The Legitimacy of Curriculum is derived from its contribution to future outcomes and notions of children's lifelong learning
Traditionally curriculum has been founded on cognitive theory however society’s view of the child is evolving; we now see children as capable and competent individuals. This image in addition to the influence of socio-cultural theory is beginning to be reflected in early childhood policy and curriculum, equally as important play as an accepted form of pedagogy is also beginning to be recognised and reflected in these documents.
The Early Years Learning Framework gives us an understanding of what curriculum looks like in an early childhood setting. “Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development. The emphasis in the Framework is on the planned or intentional aspects of the curriculum.” (DEEWR, 2009, p. 9).
The Framework provides broad direction for early childhood educators in early childhood settings to facilitate children’s learning. It guides educators in their curriculum decision-making and assists in planning, implementing and evaluating quality in early childhood settings. It also underpins the implementation of more specific curriculum relevant to each local community and early childhood setting. (DEEWR, 2009)
Reggio Emilia Approach, Te Whariki and Queensland Kindergarten Curriculum Guidelines are just a few of the other accepted approaches and curriculums which put children learning though play in the early years classroom in the forefront. However with so many options it can be difficult for educators to decide what to teach and which curriculum documents to use. Arthur et al. (2012) reassure us that “there is no one approach or pedagogy that provides all answers” (p.273).
Curriculums are no longer set in concrete instead they provide a framework for educators to apply their professional knowledge and understanding of how children learn and develop to decide what should or should not be included from the curriculum.
While play-based curriculums are beginning to be legitimised Early Childhood teachers are still faced with many challenges. Time, resources, space, philosophy, school/centre constraints all impact on the educators ability to implement the curriculum. And while the ability “to engage in play and recreational activities appropriate to the age of the child” is listed as a fundamental right of all children in the UN Convention on the Rights of the Child (CROC), Early Childhood Educators working in a school based setting are challenged to support this basic right due to the emphasis on meeting outcomes, accountability and keeping all stakeholders happy.
The Australian Curriculum is used nationally in Foundation level classrooms. This curriculum aims to develop students into independent and successful learners, confident and creative individuals, and active and informed citizens – with the view to giving them all the skills, knowledge and capabilities to thrive in a globalised world. “The [national] curriculum will build on the national Early Years Learning Framework and will be designed to accommodate the varied learning experiences that children experience prior to school. The curriculum will also accommodate and value the diverse social and cultural backgrounds and experiences that children bring to school. (ACARA, 2013). These statements legitimize the links between the two learning environments to all stakeholders. Producing documentation that demonstrates that the children are able to achieve necessary learning outcomes, will further assist in building and maintain a school-family partnerships and relationships.
The Early Years Learning Framework gives us an understanding of what curriculum looks like in an early childhood setting. “Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development. The emphasis in the Framework is on the planned or intentional aspects of the curriculum.” (DEEWR, 2009, p. 9).
The Framework provides broad direction for early childhood educators in early childhood settings to facilitate children’s learning. It guides educators in their curriculum decision-making and assists in planning, implementing and evaluating quality in early childhood settings. It also underpins the implementation of more specific curriculum relevant to each local community and early childhood setting. (DEEWR, 2009)
Reggio Emilia Approach, Te Whariki and Queensland Kindergarten Curriculum Guidelines are just a few of the other accepted approaches and curriculums which put children learning though play in the early years classroom in the forefront. However with so many options it can be difficult for educators to decide what to teach and which curriculum documents to use. Arthur et al. (2012) reassure us that “there is no one approach or pedagogy that provides all answers” (p.273).
Curriculums are no longer set in concrete instead they provide a framework for educators to apply their professional knowledge and understanding of how children learn and develop to decide what should or should not be included from the curriculum.
While play-based curriculums are beginning to be legitimised Early Childhood teachers are still faced with many challenges. Time, resources, space, philosophy, school/centre constraints all impact on the educators ability to implement the curriculum. And while the ability “to engage in play and recreational activities appropriate to the age of the child” is listed as a fundamental right of all children in the UN Convention on the Rights of the Child (CROC), Early Childhood Educators working in a school based setting are challenged to support this basic right due to the emphasis on meeting outcomes, accountability and keeping all stakeholders happy.
The Australian Curriculum is used nationally in Foundation level classrooms. This curriculum aims to develop students into independent and successful learners, confident and creative individuals, and active and informed citizens – with the view to giving them all the skills, knowledge and capabilities to thrive in a globalised world. “The [national] curriculum will build on the national Early Years Learning Framework and will be designed to accommodate the varied learning experiences that children experience prior to school. The curriculum will also accommodate and value the diverse social and cultural backgrounds and experiences that children bring to school. (ACARA, 2013). These statements legitimize the links between the two learning environments to all stakeholders. Producing documentation that demonstrates that the children are able to achieve necessary learning outcomes, will further assist in building and maintain a school-family partnerships and relationships.
Curriculums & Approaches to LearningUnderstanding the relationship between play, learning and the curriculum will help parents and other stockholders value the importance of play
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Within the Reggio Emilia schools, great attention is given to the look and feel of the classroom. It is understood that children learn readily from the Environment as a result the Environment is considered the "third teacher."
“to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.
(Te Whariki, 1996 p. 9) |
"in the early childhood setting curriculum means ‘all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development" (Belonging, Becoming & Being, 2009, p.9)
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