Early Childhood Education

EDEC109Week1DefiningandDescribingCurriculumandPedagogy.pptx

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Curriculum Approaches for the Early Years EDEC109 Week 1 Defining and Describing Curriculum and Pedagogy

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Curriculum Approaches for the Early Years EDEC109 Unit Outcomes Explain how a biblical worldview influences implementation of curricula and instructional choices Examine the interrelationships of curriculum and pedagogy, curriculum theory, policy statements and curriculum decision making of teachers and caregivers within early childhood education settings Compare and contrast theories, models, research, and influences of early childhood curriculum as they impact on current practices in the field Explain the fundamental role of a play-based curriculum in children’s learning and development and explore and contrast the notion of play in a variety of socio-cultural contexts Apply observation and program planning skills to develop play-based educational experiences for individual children and groups of children Apply key components of the processes used to select, adapt, and/or create a curricular program experiences for individual children and groups of children

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Curriculum Approaches for the Early Years EDEC109 Graduate Standards Graduate Standard 1 : Know students and how they learn Graduate Standard 3: Plan and implement effective teaching and Learning The National Quality Standards most embedded in this unit are QA 1: Educational program and practice (1.1 and 1.2)

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Assessment 1 Due w eek 6 – 50% Learning Outcomes 1-3 Essay (2500 words) Critical analysis of one relevant curriculum approach or model

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Assessment 2 Due Week 12 - 50% Play-Based Project and Presentation (2500 words equivalent) Learning Outcomes 4-6 Students develop and document a play-based activity appropriate for implementation with children. They must link the activity to appropriate curriculum outcomes. They need to discuss the pedagogical theory underpinning their activity and the implications and considerations for implementing and evaluating the activity.

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Introduction Early childhood (EC) professionals are guided by relevant curriculum frameworks Belonging, being and becoming: The Early Years Learning Framework for Australia (EYLF) Australian Professional Standard for Teachers National Quality Standard . These require EC professionals to have sound understandings of curriculum and pedagogy, learning and development, and their roles in supporting these.

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Week 1: Activity 1 Breakout Group Share your one sentence response to each of the following : What is your image of the child? How should these views be reflected in daily curriculum? State one thing you have already learnt about curriculum approaches for the early years. State one thing about children/teaching you think you might learn in this unit/ this semester. Explain the difference between curriculum and pedagogy.

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Definition of Curriculum According to Early Learning Framework for Australia Belonging, Being and Becoming (DEEWR, 2009), the term curriculum refers to everything that happens throughout the day, “as all the interactions, experiences, activities and routines and events, planned and unplanned, that occur in the environment designed to foster children’s learning and development” (DEEWR, 2009, p. 45) According to Oxford Advance Learner’s Dictionary (2004), the term curriculum refers to subjects included in a course of study taught at a particular school/college. A more precise view of curriculum is that it is what is taught in school or what is intended to be learned. It represents a set of intentions, a set of intended learning outcomes. It is a guide to instructional planning.

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Definition of Pedagogy The term pedagogy refers to all the deliberate actions and processes that educators use to translate philosophy and approaches to curriculum into practice.

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Chapter 1: Setting the Scene Overview Government Policies and Priorities Changing Worlds and Childhoods Contemporary Perspectives in Children’s Learning What Contemporary Theories Mean in Practice Conclusion and Reflection Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1.

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Chapter 1 Setting the Scene Government Policies and Priorities The Importance of the Early Years Equity and Social Justice in Education National Learning and Curriculum Documents Quality Assurance Teacher Quality and Professional Standards Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1.

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1. Government Policies and Priorities 1.1 The I mportance of the Early Years Early childhood care and education (ECCE) is more than preparation for primary school. It aims at the holistic development of a child’s social, emotional, cognitive and physical needs in order to build a solid and broad foundation for lifelong learning and wellbeing. ECCE has the possibility to nurture caring, capable and responsible future citizens. UNESCO. (2015, September 29). Early childhood care and education . United Nations Educational Scientific and Cultural Organisation. https://en.unesco.org/themes/early-childhood-care-and-education UNESCO, UNICEF, World Bank, UNFPA, UNDP, & UNHCR. (2015). Education 2030: Incheon Declaration: Towards inclusive and equitable quality education and lifelong learning for all . UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656

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1. Government Policies and Priorities 1.1 The I mportance of the Early Years Investing in the early years is one of the smartest things a country can do. Early childhood experiences have a profound impact on brain development – affecting learning, health, behavior and ultimately, lifetime opportunities. World Bank. (n.d.). Early Childhood Development . World Bank. Retrieved 22 July 2020, from https://www.worldbank.org/en/topic/earlychildhooddevelopment

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1. Government Policies and Priorities 1.1 The I mportance of the Early Years The OECD Network on Early Childhood Education and Care (ECEC) aims at assisting countries to develop effective and efficient early years’ policies for education and learning. The network aims to support the development of approaches and good practice in the field of early childhood education and care (ECEC) in participating countries by: Developing, sharing and disseminating information on country experiences on policy, research and good practice to support effective policy development and implementation; Identifying topics and aspects where additional research and analysis is required to underpin effective policy development; Assessing data developments required to support effective policy development and implementation and advising on the development of such data. OECD. (n.d.). Early Childhood Education and Care . Organisation for Economic Cooperation and Development. Retrieved 22 July 2020, from http://www.oecd.org/education/school/ecec-network.htm

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1. Government Policies and Priorities 1.1 The I mportance of the Early Years The National Early Childhood Development Strategy, Investing in the Early Years (the strategy), developed under the auspices of the Council of Australian Governments (COAG), is a collaborative effort between the Commonwealth and the state and territory governments to ensure that by 2020 all children have the best start in life to create a better future for themselves and for the nation. This is our vision. COAG. (2009). Investing in the Early Years: A National Early Childhood Development Strategy . Council of Australian Governments. https://www.startingblocks.gov.au/media/1104/national_ecd_strategy.pdf

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1. Government Policies and Priorities 1.2 Equity and Social Justice in Education Melbourne Declaration MCEETYA. (2008). Melbourne Declaration on Educational Goals for Young Australians . Ministerial Council on Education, Employment, Training and Youth Affairs. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Early Years Learning Framework EYLF. (2019). Belonging, Being and Becoming: The Early Years Learning Framework for Australia . Australian Government Department of Education and Training. https://docs.education.gov.au/node/2632 National Quality Standard ACECQA. (n.d.). National Quality Standard . Australian Children’s Education and Care Quality Standard. Retrieved 6 March 2019, from / nqf /national-quality-standard Problems of Disadvantage Developmental vulnerability Problems in indigenous groups Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). Cengage Learning Australia, pp. 5-9

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1. Government Policies and Priorities 1.3 National Learning and Curriculum Documents Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). Cengage Learning Australia, pp. 9-10 Melbourne Declaration MCEETYA. (2008). Melbourne Declaration on Educational Goals for Young Australians . Ministerial Council on Education, Employment, Training and Youth Affairs. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Early Years Learning Framework EYLF. (2019). Belonging, Being and Becoming: The Early Years Learning Framework for Australia . Australian Government Department of Education and Training. https://docs.education.gov.au/node/2632

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1. Government Policies and Priorities 1.3 National Learning and Curriculum Documents Common language of outcomes and assessment across the education sectors Promote the value of play on early childhood education Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). Cengage Learning Australia, pp. 9-10

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1. Government Policies and Priorities 1.4 Quality Assurance National Quality Framework ACECQA. (n.d.). Australian Children’s Education and Care Quality Authority . ACEQUA. Retrieved 22 July 2020, from https://www.acecqa.gov.au/ NAPLAN & ACARA NAPLAN, & ACARA. (n.d.). National Assessment Program . Australian Curriculum Assessment and Reporting Authority. Retrieved 22 July 2020, from https://www.nap.edu.au/ Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). Cengage Learning Australia, pp. 11-13

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1. Government Policies and Priorities 1.5 Teacher Quality and Professional Standards Australian Professional Standards for Teachers Professional Knowledge Know students and how they learn Know the content and how to teach it Professional Practice Plan for and implement effective teaching and learning Create and maintain supportive and safe learning environments Assess, provide feedback and report on student learning Professional Engagement Engage in professional learning Engage professionally with colleagues, parents/carers and the community AITSL. (n.d.). Teacher Standards . Retrieved 22 July 2020, from https://www.aitsl.edu.au/teach/standards Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). Cengage Learning Australia, pp. 13-14.

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References - Government Policies and Priorities ACECQA. (n.d.). National Quality Standard. Retrieved 6 March 2019, from Australian Children’s Education and Care Quality Standard website: / nqf /national-quality-standard AITSL. (2011). Australian Professional Standards for Teachers . Retrieved from https://www.aitsl.edu.au/docs/default-source/teach-documents/australian-professional-standards-for-teachers.pdf Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia. Australian Early Development Census. (n.d.). Retrieved 18 July 2019, from https://www.aedc.gov.au/ Department of Education, A. G. (2017a, October 19). Early Years Learning Framework | Department of Education, Australian Government. Retrieved 18 July 2019, from https://www.education.gov.au/early-years-learning-framework-0 Department of Education, A. G. (2017b, October 19). Early Years Workforce Strategy | Department of Education, Australian Government. Retrieved 18 July 2019, from https://www.education.gov.au/early-years-workforce-strategy-0 Department of Education, A. G. (2018, May 8). National Quality Framework for Early Childhood Education and Care | Department of Education, Australian Government. Retrieved 18 July 2019, from https://www.education.gov.au/national-quality-framework-early-childhood-education-and-care-1 Department of Education, A. G. (2019, April 2). Universal Access to Early Childhood Education | Department of Education, Australian Government. Retrieved 18 July 2019, from https://www.education.gov.au/universal-access-early-childhood-education Department of Education and Training - Document library, A. G. (11:33). Belonging, Being & Becoming - The Early Years Learning Framework for Australia | Department of Education and Training - Document library, Australian Government. Retrieved 18 July 2019, from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia EYLF. (2019). Belonging, Being and Becoming: The Early Years Learning Framework for Australia . Retrieved from https://docs.education.gov.au/node/2632 SCSEEC. (2012). Early Years Workforce Strategy The Early Childhood Education and Care Workforce Strategy for Australia 2102-2016 . Retrieved from https://docs.education.gov.au/system/files/doc/other/early_years_workforce_strategy_0_0_0.pdf

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2. Changing worlds and childhoods Major social, economic and technological changes in the 21 st century affect the experience of childhood. Books, magazines, television programs, movies, websites, food, computer games are frequently connected to popular culture. Popular culture character and narratives play a significant role in identity construction Production of culture and knowledge Providing a share frame of reference drawn upon in play Development of inequity – not all children have access to the internet Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1, pp. 16-21.

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3. Contemporary Perspectives of Children’s Learning Cultural-historical theory Postmodernism Poststructuralism Sociology of Childhood Reconceptualising early childhood Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1, pp. 16-21.

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Chapter 1 - Setting the Scene Contemporary Perspectives in Children’s learning Cultural-historical theory Postmodernism Poststructuralism The sociology of childhood Reconceptualising Early Childhood Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1. This is a very ideological approach. It has both commendable and problematic aspects. Its philosophical grounding is highly contested.

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3. Contemporary Perspectives of Children’s Learning 3.1 Cultural-historical theory Vygotsky – cultural-historical also called sociocultural theory emphasizes social context in the development of children Rogoff – Social interactions of family life and more experienced others are highly significant Children learn by co-constructing understanding, creating and sharing meanings, and establishing shared understandings. This challenges us to analyse and critique ideas and assumptions about early childhood practice. Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1, p. 16.

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3. Contemporary Perspectives of Children’s Learning 3.2 Postmodernism Focus on changes in society Disputes idea of objective universal truth No single pathway of development No one set of appropriate practices There are many truths, many views of the world, and multiple pathways and patterns for learning and behaving Bourdieu habitus, social capital, social field, cultural capital Foucault discourse Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1, pp. 16-18.

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3. Contemporary Perspectives of Children’s Learning 3.3 Poststructuralism Structuralism sees the world in terms of universally applicable systems of meaning and structures. E.g.: Socialisation theory Developmental psychology Poststructuralism addresses the complexities of the relationship between child, adult and cultural context focusses attention on the constitutive roles of gender, race and disability personal agency humans act in a field of discourses that are socially constructed ways of looking, speaking, thinking, feeling and being analysis of power relationships between discourses fluid and contradictory gender roles Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1, pp. 18-19.

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3. Contemporary Perspectives of Children’s Learning 3.4 Sociology of childhood Critiques ideas of development that see children as “needy” and “becoming” Focuses on children as competent actors, current citizens and holders of rights Mainstay is the UN Convention of the Rights of the Child Focus on articles 13, 13 and 31 Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1, p. 20. OHCHR. (1989). Convention on the Rights of the Child . United Nations Office of the High Commissioner. https://www.ohchr.org/en/professionalinterest/pages/crc.aspx UNICEF. (1996). Simplified Version of the United Nations Convention on the Rights of the Child . https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf

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3. Contemporary Perspectives of Children’s Learning 3.4 Reconceptualising early childhood Reconceptualists challenge and resist dominant knowledges, ideologies and practices of childhood Resistance to developmental concepts of the “universal child” views of childhood as ‘cute’, ‘sweet’ and ‘innocent’ as mythological children as evil and out of control embryonic adults Argue against conceptions of the child that reinforce stereotypes and existing power relations and ignore issues of social justice Describe children as competent social beings actively engaged in the co-construction of ‘knowledge, identity and culture’ Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 1, p. 21. RECE. (n.d.). RECE: Reconceptualizing Early Childhood Education . Retrieved 23 July 2020, from http://www.receinternational.org/index.html ).

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4. What Contemporary Theories Mean in Practice Reflective practice Cultural contexts Respect for diversity Collaborative partnerships Relationships and communities of practice Citizenship and democracy Dispositions and processes of learning Meaningful curriculum Intentional teaching Assessment Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 22-29.

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4. What Contemporary Theories Mean in Practice 4.1 Reflective Practice Wiliam , D. (2014, March 27). Teacher Reflective Practice . https://www.youtube.com/watch?v=0glFJMYv1JY Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 22-23. AITSL. (n.d.). Reflect on your practice . Retrieved 23 July 2020, from https://www.aitsl.edu.au/teach/improve-practice/reflect-on-practice Educators Guide to the Early Years Learning Framework . (2010). Australian Government Department of Education, Employment and Workplace. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf

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4. What Contemporary Theories Mean in Practice 4.2 Cultural Contexts ECE CompSAT . (2013, March 27). CDE - The Home-School Connection . https://www.youtube.com/watch?v=MVhXxcpSAmE Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 23-24. California State University. (n.d.). CompSAT - Professional development tools for the early childhood educator. CompSAT . Retrieved 23 July 2020, from http://www.ececompsat.org/

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4. What Contemporary Theories Mean in Practice 4.3 Respect for Diversity AHRC. (2016, October 11). Colours of Australia—Song about diversity in Australia . Australian Human Rights Commission. https://www.youtube.com/watch?v=eXW1ntCxCOk Colours of Australia . (2016, October 11). https://www.youtube.com/watch?v=tA2wOPMv6YE Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 23-24.

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4. What Contemporary Theories Mean in Practice 4.4 Collaborative Partnerships ACECQA. (2013, September 10). Topic 11: Quality Area 6 - Partnerships with families and communities . https://www.youtube.com/watch?v=EvgkGPlAb9M Early Childhood Management Services. (2016, April 27). Building Partnerships with Families . https://www.youtube.com/watch?v=r9_U8Q5XHQY Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 23-24.

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4. What Contemporary Theories Mean in Practice 4.5 Communities of Practice Wegner-Traynor. (2017, February 15). Introduction to communities of practice, . https://www.youtube.com/watch?v=gVTkpEvT_9k Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, P. 26.

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4. What Contemporary Theories Mean in Practice 4.6 Citizenship and Democracy The Melbourne Declaration: Making the Connections . (2015, April 27). KidsMatter Primary and MindMatters . https://www.youtube.com/watch?v=dWgkjJA9uMo Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 26-27.

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4. What Contemporary Theories Mean in Practice 4.7 Dispositions and the Process of Learning Fostering Essential Dispositions in Young Children . (2015, March 16). https://www.youtube.com/watch?v=JEjeJRHr4Nk Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 26-27.

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4. What Contemporary Theories Mean in Practice 4.8 Meaningful Curriculum Children Starting Strong . (2019, February 17). Parentopia . https://www.youtube.com/watch?v=fAzArva4DPk Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 27-28.

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4. What Contemporary Theories Mean in Practice 4.9 Intentional teaching Intentional teaching: Responding to children’s ideas and interests . (2014, July 22). Queensland Curriculum and Assessment Authority. https://www.youtube.com/watch?v=jAjqP5iT3z8 Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 27-28.

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4. What Contemporary Theories Mean in Practice 4.10 Assessment Pretti-Frontczak , K. (2015, May 8). Early Childhood Assessment Purposes . https://www.youtube.com/watch?v=TQanyOvGumg Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 27-28.

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Curriculum Approaches for the Early Years Peter Carblis Peter Carblis 1 2020-07-23T04:34:35Z 2020-08-10T02:45:23Z

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28 4549 Microsoft Office PowerPoint Widescreen 293 40 23 0 10 false Fonts Used 6 Theme 1 Slide Titles 40 Arial Calibri Calibri Light Helvetica Neue Swiss721BT-Bold Tw Cen MT Office Theme Curriculum Approaches for the Early Years Curriculum Approaches for the Early Years EDEC109 Unit Outcomes Curriculum Approaches for the Early Years EDEC109 Graduate Standards Assessment 1 Due week 6 – 50% Assessment 2 Due Week 12 - 50% Introduction Week 1: Activity 1 Definition of Curriculum Definition of Pedagogy Chapter 1: Setting the Scene Overview Chapter 1 Setting the Scene Government Policies and Priorities 1. Government Policies and Priorities 1.1 The Importance of the Early Years 1. Government Policies and Priorities 1.1 The Importance of the Early Years 1. Government Policies and Priorities 1.1 The Importance of the Early Years 1. Government Policies and Priorities 1.1 The Importance of the Early Years 1. Government Policies and Priorities 1.2 Equity and Social Justice in Education 1. Government Policies and Priorities 1.3 National Learning and Curriculum Documents Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). Cengage Learning Australia, pp. 9-10 1. Government Policies and Priorities 1.3 National Learning and Curriculum Documents 1. Government Policies and Priorities 1.4 Quality Assurance 1. Government Policies and Priorities 1.5 Teacher Quality and Professional Standards References - Government Policies and Priorities 2. Changing worlds and childhoods 3. Contemporary Perspectives of Children’s Learning Chapter 1 - Setting the Scene Contemporary Perspectives in Children’s learning 3. Contemporary Perspectives of Children’s Learning 3.1 Cultural-historical theory 3. Contemporary Perspectives of Children’s Learning 3.2 Postmodernism 3. Contemporary Perspectives of Children’s Learning 3.3 Poststructuralism 3. Contemporary Perspectives of Children’s Learning 3.4 Sociology of childhood 3. Contemporary Perspectives of Children’s Learning 3.4 Reconceptualising early childhood 4. What Contemporary Theories Mean in Practice 4. What Contemporary Theories Mean in Practice 4.1 Reflective Practice 4. What Contemporary Theories Mean in Practice 4.2 Cultural Contexts 4. What Contemporary Theories Mean in Practice 4.3 Respect for Diversity 4. What Contemporary Theories Mean in Practice 4.4 Collaborative Partnerships 4. What Contemporary Theories Mean in Practice 4.5 Communities of Practice 4. What Contemporary Theories Mean in Practice 4.6 Citizenship and Democracy 4. What Contemporary Theories Mean in Practice 4.7 Dispositions and the Process of Learning 4. What Contemporary Theories Mean in Practice 4.8 Meaningful Curriculum 4. What Contemporary Theories Mean in Practice 4.9 Intentional teaching 4. What Contemporary Theories Mean in Practice 4.10 Assessment false false false 16.0000