Despite living in the modern world with the new morals, principles of the Holy Bible have to be respected during early childhood education, as they are the essentials of the modern multicultural world while interacting with the representatives of the other nationalities efficiently. This paper depicts my pedagogical perception of early education by creating the theoretical framework to support my individual ‘I believe’ stances with the assistance of scientific materials and the Holy Bible. In this instance, my pedagogical beliefs are strongly related to the support and cultivation of moral principles and values among the different members of the society including young children.
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Early learning plays an essential role in the education of a child, as it forms the initial knowledge base. It remains apparent that the formation of these aspects is critical due to the ability to influence the child’s perceptions of living from the pedagogical perspective. The primary goal of this paper is to formulate the theoretical framework to support my individual ‘I believe’ stances related to early learning education. It remains evident that the majority of my views are related to building moral principles while educating children. Nonetheless, theoretical materials and the Bible will support my perceptions regarding the significance of the aspects of the children’s behavior. In the end, the conclusions are drawn to determine the clearness of my position regarding the critical values of early learning education. Despite living in the modern world with the new morals, principles of the Holy Bible have to be respected during early childhood education, as they are the essentials of the modern multicultural world while interacting with the representatives of the other nationalities efficiently.
My first statement can be formulated as ‘I believe that the differences in children’s background have to be respected’. This approach implies that children have to understand that they cannot mock others due to their cultural, ethnic, and social backgrounds. In this instance, the Holy Bible states that one should be considered as an example to others (Holy Bible, 2004). In turn, the Holy Bible respects the people of all ethnicities, nationalities, and minorities (Holy Bible, 2004). It remains evident that biblical dogmas simply no discrimination and cherish equality. Nonetheless, these living principles have to be cultivated and raised in children’s minds from early childhood.
As for the theoretical approach, it is highlighted that prejudice regarding ethnicity tends to exist and influence the “teacher-child relationship” and quality of education (Ewing & Taylor, 2009, p. 92). It could be said that this method cultivates the understanding that the perspective of the importance of equality has to be taught in early childhood, as it formulates the basis for future living in modern society. In turn, the emphasis on diversity cannot be underestimated due to the globalization of early learning education practices in the world (Morrison, 2015). It remains apparent that diversity implies establishing relationships with the representatives of dissimilar ethnical groups due to the significance of multiculturalism.
In turn, I believe that children should be educated about the differences between good and bad behavior in society. This belief is highly supported in the biblical and theoretical texts due to the vitality of this aspect of early education. As for the Holy Bible, the reading is built on the clear distinguishing between good and bad actions, and this aspect defines the flow of life of the individual (Holy Bible, 2004). In this case, a child has to understand the importance of this matter since the world religions and social norms are built on this statement and highly cherish it.
In turn, this belief is essential to education, as children have to live by the social norms and other practices (Morrison, 2015). In turn, modern education tends to cultivate the understanding of these principles by utilizing the stories with the particular role models, which create the associations with good and bad behavior (Rahim & Rahiem, 2012). In the end, my pedagogical belief is built on biblical and social perceptions with the support of the theoretical framework and established by practice.
Furthermore, I believe that children have to understand that violence and revenge should not be cherished. This aspect is highly discussed in the Holy Bible, as it implies that the “bad” behavior does not lead to good decision-making and calm living (Holy Bible, 2004, p. 116). It remains evident that the Bible encourages forgiveness, as it is the only way to maintain harmony in mind. It could be said that this approach underlines the importance of my belief in childhood education, as children have to be able to understand that violence and revenge are not critical ways while solving conflicts with other people.
Nonetheless, this aspect is highly discussed in the theoretical materials, as it implies that children have to be able to interact and find reasonable solutions in the modern world (Morrison, 2015). In this case, it supports the idea that children have to distinguish between good and bad solutions and evaluate the potential outcomes of the particular actions logically. The educator has to pay high attention to this matter, as the false importance of revenge can be cultivated due to the vulnerability of the child’s mind. For instance, the children are already surrounded by the violent content on the TV and the Internet, and it creates particular aggressive patterns in their behaviors (Shibuya, Sakamoto, Ihori, & Yukawa, 2008). In the end, the violence, aggression, and revenge have to be minimized or diminished entirely from early learning education.
Moreover, I believe that children have to understand that they are equal members of society, and their opinions are respected. In this instance, the support of this belief can be found in the theoretical approach and the biblical texts. For instance, the Holy Bible underlines that all people are loved and cherished by God (Holy Bible, 2004). In this instance, the text implies that the children have a right to be respected equally as the adults and the elderly. Nonetheless, the Holy Bible implies having respect for any individual and his/her interests due to the presence of equality in the world. My pedagogical stance reflects the key values, which are depicted in the theoretical texts and highlighted in the sacred scripture.
In turn, building respect at the early stage of education has a positive influence on individual development and social position. In this case, giving children more freedom, and treating them with respect is displayed in the modern educational approaches and portrays the favorable behavior of the educator to establish this matter. For instance, “No Child Left Behind Act” underlines that children have to be respected by the teachers despite having dissimilar behavior during the education process comparing to the other children (Shannon-Baker, 2012, p. 169). It could be said that building respect for the child will help him/her understand the value of care and respect and the necessity of its application to other individuals during the interactions.
Lastly, I believe that children should be encouraged to help others, as it cultivates the importance of interpersonal relationships. The Holy Bible claims that everyone should respect and care for friends and enemies and help them (Holy Bible, 2004). It could be said that this approach emphasizes equality and respect to the individuals despite their actions. It remains evident that helping others will assist in establishing a positive attitude among children and underlining the essentiality of moral values in the growing generation. In the end, my educational stance is highly supported in the Bible due to the high value of social norms and importance while maintaining interpersonal relationships.
Furthermore, my belief is highly discussed from the theoretical perspective. For instance, collaboration with other individuals encourages sharing and helping others when it is needed (Hamann, Warneken, Greenberg, & Tornasello, 2011). In turn, it helps build the perception of living in an interdependent environment and understanding the essence of building trusting relationships with others. In turn, it assists in understanding that the child is an individual, who is an important part of the social network (Morrison, 2015). It could be concluded that my personal pedagogical belief is an essential part of the modern educational approach and corresponds with the ethical and moral principles, which are depicted in the Holy Bible.
In the end, the paper revealed the interdependence between theory and biblical dogmas due to the presence of some similarities in the approaches. In this instance, it remains evident that my pedagogical stances are strongly related to the support and cultivation of moral principles and values among the different members of the society including young children. It remains evident that the sufficient moral base builds the child’s behavioral patterns, which can affect one’s attitude and interactions with the other individuals in a positive way. The importance of morals cannot be underestimated and has to be cultivated during the educational process from early childhood, as it will help the child find sufficient in life and build a sustainable future.
Ewing, A., & Taylor, A. (2009). The role of child gender and ethnicity in teacher-child relationship quality and children’s behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92-105.
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Hamann, K., Warneken, F., Greenberg, J., & Tornasello, M. (2011). Collaboration encourages equal sharing in children but not in chimpanzees. Nature, 476(7360), 328-331.
Holy Bible: New Living Edition. (2004). Wheaton, IL: Tyndale House Publishers, Inc.
Morrison, G. (2015). Early childhood education today. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Shannon-Baker, P. (2012). Elise Boulding’s work as a framework for dismantling No Child Left Behind: Respect, solitude, imagination, and partnerships. Journal of Peace Education, 9(2), 169.
Shibuya, A., Sakamoto, A., Ihori, N., & Yukawa, S. (2008). The effects of the presence and contexts of video games violence on children: A longitudinal study in Japan. Simulation & Gaming, 39(4), 528-539.
Rahim, H., & Rahiem, H. (2012). The use of stories as moral education for young children. International Journal of Social Sciences, 2(6), 454-458.