Category Archives: Philosophy/Values

Professional Practice Feedback


Professional Practice Experience

Professional Practice 1
0-2 year old room, 20 days completed between March/May 2010
Blyth Street Early Learning Centre 62 Blyth street Brunswick 93871111

“Catherine interacts well with the children and takes the time to engage in play and experiences. She demonstrated a broad knowledge and understanding of child development”. Megan Mitchell (mentor and director)

Professional Practice 2
3-5 year old sessional kindergarten, 20 days completed between July/Sept 2011
Brunswick Kindergarten 61 Glenlyon road Brunswick 93808948

“Catherine has always shown much consideration for parents/children and staff. She is also a very independent teacher; able to show initiative and energy” Catherine Hingley (mentor and director)

 Professional Practice 3
3-5 year old sessional kindergarten, 20 days completed between Oct/Nov 2011
Doris Blackburn Preschool 20 Woodlands Avenue Pascoe Vale south 93861337

“Catherine could quickly identify children’s interests and extend on their ideas and consistently recorded observations that were used in her planning of future activities and experiences.”Pam Roberts (mentor and director)


Masquerade parade

Playing Snakes and Ladders

Group time stories



A More In depth Look at my Important Values


What are the benefits of a play based approach?

Play provides the most natural and meaningful process by which children can construct knowledge and understandings, practice skills, immerse themselves naturally in a broad range of literacy and numeracy and engage in productive, intrinsically motivating learning environments” (Walker, 2007, as cited in Cole, 2010. P 20)

                A play based approach to learning is logical when you understand what is learnt through children’s play. The idea behind a play based program is that it is child initiated, where children can draw on their everyday experiences and environments in their play. When children draw from familiar settings they are more likely to engage fully and potentially take risks, hence the self initiated learning experiences. Children find play pleasurable, so when they are allowed to initiate play they are more motivated to learn and develop positive dispositions towards learning (Cole, 2010). 

                A good play based program sets children up with valuable skills and positive attitudes towards learning that can benefit them throughout life. They learn to become confident and motivated as they have the power to make decisions, which then leads to a greater understanding of responsibility and self regulation (Cole, 2010). As they use investigation as a means to experience their social worlds they start to learn about relationships, they develop problem solving skills, reasoning and lateral thinking; learn communication strategies and how to work collaboratively (Cole, 2010). On a more academic level they develop literacy, numeracy and scientific concepts naturally, as they are embedded in the play the same way they see it in their community and immediate surroundings (Arthur, Beecher, Death, Dockett & Farmer, 1993). With so much learning going on all the while enjoying themselves it is an obvious principle value when reflecting on my approach to teaching and it speaks for itself as to why most early learning environments run play based programs.

How does collaboration promote learning?

“Collaborative partnerships between families, educators, children and communities mean that there is an exchange of information between partners rather than the one-way transmission of knowledge and information from educators to other parties” (Hughes and MacNaughton, 2002 as cited in Arthur & al. 1993. P 21)

                Collaborative practices are not only there as part of a reflective practice nor are they the simple fact of communicating children’s development to the immediate family. They have a much broader use and benefit to all who participate. Socio-cultural theorists have explored how children learn through interactions with their families and communities; how they observe the familiar daily processes, concepts and practices that are important to their community (Arthur & al. 1993). It would be poor practice on my part not to explore, value and draw on this wealth of information in helping me understand an individual child’s needs and learning.  It is also my responsibility to make every family welcome in their child’s early learning setting and to facilitate the exchange of information through respect and reciprocity.

                Collaborating with the children is also essential. Through exchanging ideas about their interests, ideas and asking questions, which is all essentially good play based practice, I will be able to include the children in the future direction of my programming.  It is important to give family members and children a voice and a role in decision making as a means to creating learning communities (Arthur & al. 1993).

Why is reflective practice essential?

“Dispositions are combinations of being ready, being willing and being able that emerge from learning experiences which occur often and which are supported, recognised and highlighted” (Carr, 2001)

                It is easy to misinterpret documentation and reflective practices as purely assessment in early childhood education, and although these practices are forms of assessment they are also used for a lot more. For my own practice, documentation is a means to devise goals, techniques and learning experiences for the children (MacNaughton & Williams, 2008).  Documentation is done as a reflection of my own practice; to make me more aware of what the children are learning and how I can further support it, further more it is said that the documentation process is embedded in the learning process as a trigger for further learning (MacNaughton & Williams, 2008).

                The act of documenting and reflecting on the children’s work also benefits the children in various ways. It shows that educators take the children seriously and excites their interest in their own learning (Malaguzzi, 1993 as cited in MacNaughton & Williams, 2008, p 258), thus stimulating a positive disposition to learning as described in the above Carr quote. Reflective practice is also a great means to working collaboratively as it opens up the dialogue with other staff and the families and many perspectives leads to a more non biased interpretation of the children’s learning. Reflective practices are very much a means to strengthen my own teaching practices and I encourage the participation of the children, thus demonstrating a shared learning experience.

When is outdoor play learning?

“There is little that happens indoors that cannot happen outdoors, but the outdoors may provide opportunities for experiences that cannot be duplicated indoors” (Dau, 2005, as cited in Outdoor Play, Royal Children’s Hospital, 2007)

                The importance of outdoor play has been diminishing over time, partly due to our busy lifestyles and a new sense of over precaution on the part of parents and childcare centres. There are the more discussed health and wellbeing benefits of physical outdoor play, helping to balance the physical and mental development so abundant in these early years. Yet we are often so focused on the gross motor skills learnt in an outdoor setting that some of the other benefits are overlooked. There are a broad range of skills and learning discoveries that are gained through time spent exploring our natural world and the outdoors provides a special place with hidden spaces for imagination and contemplation (Royal Children’s Hospital, 2007).

                Not only having outdoor time but also spending it playing in quality natural play space helps to create competent, curious and imaginative learners. Successful play environments also provide abundant sensory stimulation and appeal (Shipley, 2008), which are essential learning in these early years and outdoor play creates learners who have respect and an understanding for their natural world and environment.

I would like to think that all the values listed in my philosophy are already in use, but some are still new or I had not critically reflected on them before, some examples are the following:

                 Through this course and through watching my own child I have really gained an understanding that the early childhood years are unique. We are often is such a hurry for our kids to grow up and so worried that they will not succeed in life that these early years are only seen as stepping stones to later years. In fact the early childhood years are such an amazing time in our life and so full of wonder and discoveries that they are not stepping stones but rather shape our later years. I have really learnt in my practice to step back, observe and share in this wonder. We seem to think it is our job to teach the children rather than let them guide us, and through observation I now see that the children are quite competent at learning on their own when given the right environments and opportunities. I have a better understanding early childhood as a unique developmental period that is be approached with values and teaching that is separate from later education techniques.

                Children are inertly motivated, they are competent and capable. This is something that I have always believed in but I have now been given techniques to use that in my practice. When you learn to focus on the positive and what a child can do, they feel so much more confident and valued that they want to continue demonstrating this behaviour. Creating a positive, stimulating and reciprocating environment permits everyone to engage in interesting interactions and the whole community reaps the rewards. Through positive documentation such as learning stories, I have learnt how to put this positive perspective into concrete use.

                The benefits of open-ended materials have really opened my eyes as to how children learn. I was often frustrated with my own child’s lack of attention span or uninterest in supposed ‘stimulating toys’.  I have seen the benefits of open-ended resources first hand, such as natural materials, everyday house hold objects and anything that reflects one’s own personal values and community. This could be a piece of string, or a collection of toilet rolls! Giving young learners the opportunity to use their imagination and their daily experiences in how they manipulate materials gives them so many learning experiences that cannot be duplicated when trying to force feed them with a closed activity.  If we don’t go back to this more natural approach to early childhood learning we are going to encourage the idea of the hurried child.

                I hope to have demonstrated a sound beginning to my personal teaching philosophy and I have come to accept that it will never be truly finished or defined as it is fluid and constantly changing as it should be under a solid reflective practice.


Arthur, L. Beecher, B. Death, E. Dockett, S. Farmer, S. 1993, Programming & Planning, in Early Childhood Settings 4th ed, VIC, Cengage Learning.

Carr, M. 2001, Assessment in Early Childhood Settings, Learning Stories, London, SAGE Publications.

Cole, D. 2010, Play Based Learning, Community Child Care Term 1.

MacNaughton, G & Williams, G. 2008, Teaching Young Children: Choices in theory and practice, England, Open University Press.

Royal Children’s Hospital. 2007, Childcare and children’s health, outdoor play. Vol 10 No 2 June.

Shipley, D. 2008, Empowering Children, play-based curriculum for lifelong learning 4th ed, USA, Nelson Education

My teaching philosophy


 Before sharing my teaching values I would like to define my image of a child, parent and teacher as they influence my values.

What is a child?
Children are curious explorers who are naturally motivated and extremely capable and competent. They are creative problem solvers, totally unique with individual needs and ways of communicating. They have rights and their own voice that is to be respected at all times.

What is a parent?
As a primary carer, parents support and guide their child through life. They love, nurture and protect them, taking great pride in their achievements. They are also important life educators that collaborate with others to promote positive learning experiences.

What is a teacher?
Teachers encourage children, support them and listen to their ideas and points of view. A teacher is open-minded to different cultures and each child’s individual needs. They engage the children based on the children’s interests and enjoy learning with them. A teacher observes the children and shares their findings as a means to promote further learning.

My values:

Early childhood is unique – it is valued as a unique developmental period and foundational to children’s future learning and development.
Children learn through play – a play-based approach to learning where children’s interests and ideas guide their own learning is essential.
Children are viewed positively – they are capable and competent learners who already know many things.
Learning is collaborative – children are involved in their own learning along with family and colleagues; learning is a shared collaborative journey.
Reflective practice is essential – on-going documentation is used to reflect on each child’s learning and made visible to parents, staff and the children.
Children’s emotional wellbeing is foundational – strong relationships promote warmth and support to each child’s individual social, emotional and spiritual needs.
Quality environments promote quality learning – a stimulating and engaging environment is essential, high quality open-ended resources and experiences promote children’s play and learning.
Diversity promotes respect – a diversity rich environment caters to everyone in the community, enriching and engaging the respect of all children and families.
Outdoor play is learning too –time outdoors promotes physical and mental growth and is part of everyday learning practice.

Curriculum Vitae


Name:                  Catherine Boucher



  • 2008 – 2009 Point of sale co-ordinator Coles Fitzroy

Assisting store manager in administrative duties

In charge of ticketing, in store marketing and promotional material

  • 2002 – 2008 English Language Teacher, France, Gutenberg Language School

Preparing, executing and reflecting on individual and group classes

Administration and documentation duties

  • 2000 – 2001 Recruitment Coordinator, London, Complinet Ltd.

Responsible for posting online recruitment positions

Assisting Sponsorship Manger, compiling statistics and designing client emails


  • Graduate Diploma in Early Childhood Teaching (2011)

Royal Melbourne Institute of Technology

  • Bachelor of Visual Arts (2009)

Monash University


  • Victorian Drivers License – current
  • Working with Children Check -2010
  • Fluent French
  • Early Childhood Australia – member
  • Brunswick Kindergarten parent committee – member


Pam Roberts – Director Doris Blackburn Kindergarten 93861337

Catherine Hingley – Director Brunswick Kindergarten 93808948

Daniel Bauer – Director Gutenberg Language School +33388232942

Personal Interests:

My 2 children, arts and crafts, French language and culture, swimming and reading