement

The "How Does Learning Happen" framework asserts that creating a learning

environment that fosters young children's development and wellness requires incorporating

Indigenous knowledge, children's rights and Echological ideas. As a student at Toronto

Metropolitan University approaching the end of my second year, my participation during in-class

lectures and field placements has strengthened my current understanding and teaching

philosophy. As a result, the information I have obtained and learned helps me adapt my teaching

methods within the field of education.

Integrating Indigenous knowledge into Early Childhood Education enhances children's

sense of identity., connection to their community and awareness of their surroundings, according

to How Does Learning Happen (2013). I support promoting a learning environment that respects

and embraces the diversity of cultures, traditions and opinions because I want to integrate these

principles into my role as an educator. I have observed how exposure to multiple Indigenous
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knowledge systems benefits children's cognitive, social and emotional development throughout

my placement experiences. Additionally, involving families and communities in the educational

process enhances children's sense of belonging and fosters the growth of deep connections

(HDLH, 2014).

According to How Does Learning Happen (2014), upholding children's rights is crucial

for promoting their perception of agency and autonomy. Allowing children to express their

opinions and participate in decision-making can help educators create an environment that values

and supports their beliefs. I have observed directly throughout my field placement experiences

how including children in decision-making gives them a sense of ownership and

self-responsibility. Educators can ensure that children's needs are met and their perspectives are

considered to promote a culture that values children's rights (HDLH, 2014).

Additionally, ecological literacy and sustainability are crucial to early childhood

education because they foster children's environmental awareness and inspire engagement. How

Does Learning Happen (2014) emphasizes the significance of instilling a feeling of responsibility

and encouraging sustainable practices in children by teaching them to appreciate and care for the

environment. Throughout my placement experience, I have observed how including ecological

ideologies encourages children to obtain value, respect nature, and feel connected.

In conclusion, educators develop a learning environment that appreciates variety,

supports children's rights and fosters ecological literacy by integrating Indigenous ways of

knowing, children's rights and ecological viewpoints. These theoretical views collaborate with

the child, educator, family community and environment to assist young children's development,

growth and well-being.

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