ECUR207 Early Childhood Teacher Report Sample
1. The first part which says define please just not define but provide a little extra information like the brief about types and importance in ECE. I have provided you the readings and ppt’s for reference.
2. Please link as much as you can with EYLF and theories/ theorists.
• For part C, you have to choose four and then also provide difference between them and please link this section to theories. For example, if you choose Exclusive approach -> inclusive approach; provide the difference among both and by linking it theory I mean mention about how Vygotsky theory mentions about including diversity in ECE (So this theory can be used for inclusive approach)
For this assessment you will need to construct a report that examines contemporary early childhood curriculum approaches in the context of learning provision and pedagogical practice. Ensure your report addresses the following:
Part A (400 words):
• Define the following in relation to contemporary early childhood contexts:
o Curriculum
o Pedagogies
Part B (500 words):
• Discuss the significance of play-based pedagogies and achieving balance in play-based pedagogies in early childhood learning provision.
Part C (1300 words):
From the list below choose 4 (four) approaches to curriculum that you determine as essential for an early childhood teacher. For each of your chosen approaches describe the continuum in relation to;
• Young children’s learning provision
• Your personal pedagogical practices
o Adult-centred approach -> adult-led approach -> guided learning approach -> child-led approach
o Segregated approach -> thematic approach -> integrated approach
o Individual developmental approach -> community of learners approach
o Predetermined approach -> emergent approach
o Transmission approach -> constructivist approach
o Old basics approach -> new basics approach
o Exclusive approach -> inclusive approach
o Monocultural and monolingual approach -> multicultural and multilingual approach
o Single intelligence/s approach -> multiple intelligences approach
o Disconnections with the natural world -> connections with the natural world approach
Solution
Introduction:
The early childhood curriculum is known to focus on developing different skills, relationships, and knowledge within children during their early years of development. It is known to have a major significance in the growth and development of different cognitive behavioral social, physical as well as mental well-being of children. In order to structure and orient the development and learning process of the children curriculum serves as a comprehensive strategy that not only assists children but also guides educators to structure the learning process (McLachlan, Fleer & Edwards, 2018). University Assignment Help, In the following report, the contemporary early childhood curriculum will be examined and evaluated in relation to the pedagogical practice as well as learning provision within children during their early years of development.
Part A:
o Curriculum:
The curriculum is considered to be a course of study that tends to provide the learner with the opportunity to sustain a wider range of skills and knowledge. The curriculum consists of a guideline or structural presentation of the discipline or knowledge that needs to be provided to the student evidence-based manner (Priestley, 2019). It is considered a standard-based plant experience for the student in order to provide them with proficiency within their learning skills. The curriculum has been identified as a major guideline for educators regarding the factors that are necessary for learning and teaching (McLachlan, Fleer & Edwards, 2018). The Early Childhood Curriculum was intense to develop physical skills, relationships, and development practice precisely focused on effective teaching. An effective curriculum for early childhood education needs to be focused on the precise goal which must be achieved by every child within an educational setting. Hence, the curriculum in early childhood education is the progression of learning and development of skills that are carried out by the students (EYLF Australia, 2022). It has been found that during the early years of development, play is accounted to be one of the most significant aspects of the curriculum as it focuses on developing relationships as well as promoting the physical well-being of the children.
o Pedagogies:
In early childhood education, pedagogy is considered to be the understanding of the holistic and realistic practice that is implemented by a teacher while initiating teaching and learning curriculum decision-making as well as promoting professional practice. It focuses on promoting the ability of a teacher to develop relationships with the children as well as nurturing effective growth and development. Pedagogy focuses on how teaching and learning are promoted and practised in order to support early childhood development (Lee-Hammond & Bjervås, 2021). It is also considered to be a method of teaching where educators guide and instruct children regarding different learning practices and theories. It is shaped and structured based on the belief and understanding of the educator in relation to different learning styles and cultural diversity. According to Early Years, Learning Framework has also been found that pedagogy focuses on promoting different ways of teaching students which are developed with the knowledge sustained from previous learning experiences of students. Also focuses on the need to develop attitudes and skills within the students for betterment and growth during the early childhood development years (EYLF Australia, 2022). Hence, pedagogy is considered to be a strategy that provides the teacher and student with the understanding of the different knowledge provided as well as assists them in implementing within the classroom as well as their phase of development.
Part B- Significance of Play-Based Pedagogies
The Early Years Learning Framework states that play-based learning is accounted as one of the pedagogies that is emphasize and promotes play as a mode of teaching. It focuses on enhancing and developing the physical cognitive emotional as well as social skills of the children during the early years of development (EYLF Australia, 2022). Play-based pedagogy focuses on enhancing the curiosity as well as imagination of the children in order to motivate them towards experimentation discovery as well as exploration which enhances diverse skills. It has been found that play-based pedagogy has different natures depending on the need of the learner as well as the educator it can be indoor or outdoor learning, structured and unstructured education as well as physical and cognitive activities. It has been found that children often learn better when involved in playing. Playing helps them engage with their imagination, explore new things, develop teamwork and social involvement skills, confidence and attitude to involve in risk as well as initiate the capabilities for problem-solving (Taylor & Boyer, 2020). Scientifically play has been considered to be one of the advanced activities to promote brain functioning. It helps in increasing different social, physical, cognitive and emotional skills which they learn when involved in play sessions with different other students (Queensland Government, 2022). Play-based pedagogies can be teacher-supported or child-initiated where initiation and encouragement towards play-based activities are promoted with interaction with each other. The significance of play-based learning as a chief pedagogy in early childhood development years is to promote the growth and development of every factor associated with children (Saracho, 2020). It has also been found that play-based pedagogies help children to enhance their social skills which often involve teamwork communication corporation as well as creativity. Play-based pedagogy can take different structures based on the need and well-being of the children which often includes physical play dramatic or fantasy play, puzzles as well as different other sports.
The Early Years Learning Framework has been found that play-based pedagogy can be wide open in nature which can often be difficult for educators to structure and instruct. Thus, it is necessary that appropriate balance is maintained while providing children with play-based lessons within early childhood development (EYLF Australia, 2022). One of the significant strategies that can be implemented in order to achieve balance during play-based pedagogies accounts for purposeful play. It is considered to be an instructional strategy that helps in integrating play-based lessons within the curriculum assessment as well as instruction. It focuses on ensuring that children are provided with meaningful play and enjoyable play experiences which precisely encourage their learning and development goals. It has also been found that there is a wide range of purposeful play that helps in structuring the growth and well-being of children according to their age groups (Queensland Government, 2023). During early childhood development, purposeful play focuses on including dramatic and social plays, puzzles, music, art activities, building blocks as well as different books as a chief learning strategy.
Part C:
There is a wide range of approaches that are guided and instructed in order to teach students during early childhood development years. Each approach has its significance in relation to the set of students that are available in the classroom as well as their strengths and needs in the learning process. The following selected four approaches have a significant and necessary role in the development of children during their early childhood years.
Single intelligence/s approach -> multiple intelligences approach
In the field of early childhood education and development, single intelligence approaches focus on acknowledging and considering only certain sets of intelligence in order to provide learning opportunities for the students. It often depends on limited skills or knowledge delivery which often restricts image and inhibits the growth and progression of the child's different skills and knowledge which are essential during the early years of development. Whereas the multiple intelligence approach focuses on a theory of nine different strategies that play a significant role in manifesting intelligence within individuals. Howard Gardner’s Theory on Multiple Intelligences proposes that people sustain a wide range of intelligence there are different learning styles which help in processing different information which includes kinetics visual as well as auditory (Cavas & Cavas, 2020). The approach explains an account for different strategies with the help of which often students learn and develop skills and information. Focusing on multiple intelligence help them promote not only educational and learning experience but also promotes social interaction, physical movement cognitive growth, communication as well as emotional well-being. Thus it is necessary that while providing education and learning experience to children belonging to early childhood developing years, it is necessary to provide them with a wide range of intelligent approaches which will help them enhance their skills as well as sustain broader opportunities for better development (Setiawan, Mardapi & Karyanto, 2020). In order to initiate and implement a multiple intelligence approach within the session of early development years, it is necessary to focus on a collaborative approach as a pedagogy practice. The collaborative approach focuses on involving and including every student in a common educational group where information is exchanged and experiences are shared which helps in promoting better knowledge and understanding for the student it helps them promote different skills and acknowledge resources (Agustin et al., 2021).
Disconnections with the natural world <-> Connections with the natural world
According to the learning experience, disconnection with the natural world approach focuses on the teaching experience provided by the educator where children are only provided with limited access to diversity. This is on providing a learning experience which is focused on the provided surrounding as well as the limited set of resources available. It ensures that minimal access to nature is maintained while providing outdoor or indoor learning experiences to the children. Whereas the connection with the natural world approach focuses on ensuring a positive connection with nature for the betterment and growth of the children. It has been found that nature plays a necessary role in the growth and well-being of children. It promotes actions, thoughts, creativity imagination as well as different ideas which are necessary for the growth and progression of a child during early childhood development years. It not only enhances their cognitive skill but also promotes physical well being social well-being as well as the ability to critically think and evaluate. There is a wide range of pedagogy practices that can be implemented in order to ensure the connection of the student or children with the natural world. One of the pedagogical practices for this approach includes play-based pedagogy which ensures that student experience direct association with the natural environment. Play-based activities conducted in indoor and outdoor environments will ensure that students are bonding with each other as well as being involved within the natural learning environment (Lumber, Richardson & Sheffield, 2017). Thus it is necessary that connection with the natural world is implemented in early childhood development years in place of disconnection as it will promote wider skills as well as development experiences for the children.
Monocultural and monolingual approach <-> Multicultural and multilingual approach
The monocultural and monolingual approach focuses on a learning environment where Acknowledgement and approval of a single cultural or linguistic group are maintained. Focuses on a learning experience where single cultural and lingual groups are practised and promoted which often develops a barrier or discrimination for the children belonging to different other cultural or lingual communities. Whereas a multicultural and multilingual approach to the learning experience is promoted by focusing on the diversity of the culture as well as the language sustained by the children the learning experience implements and acknowledges different resources as well as interactions in order to promote experience based on different cultures and languages. It focuses on the approach where respect and consideration for an individual's native language and culture as well as understanding towards different other cultures and languages are equally promoted for the betterment and growth of every child within the learning setting (Carrió-Pastor & Bellés Fortuño, 2021). During early childhood development, the Implementation of multilingual and multicultural educational settings ensures equal opportunity for the children as well as promotes a positive learning experience where the rights of every child as well as the consideration of their diversity are correspondingly maintained. In order to provide an equal and rightful learning experience for children belonging to different cultural and linguistic communities, it is necessary to implement culturally and linguistically responsive teaching. It focuses on utilizing and implementing different cultural learning strategies and resources for the children. It focuses on acknowledging the strengths and needs of the student in order to make the learning experience more effective and relevant for their early years of development (EYLF Australia, 2022). The Pedagogy Practice for culturally and linguistically diverse students, focuses on four chief practices which include empathetic and caring responses from teachers of beliefs and values based on different cultures, reflection of own cultural frames as well as sustaining different knowledge and understanding of other cultures and languages.
Exclusive approach <-> Inclusive approach
The exclusive approach focuses on the learning process where often the diversity as well as differences within the children are ignored and overlooked which develops a state of discrimination or no discrimination. it often identifies diversity as a matter of concern and provides a separate learning setting for children with diverse strengths or experiences. Whereas the inclusive approach in early childhood education focuses on celebrating and respecting differences and diversity within the children. According to Vygotsky's theory, humans learn and develop with the help of cultural and social interaction. It helps them shape their skills as well as mental abilities visits necessary for early development years. It focuses on removing barriers associated with diversity and promotes equal and rightful learning experiences for every child within a single setting (Smolucha & Smolucha, 2021). It focuses on acknowledging and meeting the needs and requirements of every individual despite having differences based on diversity. Thus, an inclusive approach in early childhood education plays a significant role when compared to an exclusive approach as it ensures better educational well-being and early childhood growth for every child within a learning setting. During early childhood education, the inclusive approach focuses on implementing policies and different practices which ensure the delivery of every right to the children within the educational setting and promotes equal learning experience for every individual. It has been found that in the case of inclusive education during early childhood development, educators focus on providing a learning experience to every student with the help of different supportive measures resources as well as adjustments. The inclusive approach focuses on implementing and managing different strengths and needs of the children within the learning setting based on their beliefs, ability, diverse values as well as different practices (Winter, 2020). It further structures and tailors the program delivery in order to meet linguistic educational cultural social as well as jurisdictional services for the children. In order to promote better learning and teaching experience for the children as well as educators, it is necessary that inclusive pedagogy is accounted as the pedagogy practice for classrooms with diverse students. Inclusive pedagogies focus on student centred approach to teaching in order to identify acknowledge and implement diversity in relation to learning style abilities as well as different backgrounds of the students.
Conclusion:
After evaluation and assessment of the curriculum as well as associated pedagogies, it has been found that the curriculum ensures better development and learning experience for children as well as guides teacher in implementing different strategies which enhances the learning outcome. It has been found that there are different pedagogies as well as learning approaches that structure the curriculum and ensures that every child is assisted and guided according to their needs and learning demands.
References:
Agustin, M., Puspita, R. D., Inten, D. N., & Setiyadi, R. (2021). Early Detection and Stimulation of Multiple Intelligences in Kindergarten. International Journal of Instruction, 14(4), 873-890. http://files.eric.ed.gov/fulltext/EJ1318988.pdf
Carrió-Pastor, M. L., & Bellés Fortuño, B. (2021). Teaching language and content in multicultural and multilingual classrooms. Cham: Palgrave Macmillan. doi, 10, 978-3. https://doi.org/10.1007/978-3-030-56615-9
Cavas, B., & Cavas, P. (2020). Multiple intelligences theory—Howard Gardner. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 405-418. https://doi.org/10.1007/978-3-030-43620-9_27
EYLF Australia. (2022). Acecqa. BELONGING, BEING & BECOMING. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Lee-Hammond, L., & Bjervås, L. L. (2021). Pedagogical documentation and systematic quality work in early childhood: Comparing practices in Western Australia and Sweden. Contemporary Issues in Early Childhood, 22(2), 156-170. https://doi.org/10.1177/1463949120928431
Lumber, R., Richardson, M., & Sheffield, D. (2017). Beyond knowing nature: Contact, emotion, compassion, meaning, and beauty are pathways to nature connection. PLoS one, 1 Priestley, M. R. (2019, January 7). Curriculum: Concepts and approaches. Professor Mark Priestley. https://mrpriestley.wordpress.com/2019/01/04/curriculum-concepts-and-approaches/ 2(5), e0177186. Retrieved from: https://doi.org/10.1371/journal.pone.0177186
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press. Retrieved from: https://books.google.co.in/books?hl=en&lr=&id=krpQDwAAQBAJ&oi=fnd&pg=PR8&dq=curriculum+in+early+childhood&ots=ccOaTNGj5O&sig=nMDTuQcwyRUoHTTmayknctO1hhY&redir_esc=y#v=onepage&q=curriculum%20in%20early%20childhood&f=false
Queensland Government. (2022). Play-based learning - early childhood education and care. Play-based learning. https://earlychildhood.qld.gov.au/earlyYears/Documents/age-appropriate-pedagogies-play-based-learning.PDF
Queensland Government. (2023, February 17). Approaches. Early Childhood Education and Care. https://earlychildhood.qld.gov.au/early-years/age-appropriate-pedagogies/approaches
Saracho, O. N. (2020). An integrated play-based curriculum for young children. Routledge. https://books.google.co.in/books?hl=en&lr=&id=jPj2DwAAQBAJ&oi=fnd&pg=PT6&dq=play+based+pedagogy+in+early+childhood&ots=IBMQ-l2iDm&sig=7-7_ViBPmFXuDU7gpAdA4HuHsDU&redir_esc=y#v=onepage&q=play%20based%20pedagogy%20in%20early%20childhood&f=false
Setiawan, R., Mardapi, D., & Karyanto, U. B. (2020). Multiple Intelligences-Based Creative Curriculum: The Best Practice. European Journal of Educational Research, 9(2), 611-627. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1250425.pdf
Smolucha, L., & Smolucha, F. (2021). Vygotsky’s theory in-play: early childhood education. Early Child Development and Care, 191(7-8), 1041-1055. https://doi.org/10.1080/03004430.2020.1843451
Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48, 127-133. https://doi.org/10.1007/s10643-019-00989-7
Winter, S. (2020). Inclusive and Exclusive Education for Diverse Learning Needs. Quality Education, 451-463. DOI: 10.1007/978-3-319-95870-5_24
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