Personal Pedagogical Narration - Example

Personal Pedagogical Narration Name Instructor Course Date Personal Pedagogical Narration Introduction Being a fourth child in the family I enjoyed being brought up learning from my elder siblings who were motivating because of the tranquil environment we were brought up. In fact, I remember since I was young hearing my parents encourage my siblings to work hard and focus on the studies that will propel them into success in life. The same work still ringers in my mind and system as my parents guided me into the morally upright direction in all aspects of life. I can say that my family relationship positively influenced my self-esteem and gave me the insights to uphold and gain the emotional and psychological blueprint for life. In fact, I respect my family from the parents to the siblings and the entire extended family for the profound role they played as my first teacher before taking my journey for formal literacy. As early as I can remember as a child, my entire family has been involved in my life. My point of view and perception as well as the view of my family remain intact from my childhood to my adulthood. In my level of an educator, I realized that there are different definition of child in terms of the developmental theories that highlights the stages and ability to comprehend and apply an idea to solve a problem or escape from the wrong judgment. In the same situation as an educator, I valued the aspect of the child development to bring out my recognition for the image of the child. This attracts the attention of the postructuralist theory in the examination of the dominant discourse and help in generation of new ideas[San14]. In fact, the way I address children directly portray image child as black page that need to be fed with information. Indeed, from the perspectives of the educator employing the redirection approach to scare away children from exploring some ideas leaves me at the center of the missing aspects in my understanding of child. However, the change in the perspectives in which I used to deploy from my childhood of approaching things from one angle, I still require understanding of the ways I interact with children and the hidden assumptions on the right way to talk to them and work with them. The instructional objectives I use to direct children limits me from understanding the correct concepts and words to use when addressing children. Critical reflection involves the incorporation of all the aspects of life that influence learning from the childhood to the adulthood and in the career line. The attempt to balance the learning tenets available and the dynamics in the learning experiences in the early child with the role of the society, parents and the cognitive ability leads to the inherent complexities and contradictions in the early life[Fic11]. As a student in the early childhood in could not figure out the assumptions and uncertainties present in the developmental theories. The idea that I privileged was the work hard for success in life and the concern is on solving critical the challenge that would counteract the legitimacy of the concern. In fact, the proponents of the post-colonial theory of learning supported the inclusion of creative thinking and divergent thinking that include ideas rather than exclude them from the system[Gup13]. Indeed, the question on where does the idea about the early childhood education practices come from still fresh in the mind and demanding breakdown unraveling. Social constructionism theory provided insights on the role of the educators in examining and reviewing the assumptions laid on the universal truth about the significant others in the families and children themselves. From the perspective of argue for success instilled in me by my parents and the support from my siblings I strived to engage in the exploration of the key tenets that inched me into discovering my way of thinking. The unfolding of the personal experience and knowhow commence with argue for quest to know who benefits from the ideas generated in the early childhood education practices. I was keen to observations, the society benefits from the generation of the ideas as they are later employed in the education process for the subsequent generation for instruction. The impacts of the ideas such as redirecting child from a perceived behavior lead to curiosity to learn more even without knowing the consequences of the exploration. As as student, I placed it under my obligation to follow the right path and the therefore gained insights on the pedagogical approaches that are relevant for the early childhood through propagation of truth to the growing young. From the early childhood education practices and the impacts of my parents in asserting that success in life come because of completing studies, the life I perceived is that of learning to be successful without critically evaluating the truth and the path of success. The critical reflection highlights the important role played by the educator in shaping the perception of the learner in their early stage[Ner14]. The image of the educator is challenged and measured in the ability of the educator to articulate the truth to the learner instead of pretense that would distort the perceptions in the early childhood education practices. It is important to mention that during my early childhood learning my parents instilled the idea of completing studies to become successful in life. The attachment of the material thing to the early childhood education practices culminated into the perception that the socio-material perspectives generate the ideas in the early life education. In fact, despite the proficiency in the pedagogical experience, I still hold the socio-material perspective as relevant in the pursuit for success. In this context, completion of studies becomes the negotiating power to propel me to success. Deconstructive Analysis The exposure to the fact that I complete the studies to be successful in life I developed the chain of thinking that limits me from exploring the other potential factors that can lead to success in life. From the student to the teacher I still hold the perception but despite the assumptions that are underpinned in the historical, political and social forces in influencing the mode of thinking I have embrace diverse thinking enabling me to logically examine events and pick the the best approach in order of importance. The historical assumptions that the ideas cannot be exhausted if they are not understood in the social and political contexts as well as the already cropped child centered pedagogies that limit me from employing other perspectives in the diversified world. The move towards the neutrality of the child development reveals how I teach as the pedagogy includes the exploration of multiple lens and contexts in the early childhood education practices. In the determination of the philosophies in held in the teaching process, it is important to mention that becoming a teacher was circumstantial to me as it emanated from the family tradition. However, I had to face the reality and be conscious that becoming an educator does not only involve teaching a lesson but it entail the understanding of the children needs and what they prefer, meeting the standards of integrity and individuality as well as influencing their thinking guiding them towards the road of making informed decisions independently. Therefore, I uphold the progressivism philosophy that allows the children to explore and find the answers to the challenge they encounter[Hig11]. This enables them to be self-reliance leading to the constructivism theory[Dai10]. I esteem the constructivism philosophy as it provides platform for teaching truth while avoiding the redirection to scare children away from certain behavior limiting their exploration powers. Conclusion The perspectives in which the educators view children with influence their perception of things in the later life. In addition, the tradition of the family and the circumstances in which a person is brought up in determines the direction one takes form the childhood education practices to the adulthood decision making. It is important to mention that there are theories in learning that allows the unraveling of the assumptions and answering of the questions that relates to the development of children. theories such as post-colonial, postructuralists and socio-materialism explains the factors that shapes the definition of children and the activities to be done by the children as well as the right pedagogical approach for the educators. References San14: , (Sanchez, Elliot and Kocher p. 35), Fic11: , (Fichtner, Wulf and Kontopodis p. 397), Gup13: , (Gupta pp. 45), Ner14: , (Nerland and Fenwick p. 197), Hig11: , (Higgins pp. 245), Dai10: , (Daichendt pp. 319-321), Read More