Professional Role and Philosophy

by | Oct 21, 2024 | philosophy

Describe your current or future role as an early childhood development professional.
Include the setting and age level that you will be working with in your specific role.
Describe the theoretical framework that most aligns with your professional philosophy of cognitive and language development in diverse learners. Refer back to Week 1 Theories of Language Development and Week 2 Theories of Cognitive and Language Development discussions for support.
Case Study:
Develop a Case Study including a summary of the child’s strengths, in all developmental areas.
Develop a summary of the child’s challenges including specifics on their cognitive or language delay or disorder. Include a specific description of what the child can and cannot do. Be sure to include specific developmental milestones in functional performance of how the student’s disability or disorder affects his/her involvement and progress in the general educational setting. Refer back to Week 3 Language Development Milestones discussion for support.

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


This question has been answered

God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

My current role is as a Preschool Teacher working with 3- to 5-year-old children in a Head Start program setting. This setting serves diverse learners from low-income families, providing comprehensive early childhood education and support services.

Theoretical Framework:

My professional philosophy aligns closely with Vygotsky’s Sociocultural Theory of Cognitive Development (Vygotsky, 1978). I believe that children learn best through social interaction, guided by more knowledgeable others. The Zone of Proximal Development (ZPD), a core concept in Vygotsky’s theory, emphasizes the crucial role of scaffolding and collaboration in helping children reach their full potential. I also incorporate elements of Piaget’s theory of cognitive development (Piaget, 1952) by understanding the stages of cognitive development and providing developmentally appropriate activities.

Case Study: Sophia

Child: Sophia, a 4-year-old girl enrolled in my Head Sta

My current role is as a Preschool Teacher working with 3- to 5-year-old children in a Head Start program setting. This setting serves diverse learners from low-income families, providing comprehensive early childhood education and support services.

Theoretical Framework:

My professional philosophy aligns closely with Vygotsky’s Sociocultural Theory of Cognitive Development (Vygotsky, 1978). I believe that children learn best through social interaction, guided by more knowledgeable others. The Zone of Proximal Development (ZPD), a core concept in Vygotsky’s theory, emphasizes the crucial role of scaffolding and collaboration in helping children reach their full potential. I also incorporate elements of Piaget’s theory of cognitive development (Piaget, 1952) by understanding the stages of cognitive development and providing developmentally appropriate activities.

Case Study: Sophia

Child: Sophia, a 4-year-old girl enrolled in my Head Sta

Child: Sophia, a 4-year-old girl enrolled in my Head Start classroom, comes from a Spanish-speaking family.

Strengths:

  • Social-Emotional: Sophia is outgoing and friendly, enjoys interacting with peers, and demonstrates good self-regulation skills.

  • Physical: Sophia demonstrates good gross and fine motor skills, showing proficiency in climbing, jumping, and using building blocks.

  • Art & Creativity: Sophia expresses herself creatively through drawing, painting, and music, showing imagination and initiative.

Challenges:

  • Language Development: Sophia exhibits a significant delay in expressive language skills. While she understands simple instructions and engages in basic conversations, her vocabulary is limited, and her sentence structure is often incomplete. She struggles with forming complex sentences and expressing her ideas fully.

  • Cognitive Development: Sophia struggles with concepts related to numbers, counting, and simple math. For example, she has difficulty recognizing and counting objects up to 10, and she struggles with basic addition and subtraction.

Developmental Milestones Affected:

  • Language Development Milestones: Sophia struggles with the following:

    • Vocabulary: Sophia’s vocabulary is significantly below average for her age. She often relies on simple words and gestures to communicate.

    • Sentence Structure: Sophia’s sentences are often fragmented or incomplete, lacking the complexity expected for her age.

    • Receptive Language: While she understands basic instructions, she struggles with multi-step directions or complex concepts.

  • Cognitive Development Milestones: Sophia exhibits difficulties with:

    • Number Recognition: She struggles to recognize and count objects up to 10.

    • Early Math Skills: She struggles with simple addition and subtraction.

    • Problem-Solving: Sophia often relies on adults to help her solve problems, lacking the independent problem-solving skills expected for her age.

Impact on Educational Setting:

  • Communication: Sophia’s language delay makes it difficult for her to fully participate in classroom discussions, express her needs, or ask for help. This can lead to frustration and difficulty engaging in learning activities.

  • Learning: Sophia’s cognitive development delays can affect her ability to understand and complete classroom activities, especially those involving numbers and math concepts. She may require additional support and modifications to access the curriculum.

  • Social Interaction: Sophia’s limited language skills may make it challenging for her to fully engage in social interactions with peers, which can impact her ability to form friendships and build social skills.

Conclusion:

Sophia’s case illustrates the complexities of supporting diverse learners with developmental challenges. A strengths-based approach that acknowledges Sophia’s strengths while providing targeted support for her language and cognitive delays is crucial for her success. I will implement strategies like:

  • Visual aids and gestures: To support her language understanding and expression.

  • Individualized instruction and small-group activities: To provide focused support and modifications for her specific needs.

  • Opportunities for peer interactions: To foster social development and language acquisition.

  • Collaboration with parents: To support her learning and provide home-based activities that reinforce her language and cognitive skills.

By focusing on Sophia’s individual needs and leveraging her strengths, I can help her thrive in the classroom and reach her full potential.

This question has been answered.

Get Answer