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Mackenzie Gough
Dr. Kay Cutler
ECE 361: Methods and Materials
April 19, 2016
Image of a Child
As a teacher candidate it is important to think about your personal image of a child.
Malaguzzi (1993) states, Each one of you has inside yourself an image of the child that directs
you as you begin to relate to a child. This theory within you pushes you to behave in certain
ways; it orients you as you talk to the child, listen to the child, observe the child (p.1).
Therefore, my image of a child affects how I teach. My view of children is that they are
inventive, imaginative, creative, playful, curious, diverse, multifaceted, intellectual, and
energetic. They have the ability to accomplish anything that they put their mind to. Children are
so creative and diverse, and that creativity should not be limited.
However, societys view of children varies, and the way children are viewed today is
much different than how they were viewed in the 1940s. For example, some people use to
believe that children are meant to be seen and not heard. Some might still believe this. The
modern image of the child is more communally viewed as gifts to cherish. I have also heard
children being referred to as sponges that absorb everything around them, technological beings
or blank slates. Studies of young childrens use of new technologies in the home confirm that
young children engage in a wide range of digital practices. These include the use of CDROMs,
Computer games and drawing tools, PlayStation games, the Internet, mobile phones and texting
(Davidson, 2009, p.36). Therefore, children are more likely to have an abundance of technology
tools around them and they can maneuver them with ease. For example, in the South Dakota

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State University preschool the three and four year old classroom has iPads for the children to
use. The children pick the iPad up and know how to unlock them, start using an app, play
educational games and so much more, at a young age. This situation is common for many
different technology tools and these tools are finding their way into Early Childhood Education.
Early Childhood Education (ECE) places emphasis on developing the whole child by
attending to the Childs social, emotional, cognitive and physical needs to act as the building
blocks to creating the skills needed as a lifelong learner. According to Dan Stluka (Personal
communication, 1/14/16), ECE is considered the first rung of the educational ladder and it is the
most holistic and least differentiated at any level of education. ECE is also the most grounded in
philosophy, theory and research. The founding fathers who contributed to the discipline of Early
Childhood Education came from occupations and professions outside the academic domain.
According to Gordon and Browne (2011), one founding father of ECE is John Locke. He
believed that children are blank slates. John Amos Comenius believed that every child should be
provided with a quality education. He also invented the first picture book. Another major founder
of ECE is Jean Jacques Rousseau who is considered the father of modern education and wanted
children to guide their own reasoning. Overall, a lot of these people are well-known philosophers
in history that contributed their theories and ideas into making ECE what it is today.
ECE has not always been an essential step in education. According to Stluka (Personal
communication, 1/21/16), ECE was not seen as an important first step on the educational ladder
until after World War II. Before World War II children were needed to work in factories and
because children were working instead of going to school they were not able to read or write.
According to Valentine and Zialer (1979), Head Start began in 1960 and was intended for
children of low-income households and emphasized the importance of ECE. In addition,

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kindergarten has also changed because it started as only a half-day program in most states and
today more children are in child care centers or a kindergarten class room for a larger amount of
time (Gestwicki, 2004). Overall, education and specifically ECE has become more important and
undergone many changes to become the important role of building the foundation of childrens
futures.
I believe that every child is different and that there are many ways that a child can learn.
For example, I learn best by doing and working through visuals or hands on experience to
understand a concept. On the other hand, another child might need to hear all the information to
learn and understand the same concept. According to Gestwicki (2015), Gardners theory is that
people naturally have specific areas of strength and weakness, and learners should be allowed to
experience a concept in a variety of ways, demonstrating their learning through using their
strength (p. 410). Gardners multiple intelligence theory take into account eight different
intelligences, or ways children make sense of a concept, including: body kinesthetic, linguistic,
musical, spatial, naturalistic, interpersonal and intrapersonal. Teachers should keep the multiple
intelligence theory in mind when writing lesson plans to develop a lessons that incorporate all of
the children learning style.
I also believe that children learn from their environment. The Reggio Emilia Approach
and the Montessori Approach to learning both emphasize the impact that the classroom
environment can create on children. According to Gestwicki (2015), Montessori and Reggio
approaches encompass the idea that classrooms should include a prepared environment that is
carefully designed to encourage cooperative play. When the environment is strategically planned
the children are set up for success and have the chance to learn from their environment. Children
participating in a classroom that follows the Reggio Emilia or Montessori environment will have

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more interaction with their peers through social activities and centers. This interaction will help
with social, emotional and cognitive development. Brillante and Mankiw (2015) state, Through
interactions with the environment and each other, children develop geo-literacy skills, become
empowered, and see themselves as capable social beings (p. 3). Therefore, children learn vital
developmental skills through interactions created with the classroom environment and because
each child learns differently it is important to remember each childs learning style when setting
up the environment.
I view children as creative and diverse individuals. Every year a teacher has a completely
different classroom where every child is different and each child brings a unique aspect. Each
year the teacher can see children from different cultures, with different needs, home life, values,
strengths, weaknesses, and learning styles. According to Erik Erikson, Teachers must consider
not only childrens developmental stage, but also the individual factors that control what they are
capable of on any given day (Mooney, 2000, p.55). It is important to acknowledge, assist, and
incorporate materials for all differences so that the children needs are met and they can feel safe
and secure.
In my future classroom, I hope that I create a successful environment that is a safe,
student centered, caring and stimulating. Focusing on the idea that each child has a different
learning style and learns or understands content differently. I also hope that I can provide an
environment that allows the children to express or develop their creativity. My classroom will
accomplish these goals by incorporating Gardeners theory of multiple intelligences as well as
implementing an environment that follows the ideas of the Maria Montessori and the Reggio
Emilia approach. According to Strong-Wilson and Ellis (2007), Educators can introduce
provocations meant to surprise children and spark discussion, like a pizza box in the kitchen

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corner, paper and pencil in the blocks center, or aromatic scents to tantalize the childrens noses
when they first inter the classroom (p.42). In my future classroom, it is important that my
classroom has materials ready for the student to use as well as displaying their work for others to
view. I will also have all object (chairs, tables, and bookshelves) at the childrens level. Overall,
creating an environment where the children will be most successful.
I do not believe that my image of a child has changed since the beginning of the semester.
Rather, I believe that I have strengthened my views of an image of a child by completing this
research. I now have a better understanding of multiple intelligences and creating lessons that
will aid to all childrens strengths. I have also expanded on my knowledge of Montessori and
Reggio Emilia inspired environments and have a better understanding of how children learn from
their environment. Overall, I know that I will continue to learn more about how to best impact
the lives of the children and continue to connect theories and new knowledge to my image of a
child.

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References
Brillante, P., & Mankiw, S. (2015). A Sense of place: Human geography in the early childhood
classroom. Young Children, 70(3), pp. 2-9.
Davidson, C. (2009). Young childrens engagement with digital texts and literacies in the home:
Pressing matters for the teaching of English in the early years of schooling. English
Teaching: Practice and Critique, 8(3), pp. 36-54.
Gestwicki, C. (2004). Developmentally appropriate practice. Belmont, CA: Cengage Learning.
Gordon, A., & Browne, K. (2011). Beginnings & beyond: Foundations in early childhood
education. Belmont, CA. Cengage Learning.
Malaguzzi, L. (1993). Your image of the child: Where teaching begins. Retrieved from:
https://reggioalliance.org/downloads/malaguzzi:ccie:1994.pdf
Mooney, C. (2000). Theories of childhood. St. Paul, MN: Red Leaf Press.
Strong-Wilson, T., & Ellis, J. (2007). Children and place: Reggio Emilias environment as the
third teacher. Theory into Practice, 46(1), pp. 40-47.
Valentine, J., & Zigler, E. F. (1979). Project head start: A legacy of the war on poverty. New
York: Free Press.