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Posted: September 18th, 2023

Early Childhood Education: Vision, Mission, and Philosophy

Early Childhood Education: Vision, Mission, and Philosophy
Early childhood education programs aim to provide young learners with a safe, nurturing environment that supports all aspects of their development. An effective early learning program is guided by a clear vision, well-defined mission, and philosophy aligned with research-based best practices.
An early childhood program’s vision statement outlines its core purpose and long-term goals. A vision focuses on the ideal future for the children in the program and community. For example, a preschool’s vision may be “to cultivate curious, compassionate learners who are ready for lifelong success.”

The mission statement defines how the vision will be achieved on a daily basis through the program’s specific services and approach. It conveys the program’s priorities and values to stakeholders. An example mission is “to provide high-quality early education emphasizing social-emotional learning, creativity, and academic foundations through play-based learning.”
An early childhood philosophy articulates the beliefs and principles that shape pedagogy, curriculum, environment, and family partnerships. It communicates the theoretical framework and research supporting the program’s practices. For instance, a philosophy may emphasize that “all children are capable learners who construct knowledge through active exploration, hands-on experiences, social interaction, and authentic engagement with their world.”
Together, a clear vision, well-defined mission, and thoughtful philosophy grounded in child development research help ensure an early childhood program provides an optimal foundation for each child’s future success (National Association for the Education of Young Children, 2022). Early educators can reflect on these foundational statements to evaluate and strengthen their program.
Works Cited
National Association for the Education of Young Children. (2022). Developmentally appropriate practice. https://www.naeyc.org/our-work/families/10-naeyc-program-standards
Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early education and development, 20(3), 377-401. Write my PhD dissertation.
Wien, C. A. (2013). Making learning visible in kindergarten: Documentation as a teaching tool for building intentionality. Routledge.
Hinitz, B. F. (2013). The history of early childhood education. Routledge.

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