I am deeply passionate about early childhood education because it is the foundation where productive, contributing community members are built. I believe that children are natural scientists, driven by an innate desire to understand the world around them. STEM instruction in elementary classrooms is deeply rooted in this natural curiosity. My core belief is that children learn best when play and curiosity guide the teaching process. By viewing play as a critical framework for exploration, we can harness children’s imaginative energy to drive scientific discovery. When students are allowed to ask why and how, and are given the tools to investigate those questions themselves, learning becomes a deeply meaningful and personal experience. In the classroom, I see my role as a facilitator of discovery. When we validate a child’s questions, we validate them as thinkers, which is the most powerful tool a teacher possesses.

My instructional approach is heavily influenced by Constructivism, which claims that children actively construct their own understanding of the world through experiences and reflections. To structure this active learning, I rely on the 5E instructional model: Engage, Explore, Explain, Elaborate, and Evaluate. When referencing this model, I hope to create “Engage” phases that spark curiosity. The “Explore” phase is where play theories shine, giving students tactile opportunities to experiment without the immediate pressure of finding the “right” answer. As we move into the “Explain” phase, I plan to utilize the CER framework. Asking what, how, and why builds a critical foundation for scientific literacy.

My approach to integration goes beyond traditional STEM to embrace STEAM by heavily incorporating the creative arts. I view the arts and sciences as complementary processes of making sense of the world. Allowing students to use art materials during times not designated specifically for art bridges the gap between creativity and analytical thinking. These methods are grounded in rigorous expectations, as state standards and the NGSS will shape my instructional approach by providing a roadmap for what concepts are developmentally appropriate and essential.

The basis of my teaching philosophy is a commitment to equity and my own experiences in Tennessee public schools. Science has historically been a field in which marginalized voices have been excluded. Creating an inclusive environment where all children feel capable of doing science and engineering means ensuring my classroom materials and examples reflect a diverse population. To support diverse learners, I believe in utilizing a variety of modalities. Art integration is highly effective here, providing non-verbal or alternative pathways for students to demonstrate their understanding. This connects back to my own education. I have always felt most connected to studies that incorporate music. Though I am not a musician, I am able to remember information significantly better when paired with a catchy jingle. Throughout middle school and high school, I would write myself little songs to help remember information, like the parts of a cell or the phases of mitosis. Thinking back on those times, I wonder if it would have benefited my classmates had I been encouraged to share some of my tricks during class discussion. It is my goal to provide an environment that caters to all types of learners and provides avenues for untraditional connections with the curriculum.

When brainstorming about connecting learning material to students’ funds of knowledge, it is critical to connect learning to real-world contexts. Instead of abstract concepts, we will investigate the world immediately outside our door. Taking advantage of local community anchors, such as the interactive exhibits at The Discovery Center at Murfree Spring, transforms theoretical science into a tangible, lived experience. When children see science happening in their own community, they realize that being a scientist is not just a distant career, but an identity they can adopt right now.

In conclusion, my teaching philosophy is driven by a passion for early childhood development and an admiration for the minds of young children. I believe that by grounding science and STEM education in play, inquiry, and Constructivist principles, we can cultivate a lifelong love of learning. Above all, my commitment to equity ensures that every student who walks through my door will know they belong in the science community. I recognize that a teaching philosophy is a living document, and as I gain more experience in the classroom, I fully expect my strategies and perspectives to evolve. However, I believe my core dedication to empowering students will remain the heart of my practice.