I believe that one of the most important aspects of children's holistic development is their social growth. I believe that in a child's life, their relationships, social interactions, and communicative engagement are highly significant. Such an understanding recognizes the importance of the child's family as the cornerstone of the child's life. From this perspective, it is my view that establishing and maintaining open and effective channels of communication with families is essential to mutual understanding and shared goals. I believe that celebrating the voices of families within the school is essential to the development of a positive learning environment that encourages children's sense of belonging, adding to the success of their education. 
As an educator I embrace the role of the community in shaping children's identities, in a sense of both the preschool community and the wider community. My thoughts on children's identity development sit within a Humanist perspective. In other words, I believe in that in order for a child to develop holistically to their full potential, the establishment of a strong sense of wellbeing, a sense of belonging, a sense of identity, trust in their relationships and where they ‘fit it’, are paramount. As such I believe that creating strong, connected relationships, built on democratic principles and a collective, rather than individualistic approach, is essential. From a Sociocultural perspective, I value the relationships that children build with their peers as a means to their learning. I believe that encouraging and supporting children's establishment of strong collaborative relationships offers endless potential to be mutually beneficial for the children involved. Through such relationships, I believe that children are capable of developing the skills to work together to think creatively to solve intricate problems. I believe that, in such processes, less capable children are offered authentic opportunities to learn new skills from more capable others, and more capable children are offered opportunities to develop helpful, responsible and caring dispositions.
When it comes to the value of building connectedness between the school community and the wider community, I believe that children are shaped by, and also shaping the communities in which they live. As a teacher I believe that for children to make meaning of their place in their world, teaching and learning should be responsive to the particular social, historical, political and economical contexts of that particular community. My traditional values shape my view that the culture of a place and its people is something to be treasured, preserved, and passed down through generations.
I believe that education should allow children to connect what they learn at school to what they know of the world, by bringing learning into the world outside the classroom. I see this as a way of building community connectedness, and as a way to create opportunities for children to develop sustainable attitudes of global citizenship with a shared responsibility to the environment and humanity.
When it comes to the value of building connectedness between the school community and the wider community, I believe that children are shaped by, and also shaping the communities in which they live. As a teacher I believe that for children to make meaning of their place in their world, teaching and learning should be responsive to the particular social, historical, political and economical contexts of that particular community. My traditional values shape my view that the culture of a place and its people is something to be treasured, preserved, and passed down through generations.
I believe that education should allow children to connect what they learn at school to what they know of the world, by bringing learning into the world outside the classroom. I see this as a way of building community connectedness, and as a way to create opportunities for children to develop sustainable attitudes of global citizenship with a shared responsibility to the environment and humanity.
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