Secondly, I believe that families, like the adult macaws, play an important role in the development of both humans and macaws, as both species share similar characteristics and bonds during their formative years.

This teaching and learning philosophy guides me in developing a reflective and professional approach to my practice, much like observing the life of macaws in the wild. Just as macaws rely on their instincts and adapt to their environment to thrive, I critically examine my beliefs using various theoretical frameworks to shape a teaching philosophy that is adaptable and responsive to diverse needs. Like macaws fostering their young through nurturing and exploration, I assess my pedagogical practices and commitments, understanding the importance of reflective practice in fostering growth and development. By analyzing and incorporating constructive feedback, I mirror the macaws’ collaborative behaviors, using shared knowledge to strengthen my personal and professional growth. This philosophy, inspired by the interconnectedness of macaws’ lives, prepares me for a thoughtful and impactful career in early childhood education.

First and foremost, I believe that when a child is born, they are like hatchling, fragile to the elements and completely dependent on their parents or caretakers.

Thirdly, I believe that educators, much like the natural habitat of macaws, can scaffold children's learning through tailored strategies that meet their individual needs.

Fourthly, I believe the environment, like the macaw’s role in the ecosystem, is a necessity for nurturing growth and development.

Figure 9. Outdoor learning. Photo taken by A. Libed.

Lastly, I believe the Reggio Emilia approach is an effective curriculum model that emphasizes learning through direct interaction with the environment.