Early Childhood Education
Dipeshb
EDEC109Week3and4CurriculumModelsandApproaches.pptx
Curriculum Approaches for the Early Years
EDEC109
Weeks 3 and 4
Curriculum Models and Approaches for Early Childhood Programs
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
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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
This week, we turn our attention to curriculum models and approaches for EC programmes.
We'll look at various curriculum models and their critical features, and
advantages and disadvantages of each model and approach.
Throughout, we'll also examine the key curriculum challenges facing EC programmes and settings.
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Chapter 7 Curriculum Approaches and Pedagogies Overview
Some concepts of Curriculum, Curriculum Approaches and Pedagogies
Processes for Selecting Curriculum Approaches to Support the Philosophy
Matching Pedagogies to Selected Approaches
Translating Philosophy into Practice
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 7
Chapter 7 Curriculum Approaches and Pedagogies 7.1 Clarifying Curriculum, Curriculum Approaches and Pedagogies
Defining Curriculum
Curriculum constitutes everything that happens across the day in the educational setting (p.230).
Curriculum approaches
Stances toward curriculum that reflect the partners’ beliefs about
how children learn, and
How families, communities and educators support children’s learning, as well as
What is important for children now and in the future.
Pedagogies
All the actions and processes that educators use to translate their philosophy and selected curriculum approaches into practice (p.231).
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, p. 230-231.
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Selecting and Reviewing Curriculum Approaches and Pedagogies
Developmental perspectives
Behaviourist perspectives
Cultural-historical perspectives
Poststructural, postmodern and critical theoretical perspectives
Teleological perspectives
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, p. 231-232.
Chapter 7 Curriculum Approaches and Pedagogies
7.1 Clarifying Curriculum, Curriculum Approaches and Pedagogies
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Perspectives, Approaches, Pedagogies and Environment
Theoretical perspectives
Theoretical perspectives
Attachment
Behaviourist
Biblical Christian
Cognitive Development
Critical Realism
Critical Theory
Postmodern
Poststructural
Psychosexual
Psychosocial
Sociocultural
Pedagogical Choices
Curriculum approach
Delivered curriculum
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, p. 232-270.
Cherry, K. (2020). Child Development Theories and Examples. Verywell Mind. https://www.verywellmind.com/child-development-theories-2795068
Curriculum approach
Adult Centred – Adult Led – Guided Learning – Child Led
Segregated – Thematic – Integrated
Individual Developmental – Community of Learners
Predetermined – Emergent
Transmission – Constructivist
Old basics – New basics
Exclusive – Inclusive
Monocultural and monolingual – Multicultural multilingual
Conforming – Reforming – Transforming
Single intelligence – Multiple intelligences
Disconnections – Connections
Pedagogical choices
Projects or Themes
Rich Tasks
Webbing
Productive Pedagogies
Psychosocial
Sociocultural
Postmodern
Poststructural
Critical theory
Learning environment
Learning environment
Space
Resources
Grouping children
Timetables/daily routines
Theoretical Perspectives #1 Attachment
Following the work of John Bowlby, research shows that attachment in early relationships with caregivers
plays a major role in child development, and
influences social relationships throughout life
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Basic Attachment Theory References
Cherry, K. (2019). How Attachment Theory Works. Verywell Mind. https://www.verywellmind.com/what-is-attachment-theory-2795337
Cherry, K. (2020). Child Development Theories and Examples. Verywell Mind. https://www.verywellmind.com/child-development-theories-2795068
Ackerman, C. (2018, April 27). What is Attachment Theory? Bowlby’s 4 Stages Explained. https://positivepsychologyprogram.com/attachment-theory/
Colmer, K., Rutherford, L., & Murphy, P. (2011). Attachment Theory and Primary Caregiving. Australasian Journal of Early Childhood, 36(4), 16–20. https://doi.org/10.1177/183693911103600403
LifespanLearning LA. (2009). John Bowlby Attachment and Loss. https://www.youtube.com/watch?v=VAAmSqv2GV8
Sprouts. (2018). The Attachment Theory—How Your Childhood Affects Your Relationships. https://www.youtube.com/watch?v=WjOowWxOXCg
Theoretical perspectives #2 Behaviourism
Behaviourism is based on the idea that learning is the production of specific behaviour in response to specific stimuli.
Ivan Pavlov
B. F. Skinner
John B. Watson
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Behaviourism References
McLeod, S. (2018). B.F. Skinner: Operant Conditioning. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html
Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22, 114–128. https://doi.org/10.1016/j.edurev.2017.08.001
National Childhood Network Ireland. (n.d.). Child Development Theories—Behaviourism and Social learning Theories—National Childhood Network. Retrieved 17 March 2019, from https://www.ncn.ie/index.php/2-ncn/92-child-development-theories-behaviourism-and-social-learning-theories
Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86–97
UNISA. (n.d.). How students learn: Behaviourism [University of South Australia]. Teaching and Learning in Health Sciences. Retrieved 26 March 2020, from https://lo.unisa.edu.au/mod/book/view.php?id=610988&chapterid=120208
Theoretical Perspectives #3 these are often overlapping
The purpose of Christian education is the directing of the process of human development toward God’s objective for man: godliness of character and action. It bends its efforts to the end “that the man of God may be perfect, thoroughly furnished unto all good works” (2 Tim. 3:17). (Horton, loc. 123)
Christian education is an invitation to see and understand the world through the perspective of God’s truth.
In this approach to education, the Biblical story and its principles become the lens through which learning occurs.
This approach focusses the learner on ultimate truth seen as a biblical vision for life in which
the world is created and sustained by God;
God has acted in history to deal with the distortions of creation caused by human rebellion; and
history is advancing towards a new creation in which all things are reconciled to God through Jesus, and
Jesus is both the climax of the biblical story and the focal point of the lens.
Christian Education References
Christian Education National. (n.d.). What is Christian education? Retrieved 13 August 2020, from https://www.cen.edu.au/index.php/shortcode/what-is-christian-education
Estep, J. R. (2008). Biblical Principles for a Theology of Christian Education. In J. R. Estep, M. J. Anthony, & G. R. Allison (Eds.), A Theology for Christian Education (pp. 44–72). B&H Publishing Group.
Green, E. (2013). A Distinctively Christian Pedagogy. In A. B. Morris (Ed.), Re-imagining Christian Education for the 21st Century (pp. 300–315). Matthew James Publishing Ltd.
Horton, R. A. (2017). Handbook of Christian Education (Kindle edition). JourneyForth.
Pazmiño, R. W. (2008). Foundational Issues in Christian Education: An Introduction in Evangelical Perspective. Baker Academic.
Pazmiño, R. W. (2016). God Our Teacher: Theological Basics in Christian Education. Wipf and Stock Publishers.
Pietsch, J. (2018). Character Reborn: A Philosophy of Christian Education. Acorn Press.
Theoretical Perspectives #4 Cognitive Development
In 1936 Jean Piaget proposed his theory of cognitive development.
He explained in which he explained how children construct mental models of the world.
He argued that cognitive development is a process which occurs in stages due to biological maturation and interaction with the environment.
Cognitive Development References
Cherry, K. (2020). Child Development Theories and Examples. Verywell Mind. https://www.verywellmind.com/child-development-theories-2795068
Galotti, K. M. (2015). Cognitive Development: Infancy Through Adolescence. SAGE Publications
Huitt, W., &. Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. http://www.edpsycinteractive.org/topics/cognition/piaget.html
McLeod, S. (2018). Jean Piaget’s Theory and Stages of Cognitive Development. Simply Psychology. https://www.simplypsychology.org/piaget.html
Piaget, J. (1997). Development and Learning. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children (pp. 21–28). W. H. Freeman and Company.
Piaget, J. (1999). The Stages in the Intellectual Development of the Child. In A. Slater & D. Muir (Eds.), The Blackwell Reader in Developmental Psychology (pp. 35–42). Blackwell Publishing Ltd.
Piaget, J., & Inhelder, B. (1969). The Psychology Of The Child. Basic Books Inc.
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Theoretical Perspectives #5 Critical Realism
Critical realism distinguishes between the real world and the observable world’.
It stands in opposition to various forms of 'postmodernism’.
It argues that universal realities and truths do exist but that human beings are limited in their ability to understand it.
It is a way of thinking that is characterised by
Ontological realism: this asserts that reality exists and operates independently of our awareness or knowledge of it;
Epistemic Relativity: this recognises that knowledge about that reality is always historically, socially, and culturally situated;
Judgemental Rationality: this acknowledges that we are both able and required to adjudicate between competing ideas on the basis of objective reasons for affirming one model over another.
Claire Decoteau
Margaret Archer
Christian Smith
Roy Bhaskar
Philip Gorski
Critical Realism References
Alderson, P. (2016). International human rights, citizenship education, and critical realism. London Review of Education, 14(3), 1–12. https://doi.org/10.18546/LRE.14.3.01
Archer, M., Decoteau, C., Gorski, P., Little, D., Porpora, D., Rutzou, T., Smith, C., Steinmetz, G., & Vandenberghe, F. (2016, December 23). What is Critical Realism? Perspectives: Theory Section of the American Sociology Association Newsletter. http://www.asatheory.org/2/post/2016/12/what-is-critical-realism.html
Corson, D. (1991). Bhaskar’s Critical Realism and Educational Knowledge. British Journal of Sociology of Education, 12(2), 223–241. JSTOR.
Easton, G. (2010). Critical realism in case study research. Industrial Marketing Management, 39(1), 118–128. https://doi.org/10.1016/j.indmarman.2008.06.004
Khazem, D. (2018). Critical realist approaches to global learning: A focus on education for sustainability. International Journal of Development Education and Global Learning. https://doi.org/10.18546/IJDEGL.10.2.02
Smith, C. (2020, May 18). Parents, the REAL Pastors. Yale Youth Ministry Institute. https://www.youtube.com/watch?v=i9TPqSf5ab0
Theoretical Perspectives #6 Critical Theory
Critical theory is a social theory oriented toward critiquing and changing society as a whole.
It differs from traditional theory, which focuses only on understanding or explaining society. Critical theories aim to dig beneath the surface of social life and uncover the assumptions that keep human beings from a full and true understanding of how the world works.
Critical theory emerged out of the Marxist tradition and was developed by a group of sociologists at the University of Frankfurt in Germany who referred to themselves as The Frankfurt School.
Karl Marx
Theodor Adorno
Max Horkheimer
Jurgen Habermas
Critical theory references
Bohman, J. (2019). Critical Theory. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Winter 2019). Metaphysics Research Lab, Stanford University. https://plato.stanford.edu/archives/win2019/entries/critical-theory/
Cole, N. L. (2019). The Who, What and Why of the Frankfurt School. ThoughtCo. https://www.thoughtco.com/frankfurt-school-3026079
Corradetti, C. (n.d.). Frankfurt School and Critical Theory. Internet Encyclopedia of Philosophy. Retrieved 13 August 2020, from https://iep.utm.edu/frankfur/
Fleming, T. (2012). Habermas, Critical Theory and Education. Pedagogika krytyczna dzis: Pytania o teorie i praktyke (Critical theory today: Questions about theory and practice), Pedagogical Institute, University of Gdansk, Poland,.
Young, R. E. (1989). A Critical Theory of Education: Habermas and Our Children’s Future. Harvester Wheatsheaf.
Theoretical Perspectives #7 Postmodernism
Postmodernism may be defined as a critical posture that rejects what it sees as “grand narratives”, absolute truth and ideologies.
It often focuses on how ideologies maintain political or economic power.
Postmodernists typically consider all claims to knowledge and value systems to be socially-constructed and describe them as the result of politics, historical perceptions, cultural discourses or systems of power.
Postmodernism opposes the idea that there is objective reality, morality, truth, human nature, reason, science, language, and social progress.
Post modern thought is typically highly personal (self-conscious), subjective (self-referential), epistemologically and morally relativistic, pluralistic, and irreverent.
Derrida
Bourdieu
Lyotard
Foucault
ostmodernism
Postmodernism References
Aylesworth, G. (2015). Postmodernism. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Spring 2015). Metaphysics Research Lab, Stanford University. https://plato.stanford.edu/archives/spr2015/entries/postmodernism/
Biesta, G. (1995). Postmodernism and the repoliticization of education. Interchange, 26(2), 161–183. https://doi.org/10.1007/BF01435145
Jensen, M. P. (2015). A Journey into the Postmodern Wasteland. Quadrant Magazine, 59(9), 76–79.
Long, F. (2012). Educating the Postmodern Child: The Struggle for Learning in a World of Virtual Realities. Bloomsbury Academic.
Ryan, S., & Grieshaber, S. (2005). Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education. Journal of Teacher Education, 56(1), 34–45. https://doi.org/10.1177/0022487104272057
Sumsion, J. (2005). Putting Postmodern Theories into Practice in Early Childhood Teacher Education. In S. Ryan & S. Grieshaber (Eds.), Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Vol. 14, pp. 193–216). Emerald Group Publishing Limited. https://doi.org/10.1016/S0270-4021(05)14009-9
Usher, R., & Edwards, R. (1994). Postmodernism and Education. Routledge.
Theoretical Perspectives #8 Post-structuralism
Poststructuralism, argues that language is not a transparent medium that connects one directly with “truth” or “reality” outside it.
Language is a structure or code that derives its meaning from its contrast with others.
It is not based on a connection with an outside world.
Writers associated with the movement include Roland Barthes, Jacques Lacan, Julia Kristeva, and Michel Foucault.
Kristeva
Foucault
Lacan
Barthes
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Post-structural References
Crick, N. A. (2016, October 26). Post-Structuralism. Oxford Research Encyclopedia of Communication. https://doi.org/10.1093/acrefore/9780190228613.013.49
Harcourt, B. E. (2007). An Answer to the Question: ‘What is Poststructuralism?’ SSRN Electronic Journal. https://doi.org/10.2139/ssrn.970348
Hurst, A. (2017). Post-Structuralism. Oxford Bibliographies Online. https://www.oxfordbibliographies.com/view/document/obo-9780190221911/obo-9780190221911-0008.xml
Luebering, J. E. (2009). Poststructuralism: Definition, Features, Writers, and Facts. Encyclopedia Britannica. Retrieved 14 August 2020, from https://www.britannica.com/art/poststruc
Nolan, A., & Raban-Bisby, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions, Chapter 6. http://www.earlychildhoodaustralia.org.au/shop/wp-content/uploads/2015/06/SUND606_sample.pdf
Theoretical Perspectives #9 Psychosexual
Freud’s psychosexual theory proposes that child development occurs in stages related to pleasure areas of the body.
He proposed that children often encounter conflicts in this that influence the course of development.
Freud proposed that
libido (pleasure-related desire) focused progressively on different pleasure centres on the body (he called these “erogenous zones”), and
failure to progress can result in a developmental fixation which he believed might influence adult behaviour.
Psychosexual References
Cherry, K. (2019). What Are Freud’s Stages of Psychosexual Development? Verywell Mind. Retrieved 14 August 2020, from https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962
Cherry, K. (2020). Child Development Theories and Examples. Verywell Mind. https://www.verywellmind.com/child-development-theories-2795068
Kelland, M. D. (2019, February 18). Psychosexual Stages of Development. Social Science LibreTexts. https://socialsci.libretexts.org/Bookshelves/Psychology/Book%3A_Personality_Theory_in_a_Cultural_Context_(Kelland)/03%3A_Sigmund_Freud/3.05%3A_Psychosexual_Stages_of_Development
Lumen. (n.d.). Psychosexual and Psychosocial Theories of Development | Introduction to Psychology. Introduction to Psychology. Retrieved 14 August 2020, from https://courses.lumenlearning.com/wmopen-psychology/chapter/lifespan-theories-psychosexual-and-psychosocial-theories/
McLeod, S. (2019). Psychosexual Stages. Simply Psychology. https://www.simplypsychology.org/psychosexual.html
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Theoretical perspectives #10 Psychosocial
Erikson proposed and eight-stage theory of human development from infancy to old age.
In his declining years, he proposed a ninth stage.
Erikson proposed that people are progressively faced with developmental conflicts influence further growth.
In this approach children and adults face at each stage a “developmental crisis” that is a major turning point.
Psychosocial References
Cherry, K. (2020). Child Development Theories and Examples. Verywell Mind. https://www.verywellmind.com/child-development-theories-2795068
Cherry, K. (2020). Understanding Erikson’s Stages of Psychosocial Development. Verywell Mind. https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740
Lumen. (n.d.). Psychosexual and Psychosocial Theories of Development | Introduction to Psychology. Introducation to Psychology. Retrieved 14 August 2020, from https://courses.lumenlearning.com/wmopen-psychology/chapter/lifespan-theories-psychosexual-and-psychosocial-theories/
Lewis, R. (2020, April 28). Erikson Stages of Psychosocial Development in Plain Language. Healthline. https://www.healthline.com/health/parenting/erikson-stages
McLeod, S. (2018). Erik Erikson: Psychosocial Stages. Simply Psychology. https://www.simplypsychology.org/Erik-Erikson.html
Overstreet, L. (n.d.). Psychosocial Development. OER Services: Lifespan Development. Retrieved 14 August 2020, from https://courses.lumenlearning.com/suny-lifespandevelopment2/chapter/psychosocial-development-in-early-childhood/
UNICEF. (2003). UNICEF - Early Childhood—Psychosocial care and early learning—A new direction. UNICEF. https://www.unicef.org/earlychildhood/index_newdirection.html
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Theoretical Perspectives #11 Sociocultural
Bandura’s social learning theory suggest that development is a result of observing real people or fictional characters in books and films
Vygotsky’s sociocultural theory argues that
higher-order functions develop because if the involvement of parents, caregivers, peers and the culture at large
learning is essentially social and an understanding of the world comes through interacting with others.
Bandura
Vygotsky
Sociocultural References
Drew, C. (2020). Sociocultural Theory of Learning in the Classroom. Helpful Professor. https://helpfulprofessor.com/sociocultural-theory-education/
Edwards, Susan. 2009. Early Childhood Education and Care: A Sociocultural Approach. Pademelon Press.
Lev Vygotsky Biography—Life of Russian Psychologist. (2014, January 16). Totally History. http://totallyhistory.com/lev-vygotsky/
Nolan, A., & Raban-Bisby, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions, Chapters 3 & 4.
Curriculum Approaches
Adult Centred – Adult Led – Guided Learning – Child Led
Segregated – Thematic – Integrated
Individual Developmental – Community of Learners
Predetermined – Emergent
Transmission – Constructivist
Old basics – New basics
Exclusive – Inclusive
Monocultural and monolingual – Multicultural multilingual
Conforming – Reforming – Transforming
Single intelligence – Multiple intelligences
Disconnections – Connections
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 232-351
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Curriculum Approaches #1 Adult Centred – Adult Led – Guided Learning – Child Led
“Children achieve best when educators use a balance of child-directed play, guided play and adult-guided curriculum.” (Arthur et al. p. 234)
Adult-centred
Educators decide what and how children will learn
Focus on getting the content across and covering the curriculum
Adult-led
Adult takes leadership role as authoritative and “experienced other”.
Guided learning
Adult take facilitative role as authoritative and “experienced other”
Child led
Adult acts as as authoritative and experienced other but follows initiative taken by children.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 233-234.
Cooper, B. (2016, February 5). Student-Led Learning vs Teacher-Led Learning. SimpleK12.Com. https://www.simplek12.com/learning-theories-strategies/student-led-learning-teacher-led/
Group Seven Site. (2015, November 26). Child-Initiated vs Adult-Led Teaching and Learning in Reception. Group Seven Site. https://groupsevensite.wordpress.com/child-initiated-vs-adult-led-teaching-and-learning-in-reception/
Kimberley. (n.d.). Why is child initiated play important? Early Years Careers. Retrieved 14 August 2020, from https://www.earlyyearscareers.com/eyc/learning-and-development/child-initiated-play-important/
Twinkl. (n.d.). What is Adult-led play? Twinkl Teaching Wiki. Retrieved 14 August 2020, from https://www.twinkl.com.au/teaching-wiki/adult-led-play
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Curriculum Approaches #2 Segregated – Thematic – Integrated
Integrated
When educators combine two or more areas of the curriculum.
Recommended as enabling children to explore the big ideas of a changing world.
Thematic
Reflects an educator’s intended focus for or organiser of children’s earning.
Effective thematic approaches are also integrative.
Segregated
Divides the curriculum into specific sets of knowledge and skills.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 234-237.
Sandie Wong. (2016, November 4). An integrated approach to early childhood education. Openforum. https://www.openforum.com.au/integrated-approach-early-childhood-education
Saracho, O. N. (2013). An Integrated Play-based Curriculum for Young Children. Routledge
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Curriculum Approaches #3 Individual Developmental – Community of Learners
Individual Development
Emphasises learning without reference to peers or family and community contexts.
Community of Learners
Reflects the contexts of families, peers and communities.
Requires a cultural-historical (sociocultural) approach which engages with the social and cultural contexts.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 237-238.
Bredekamp, S., & Copple, C. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. National Association for the Education of Young Children.
Cagliari, P., Castagnetti, M., Giudici, C., Rinaldi, C., Vecchi, V., & Moss, P. (Eds.). (2016). Loris Malaguzzi and the Schools of Reggio Emilia: A selection of his writings and speeches, 1945-1993. Routledge.
Pound, L. (2020). Early Years Pioneers—Loris Malaguzzi. Nursery World. https://www.nurseryworld.co.uk/features/article/early-years-pioneers-loris-malaguzzi
Reggio Children. (2020). Loris Malaguzzi. Reggio Emilia Approach. https://www.reggiochildren.it/en/reggio-emilia-approach/loris-malaguzzi/
Smidt, S. (2012). Introducing Malaguzzi: Exploring the life and work of Reggio Emilia’s founding father. Routledge.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Rogoff, B., Matusov, E., & White, C. (1996). Models of Teaching and Learning: Participation in a Community of Learners. In D. R. Olsen & N. Torrance (Eds.), Handbook of Education and Human Devcloplnent (pp. 388–414). Blackwell.
Reggio Emilia, Italy
Reggio Emilia Classroom
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Curriculum Approaches #4 Predetermined – Emergent
Emergent
Focuses on children’s learning with documentation at end of day.
Draws on children’s interests and collaboration between children, educators and families
Predetermined
Non-negotiable approach to curriculum.
Does not account for children’s strengths, experiences and interests.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 238-239.
Livingstone, A. (2016, September 7). Emergent Curriculum… doesn’t mean no need to plan. We Hear You: ACECQA. https://wehearyou.acecqa.gov.au/2016/09/07/emergent-curriculum-doesnt-mean-no-need-to-plan/
Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments. National Association for the Education of Young Children. https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum
Emergent Curriculum—An individualised approach to early learning—CareforKids.com.au. (2019). Care for Kids. https://www.careforkids.com.au/child-care-articles/article/328/emergent-curriculum-an-individualised-approach-to-early-learning
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Curriculum Approaches #5 Transmission – Constructivist
Constructivist
Play-based, open-ended and integrative.
Draws on how children learn across emotional, social, physical and cognitive areas.
Emphasises hands-on participation.
Predetermined
Focus on delivering curriculum in didactic ways.
Related to direct instruction
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 240-243
Constructivism – a learning process. (n.d.). The Teachers Toolbox. Retrieved 5 April 2020, from
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 4(2), 75–86. https://www.teacherstoolbox.co.uk/constructivism-a-learning-process-the-teachers-toolbox/
NIFDI. (2015). Basic Philosophy of Direct Instruction (DI). https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27
Mills, J. (2007). Constructivism in Early Childhood Education. Perspectives in Learning: A Journal Of the College OfEducation, 8(2), 8.
The Pros and Cons of Constructivist Learning Theory. (2010, July 6). Bright Hub Education. https://www.brighthubeducation.com/teaching-methods-tips/76645-pros-and-cons-of-constructivist-learning-theory/
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Curriculum Approaches #6 Old Basics – New Basics
Old Basics
Developmentally based.
Focuses on “3 Rs” (Reading, writing and arithmetic)
New Basics
Focus complexity of life and sociological and technological changes
Rethinking of curriculum based on Vygotsky, Dewey and Freire
Adds critical and creative thinking, personal and social capability, ethical behaviour, and intercultural understanding.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 243-245.
Heagney, M. (2018, July 2). Education special feature: The ‘new basics’ of education. Domain. https://www.domain.com.au/domain-review/education-special-feature-the-new-basics-of-education-671937/
NSW Government. (2020, June 23). Biggest education shake up in 30 years | NSW Government. NSW Government. https://www.nsw.gov.au/media-releases/biggest-education-shake-up-30-years
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Curriculum Approaches #7 Exclusive – Inclusive
Several issues relating to this approach are highly contested.
Exclusive/Segregated
A better fit for some children and families with respect to religion, culture, ability and/or special needs
Inclusive/Integrated
Recognises diversity in cultures, religions, abilities, languages, ethnicities, learning styles, socioeconomic advantage, social classes, genders, beliefs about sexuality, and approaches to the family.
Reflects diversity,
Promotes how to live with diversity
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 245-246
ACSI. (2018, December 2). Religious Freedom at Risk. Christian Schools Australia. https://csa.edu.au/religious-freedom-at-risk/
Brennan, F. (n.d.). Religious freedom in schools. Eureka Street. Retrieved 16 August 2020, from https://www.eurekastreet.com.au/article/religious-freedom-in-schools
Duczeminski. (n.d.). Difference Between Inclusive Education & Differentiated Instruction | Synonym. Retrieved 16 August 2020, from https://classroom.synonym.com/difference-between-inclusive-education-differentiated-instruction-5007.html
Fowler, M. (2019, April 15). ALRC Referral on Legal Freedoms of Religious Schools (and others). Law and Religion Australia. https://lawandreligionaustralia.blog/2019/04/15/alrc-referral-on-legal-freedoms-of-religious-schools-and-others/
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Curriculum Approaches #8 Monocultural Monolingual – Multicultural Multilingual
Monocultural Monolingual
Curriculum based on single language and culture.
Multicultural Multilingual
Integrates the diverse cultures and languages of children and families into the program
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 246—247
Culture and diversity. (n.d.). Retrieved 16 August 2020, from https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/culture-and-diversity.html
Multicultural education programs and resources. (n.d.). Retrieved 16 August 2020, from https://www.education.vic.gov.au:443/school/teachers/teachingresources/multicultural/Pages/multidepth.aspx
Multicultural Education/Curriculum—Definition, Description, Common problems. (n.d.). Retrieved 16 August 2020, from http://www.healthofchildren.com/M/Multicultural-Education-Curriculum.html
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Curriculum Approaches #9 Conforming – Reforming – Transforming
Conforming
Reinforcing the status quo by focusing on skills needed for national economic, social and political goals.
Reforming
Reforming the individual from a dependent developing child to an autonomous adult and free thinker.
Transforming
Aims at fundamentally changing existing curriculum practices to achieve greater equity and social justice for children.
Engages children in the critique of the dominant discourses.
Many ideologies and religions have differing views of the nature and goals of the transformation to which they aspire.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 247-248.
Edlin, R. J., Ireland, J., & National Institute for Christian Education. (2006). Engaging the culture: Christians at work in education / edited by Richard Edlin & Jill Ireland. National Institute for Christian Education.
Loder, J. E. (1981). Transformation in Christian Education. Religious Education; New Haven, Conn., Etc., 76(2), 204–221.
Pazmiño, R. W. (2010). Christian Education is More Than Formation. Christian Education Journal; Glen Ellyn, 7(2), 356–365. http://dx.doi.org.ezproxy.sl.nsw.gov.au/10.1177/073989131000700208
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Curriculum Approaches #10 Single Intelligence – Multiple Intelligences
Single Intelligence
Restricted traditional concepts of intelligence – mainly logico-mathematical.
Multiple Intelligences
Children learn in different ways.
Intelligence manifests differently across individuals and cultures.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 248-251.
8 Intelligences—Theory of Multiple Intelligences Explained—Dr. Howard Gardner. (2016). Practical Psychology. https://www.youtube.com/watch?v=s2EdujrM0vA
Gardner, H. (n.d.-a). Howard Gardner. Howard Gardner. Retrieved 30 October 2017, from https://howardgardner.com/
Gardner, H. (n.d.-b). Multiple Intelligences. Howard Gardner. Retrieved 30 October 2017, from https://howardgardner.com/multiple-intelligences/
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. (10th anniversary edition). Basic Books.
Gardner, H. (2009). Howard Gardner of The Multiple Intelligence Theory. Edutopia. https://www.youtube.com/watch?v=l2QtSbP4FRg
Smith, M. K. (2008). Howard Gardner, multiple intelligences and education. Infed.Org. http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
Curriculum Approaches #11 Disconnections – Connections
Connection
Children and families connect with a specific place in the environment.
Also called Nature School or Bush School.
Disconnection
Children exposed mainly to the built environment and manufactured resources..
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, p. 251.
Harper, N. J. (2017). Outdoor risky play and healthy child development in the shadow of the “risk society”: A forest and nature school perspective. Child & Youth Services, 38(4), 318–334. https://doi.org/10.1080/0145935X.2017.1412825
Lever, C. (n.d.). Would you send your child to ‘bush school’? Retrieved 16 August 2020, from https://www.kidspot.com.au/school/primary/real-life/would-you-send-your-child-to-bush-school/news-story/4df28be6a219f441ab39e6f7dc68dcca
Siossian, E. (2019a, February 1). ‘Remarkable little school’ pioneering outdoor education in Australia. https://www.abc.net.au/news/2019-02-02/the-nature-school-primary-pioneers-outdoor-bush-education/10697332
Siossian, E. (2019b, April 6). Bush schools removing ‘anxiety of being in the classroom’, teachers say. https://www.abc.net.au/news/2019-04-07/how-bush-schools-are-increasing-in-popularity-in-australia/10962604
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Chapter 7 Curriculum Approaches and Pedagogies Matching Pedagogies to Selected Approaches
Exchanging information with families or telling families
Interactions with or teaching children
Documentation and Assessment for Children’s Learning
Learning Experiences
Projects, units of work and themes
Rich tasks
Webbing
Productive pedagogies
Learning Environments
Space
Resources
Grouping Children
Timetables/Daily Routines
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 252-262
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Learning Experiences #1 Projects, units of work and themes
Projects
Can extend childrens’ interests over days, weeks or months
Can develop from
the diverse interests of children
information gained from families
building on what children already know
Themes
Support adult-centred approaches
Focus on ideas and content of the theme
Units of Work
Preplanned by educators
Integrated units enable integration of disciplines
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 256-258
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Learning Experiences #2 Rich tasks
Integrated, sequential, open-ended and complex
Reflecting own world
Free thinking about concepts, ideas and issues
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 256-258
Moulds, P. (2003). Rich Tasks—Educational Leadership. Educarional Leadership, 61(4). https://imoberg.com/files/Rich_Tasks_Moulds_P._.pdf
Learning Experiences #3 Webbing
A curriculum web is a tentative diagram much like a brainstorm
Can be used to plan and record rich tasks, projects and units of work
The web can be added to on a daily basis
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 259-260
Learning Experiences #4 Productive Pedagogies
Learners engage in problem solving and social action
Reflect family and community contexts
Four themes
Intellectual quality
Connectedness
Supportive classroom environment
Recognition of difference
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 260-261.
Drew, C. (2020). The 4 Productive Pedagogies, Explained! Helpful Professor. https://helpfulprofessor.com/productive-pedagogies
Queensland, Department of Education, & Teaching and Learning Branch. (2002). A guide to productive pedagogies: Classroom reflection manual. Education Queensland. https://instituteforeducation.gov.mt/en/Documents/Mr%20Sean%20Zammit/Productive%20Pedagogies%20Classroom%20reflection%20Manual.pdf
Learning Environments #1 Space
Different environments produce different behaviours and responses.
The arrangement of learning space affects the interactions between children
Flexible learning environments provide opportunities for better collaboration
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, p. 262.
McCormilla, L. (2012). Create the Perfect Play Space: Learning Environments for Young Children. Child Australia. https://www.ecrh.edu.au/docs/default-source/resources/ipsp/Create-the-perfect-play-space-learning-environments-for-young-children.pdf?sfvrsn=12
NSW Department of Education. (2019). Learning space toolkit. https://education.nsw.gov.au/teaching-and-learning/school-learning-environments-and-change/learning-space/learning-space-toolkit.html
NSW Department of Education. (2020). Learning space. https://education.nsw.gov.au/teaching-and-learning/school-learning-environments-and-change/learning-space.html
WA Department of Education. (n.d.). Set up a learning environment—Department of Education. Retrieved 17 August 2020, from https://www.education.wa.edu.au/learning-at-home/learning-environment
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Learning Environments #2 Resources
Resources should reflect the curriculum
Open-ended resources support student directed learning
Sand, water leaves,
Authentic artefacts
Paints and clay
Computers
Recyclable materials
Maps
Clothing
Plastic jugs
Hosing
Etc
Commercial texts may be inflexible if used exclusively
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 262-263.
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Learning Environments #2 Grouping Children
Grouping reflects
Pedagogies
Community of learners
Curriculum approach adopted
Object of learning
Range of abilities
Small groups
Allow collaboration
Scaffolding one-another’s learning
Range of grouping
Enables diverse interaction
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 262-263.
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Learning Environments #3 Timetables/Daily Routines
Structure of the day depends on the approach to curriculum
Adult-centred, fixed and segregated approaches encourage use of small periods
Emergent, integrated, new basics, guided learning and child/learner-led promote longer blocks of time.
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, p. 265.
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Chapter 7 Curriculum Approaches and Pedagogies Strengthening Philosophy into Practice
Arthur et al. (2017, pp. 265-269) compare the following comparison of philosophies of children’s learning with approaches to curriculum and associated pedagogies. They clearly favour post-structural, post modern and critical theoretical perspectives.
Developmental perspectives
Behaviourist Perspectives
Cultural-historical perspectives
Postmodern, post structural and critical perspectives
Are any of these approaches incompatible with a biblical Christian approach?
Is any of these approaches more favourable thatn others to a biblical Christian approach?
Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp.265-269
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Reflection activity
Reflection and critical thinking are important tools for the challenges we face as EC professionals.
From the Christian perspective, reflection enables Christian EC professionals to develop themselves by exploring, clarifying and identifying their sense of personal calling and destiny, values and commitments for their future.
Another role for reflection is to propel individuals to search for meaning, belonging and ultimate answers in life—an endeavour that is central to the task of continuous personal growth (Benson, 1997; Hill et al., 2000; King, 2003; Zhang, 2009).
Given the many challenges educators face, reflection also provides meaningful opportunities for us to reflect on previously held beliefs.
Ultimately, reflective thinking has three main values:
it gives you perspective within context;
it allows you to continually connect with your journey as an educational leader; and
it provides counsel and direction concerning your future.
Therefore, in this course, you will be expected to deeply reflect on your personal belief in EC education and care, your teaching style, and your current practices. I am sure you will find reflective thinking to be an invaluable tool to your professional development.
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