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Curriculum Approaches for the Early Years

EDEC109

Week 2

Philosophy of Early Childhood Curriculum

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

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)

Assessment 1 Due week 6 – 50%

Learning Outcomes 1-3

Essay (2500 words)

Critical analysis of one relevant curriculum approach or model

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.

Introduction

What does it take to develop great EC teachers and leaders in the field?

How can teachers be well supported by school leadership team during time of organisational change?

This week’s lesson pays particular attention to issues such as history and philosophy of EC curriculum, curriculum change as well as societal, economic, ideological and pedagogical factors.

You are encouraged to reflect on your own practices, increase your understanding of teaching, and ways to improve your professional skills.

Chapter 5 Developing Philosophies Overview

The importance of developing a personal/professional and setting philosophy

Processes of philosophy development

Documenting a philosophy

Implementing and evaluating a philosophy through reflective practice

Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 5.

Chapter 5 Developing Philosophies Processes of Philosophy Development

What is a philosophy?

A Process for philosophy development

Step 1 – Discuss what a philosophy is and why it is important

Step 2 – Decide on who should be involved and how

Step 3 – Identify what is important: values and beliefs

Step 4 – Clarify personal philosophy and beliefs

Step 5 – Develop a team philosophy

Step 6 – Document the philosophy

Step 7 – Implement, reflect on and evaluate the philosophy

Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 5.

What is Philosophy?

What are the Branches of Philosophy?

What are the Branches of Philosophy that Affect Education?

What is Philosophical Anthropology

What is Theological Anthropology?

How do you answer the Question “What is Man?”

Developing Philosophies: Our Questions

Developing Philosophies: What is Philosophy?

A critical and constructive task

The quest for a comprehensive picture of reality, in which every element of knowledge and every aspect of experience finds its proper place.

(Halverson, 1976 pp. 12-17)

Philosophy is nothing other than wisdom itself so far as it is accessible to human nature.

(Maritain, 2005, p. ix)

Philosophy is the study of

Reality What is real?

Justification How can we be sure?

Analysis How do we think?

(Cf. Hospers 2013, p. 5)

Halverson, W. H. (1976). A Concise Introduction to Philosophy. Random House.

Hospers, J. (2013). An Introduction to Philosophical Analysis. Routledge.

Maritain, J. (2005). An Introduction to Philosophy. Sheed & Ward.

Developing Philosophies: What are the Branches of Philosophy?

Geographical

African

Eastern

Western

Topical … Here is an incomplete List

Metaphysics: (the study of existence and the nature of reality)

Epistemology (the study of knowledge, and how and what we know)

Ethics (the study of how people should act, and what is good and valuable)

Aesthetics (the study of basic philosophical questions about art and beauty)

Logic (the study of good reasoning, by valid inference and demonstration)

Political Philosophy (the study of how people should interact in a proper society)

Philosophy of Mind (the study of the nature of mind, consciousness, etc)

Philosophy of Religion (the study of the nature of religion, God, evil, prayer, etc)

Philosophy of Language (the study of the nature, origins, and usage of language)

Philosophy of Education (the study of the purpose, process, nature and ideals of education)

Philosophy of History (the study of the eventual significance, if any, of human history)

Philosophy of Science (the study of the assumptions, foundations, and implications of science)

Philosophical Anthropology (the study of the nature of man)

Philosophical and Theological Anthropology a very big topic

Philosophical and theological anthropology is a very big topic and vitally important in all education

Our ideas about what it means to be human guide many of our life decisions.

All who care about human flourishing and learning start with a view of what it means to be human.

These ideas may be held consciously or unconsciously.

Educators must continually develop conscious understanding of what it means to be human.

Different understandings of what it means to be human lie at the core of every philosophy and religion.

Educators in multicultural and multi-faith settings must be religiously literate

Developing Philosophies: What is Philosophical Anthropology?

Philosophical Anthropology

tries to answer the question “what is man” from a purely philosophical point of view.

discipline within philosophy that seeks to unify the several empirical investigations of human nature in an effort to understand individuals as both creatures of their environment and creators of their own values.

Olafson, Frederick A. 2019. ‘PhilosophicalAnthropology’. In Encyclopedia Britannica. https://www.britannica.com/topic/philosophical-anthropology.

Developing Philosophies: What is Theological Anthropology?

Addresses the question “What is Man from a Biblical point of view

Genesis 1:26-27

Then God said,

“Let us make man in our image, after our likeness. And let them have dominion over the fish of the sea and over the birds of the heavens and over the livestock and over all the earth and over every creeping thing that creeps on the earth.”

So God created man in his own image,

in the image of God he created him; male and female he created them

Addresses the question “What is Man from a Biblical point of view

Genesis 1:26-27

Then God said,

So God created man in his own image,

in the image of God he created him; male and female he created them

This image is from a very famous painting by the artist Michelangelo on the ceiling of the Sistine Chapel in Rome. It was completed in 1508 CE.

It is intended to indicate that humankind is created by God in God’s image.

The image of God in mankind is spiritual not physical.

The painting of God as an old bearded man must not be taken literally.

Developing Philosophies: What is Theological Anthropology?

Addresses the question “What is Man from a Biblical point of view

Genesis 1:26-27

Then God said,

So God created man in his own image,

in the image of God he created him; male and female he created them

Developing Philosophies: What is Theological Anthropology?

Addresses the question “What is Man from a Biblical point of view

Psalm 8

O Lord, our Lord, how majestic is your name in all the earth! You have set your glory above the heavens. … When I look at your heavens, the work of your fingers, the moon and the stars, which you have set in place, what is man that you are mindful of him, and the son of man that you care for him? Yet you have made him a little lower than the heavenly beings and crowned him with glory and honour.

You have given him dominion over the works of your hands; you have put all things under his feet, all sheep and oxen, and also the beasts of the field, the birds of the heavens, and the fish of the sea, whatever passes along the paths of the seas. O Lord, our Lord, how majestic is your name in all the earth!

Developing Philosophies: What is Theological Anthropology?

Addresses the question “What is Man from a Biblical point of view

Psalm 8

Developing Philosophies: What is Theological Anthropology?

Theological Anthropology

Education from a Christian perspective must begin with a clear understanding of issues such as

What it means to be human and to be made in the image of God,

What it means to be a 'person’,

What constitutes a human person,

What it means to affirm that humans are free beings, and

What is gender.

Valuable Resources on Theological Anthropology

Anderson, R. S. (2010). On Being Human: Essays in Theological Anthropology. Wipf and Stock Publishers.

Cortez, M. (2010). Theological Anthropology: A Guide for the Perplexed. T. & T. Clark International.

Cortez, M. (2011). Embodied Souls, Ensouled Bodies: An Exercise in Christological Anthropology and Its Significance for the Mind/Body Debate. Bloomsbury Publishing.

Cortez, M. (2016). Christological Anthropology in Historical Perspective: Ancient and Contemporary Approaches to Theological Anthropology. Zondervan.

Cortez, M. (2018). ReSourcing Theological Anthropology: A Constructive Account of Humanity in the Light of Christ. Zondervan.

Cortez, M., & Jensen, M. P. (2017). T&T Clark Reader in Theological Anthropology. Bloomsbury Academic.

Schwartz, H. (2013). The Human Being: A Theological Anthropology. Wm. B. Eerdmans Publishing Company.

Schwarz, H. (2013). The Human Being: A Theological Anthropology. Wm. B. Eerdmans Publishing.

Marc Cortez

Ray Anderson

Hans Schwartz

Michael Jensen

Religious Literacy

Religious literacy entails the ability to discern and analyse the fundamental intersections of religion and social/political/cultural life through multiple lenses. Specifically, a religiously literate person will possess:

a basic understanding of the history, central texts (where applicable), beliefs, practices and contemporary manifestations of several of the world's religious traditions as they arose out of and continue to be shaped by particular social, historical and cultural contexts

the ability to discern and explore the religious dimensions of political, social and cultural expressions across time and place

Harvard Divinity School. (n.d.). What is Religious Literacy? Retrieved 12 March 2019, from https://rlp.hds.harvard.edu/our-approach/what-is-religious-literacy

Christian Essentials In the essentials unity, in the non essentials diversity but in all things, love

Recognised by Aquinas and Luther as

The Lord’s Prayer

The Apostle’s Creed

The Ten Commandments

Aquinas (1225-1274)

Three things are necessary …

The first is taught in the Creed, where knowledge of the articles of faith is given; the second is in the Lord's Prayer; the third is in the Law.

Martin Luther (1483-1546)

The three parts of the catechism

The Lord’s Prayer

Our Father in heaven, hallowed be your name, your kingdom come, your will be done, on earth as in heaven. Give us today our daily bread. Forgive us our sins as we forgive those who sin against us. Lead us not into temptation but deliver us from evil. For the kingdom, the power, and the glory are yours now and for ever. Amen.

The Apostle’s Creed

I believe in God, the Father Almighty, Creator of heaven and earth,

and in Jesus Christ, His only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, died and was buried; He descended into hell; on the third day He rose again from the dead; He ascended into heaven, and is seated at the right hand of God the Father Almighty; from there He will come to judge the living and the dead.

I believe in the Holy Spirit,

the holy catholic (universal) church, the communion of Saints, the forgiveness of sins, the resurrection of the body, and life everlasting.

The Ten Commandments

You shall have no other Gods before me

You shall not make for yourselves an idol

You shall not misuse the name of the LORD your God

Remember the Sabbath day by keeping it holy

Honour your father and your mother

You shall not murder

You shall not commit adultery

You shall not steal

You shall not give false testimony

You shall not covet

Process for Development of Philosophy of Curriculum 1 Discuss what a Philosophy is and Why it is Important

Identify the stakeholders

Identify foundational and local beliefs, assumptions and values

Consider ACECQA guidelines – Quality Area 7

See sample Philosophy Statement at Cormilla, L. (2012). How To Develop and Update Policies Successfully (without the stress). Child Australia, p. 11. https://www.ecrh.edu.au/docs/default-source/resources/ipsp/how-to-develop-and-update-policies-successfully-(without-the-stress).pdf?sfvrsn=6

Arthur, Leonie, Bronwyn Beecher, and Elizabeth Death. 2017. Programming and Planning in Early Childhood Settings. Seventh edition. North Ryde: Cengage Learning Australia, pp. 170-172.

Process for Development of Philosophy of Curriculum 2 Decide on who should be involved and how

Consider

Families

Educators and other staff

Children

Communities

Management bodies

Government organisations

Cormilla, L. (2012). How To Develop and Update Policies Successfully (without the stress). Child Australia, pp. 12-14. https://www.ecrh.edu.au/docs/default-source/resources/ipsp/how-to-develop-and-update-policies-successfully-(without-the-stress).pdf?sfvrsn=6

Arthur, Leonie, Bronwyn Beecher, and Elizabeth Death. 2017. Programming and Planning in Early Childhood Settings. Seventh edition. North Ryde: Cengage Learning Australia, pp. 172-177.

Process for Development of Philosophy of Curriculum 3 Identify what is important: Values and beliefs

Theoretical perspectives

Educational Philosophies

Foundational worldview

Arthur, Leonie, Bronwyn Beecher, and Elizabeth Death. 2017. Programming and Planning in Early Childhood Settings. Seventh edition. North Ryde: Cengage Learning Australia, pp. 177-179.

Process for Development of Philosophy of Curriculum 4 Clarify personal philosophy and beliefs

This requires careful deep research and reflection …

What is the purpose of the childcare setting or school?

How do you, the families you serve, and community you are in view young children?

What is the child’s role in their development and learning?

What role should the families play?

What do you believe about how young children learn?

How do you view your role as an Educator?

How will your views influence your teaching?

What kind of environment do you hope to create?

How does the environment of learning relate to your basic beliefs about young children and learning?

What do you hope young children will become?

What do you want them to achieve, accomplish, learn, feel, etc.?

What kind of assessment will you use to be sure that children have met objectives?

Looking back at the history of early childhood education, who or what approaches have the greatest impression on you, and why?

Arthur, Leonie, Bronwyn Beecher, and Elizabeth Death. 2017. Programming and Planning in Early Childhood Settings. Seventh edition. North Ryde: Cengage Learning Australia, pp. 180-185.

Lorina. 2018. ‘Writing A Personal Philosophy For Childcare’. Aussie Childcare Network. 2018. https://aussiechildcarenetwork.com.au/articles/childcare-articles/writing-a-personal-philosophy-for-childcare.

Values Clarification Exercise

Harvey, Richard. 2018. Values Clarification by Richard Harvey, PhD. https://www.youtube.com/watch?v=0l7gQeEi8l8.

Process for Development of Philosophy of Curriculum 5 Develop a team Philosophy

Collaborate with stakeholders

Network with other services

Consider key documents

Philosophy. Vision and mission of the Governing Body

EYLF

National Quality Standards

UN Rights of the Child

Early Childhood Australia Code of Ethics

Arthur, Leonie, Bronwyn Beecher, and Elizabeth Death. 2017. Programming and Planning in Early Childhood Settings. Seventh edition. North Ryde: Cengage Learning Australia, p. 185.

Rowell, P. (2007). Developing a Service Philosophy. Newsletter of the National Childcare Accreditation Council, 23, 10–12.

Process for Development of Philosophy of Curriculum 6 Document a Philosophy

Reflect the beliefs and values of all stakeholders

Develop and design a succinct statement that can be used to

Provide information to

Current and prospective parents,

The broader community

Recruit staff

Market the early childhood service

Provide a focus for accountability

Give direction for planning

Guide program evaluation

Arthur, Leonie, Bronwyn Beecher, and Elizabeth Death. 2017. Programming and Planning in Early Childhood Settings. Seventh edition. North Ryde: Cengage Learning Australia, pp. 185-188.

Process for Development of Philosophy of Curriculum 7 Implement, reflect on, and evaluate the philosophy

Arthur, Leonie, Bronwyn Beecher, and Elizabeth Death. 2017. Programming and Planning in Early Childhood Settings. Seventh edition. North Ryde: Cengage Learning Australia, pp. 188-191.