Samantha Swiderski

Dynamic Early Childhood Education professional with 13 years of experience, currently serving as a Preschool
Coordinator at YMCA. Proven track record in curriculum development, teacher mentorship, and differentiated
learning environments. Seeking role as Early Childhood Education Director to leverage expertise in fostering child
development and guiding educational teams.

My philosophy of education has developed over my past fourteen years
working in education. I believe that children can thrive in a learning
environment where they are able to explore, experiment, and wonder in
a naturalistic setting. I believe that throughout the environment a teacher
can guide the children and enhance his or her cognitive, social,
intellectual, physical development, and provide the necessary tools to
express their emotions. This can occur in a loving, supportive, and safe
atmosphere.
I believe in small ratios when it comes to teacher and child interactions.
Having small ratios helps reduce stress on the teacher, but it also allows
a child to receive one-on-one attention. This will help children with
different temperaments become more confident and not over stimulated.
As somebody who has worked in a preschool environment, I understand
the importance of creating a safe rich environment that the children can
explore. For instance, while setting my classroom up for the day I would
glance at my lesson plan for the week and would make sure that I had
extended materials for my theme. These activities include art, math,
stories, and science. I also made all my manipulative age appropriate to
help a child to help build all aspects of a child’s development.
Creating an environment that is naturalistic and nurturing I believe can
help create scaffolding because it helps create a learner-directed
curriculum similar to the Reggio Emilia and Montessori philosophy. I
strive to build an environment that can help create a secure attachment
between a child and a teacher based on the respect and trust that a
teacher has for children. For instance, when teaching two-year-olds, I
would allow the children to practice cutting with scissors to strengthen
their fine motor skills under my care. The materials in my classroom
were accessible to all the children to help encourage their independence.
The activities in the environment are open-ended and establish
creativity. In a naturalistic environment, children can practice the skills
and concepts that we as facilitators hope they learn through play.
Providing opportunities for children to achieve will create those
teachable moments in a child's life.

Point Loma Nazarene University 

BA Child Development