Approaches to Pedagogy and Curriculum

This study explores different approaches to pedagogy and curriculum in education, focusing on the importance of enhancing story times for young children. It discusses theories such as Piaget's theory and Howard Gardner's theory, as well as approaches like Reggio Emilia and Forest schools. The study also examines how these approaches support children's learning and development. Recommendations are provided for implementing effective teaching methods.

Approaches to Pedagogy
and Curriculum

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY ..................................................................................................................................3
1)Why you chose this area of provision and what informed you?..............................................3
2) How you developed your chosen area of provision ...............................................................4
3) How the chosen area of provision supports children’s learning and development................5
CONCLUSION................................................................................................................................5
RECOMMANDATIONS................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Pedagogy is basically a method of teaching that refers to the practice of learning and
theory. Whereas, curriculum can be refer to as overall number of the experiences faced by
students during educational process (Ragoonaden and Mueller, 2017). Approaches for pedagogy
and curriculum can be attain at Montessori schools for the young children age between 6-12
years as at this age group children tends to grab fast. Different methods are available for
delivering the learning skills such as enhancing story times as it helps in to build a strong
relationship between tutor and children and help to develop early literacy skills. In this study,
analysis of aspects of early childhood curriculum for the children age between 6-12 yeras in
relation to theories of learning and pedagogy will be discussed. Furthermore, a range of
perspectives on early childhood education in some countries will be cover.
MAIN BODY
1)Why you chose this area of provision and what informed you?
This area has been chosen as pedagogy plays an essential role in improving the earning
skills and quality of teaching. It help the children to receive a deeper understanding of the
studies. Approaches to pedagogy will assist the educators to better understand regarding how
children can gain a deeper understanding of the material. Pedagogy as well as curriculum are
both different from each other. It is basically a relationship between teaching skills and culture
which is based on the beliefs of educators regarding how learning of children should be and
where it has to take place. My idea of choosing the area of enhancing story times for developing
learning outcomes of young children. It help the children to develop their literacy skills as they
get to know about language, words and sounds. It will help the students to value books and
stories. In the earlier times, when there was limited technology children tends to hear stories with
their full interest and that will help them to grow faster and enhance their intellectual skills. The
area of provision in early childhood, involves care, learning and development of a young child.
During earlier days, registered childminders, pre-schools, nannies, day nurseries were available
in order to make the children learn and provide them basic education (Cammarata, 2016).
However, theses days schools, play grounds with necessary technologies and playing equipments
are available that help young children to grab faster and learn accordingly. Montessori schools

are available for the early childhood learning which is a place where child centred educational
approaches has been conducted in context with scientific observation of children.
Different countries have different perceptions regarding early childhood education (Rata,
2016). For example, in country like Ireland which involves a seven level of progressive support
starting from universal to targeted one which are based on the requirements of children and care
providers. Other countries like UK also have perspectives for the development of children has
dominated by government priorities and some local authorities. As an educator, I would have
approach story telling approach for enhancing the confidence level of the children and to develop
their imagination power. It will help me to develop a healthy relationship with the children so
that they can spoken out regarding the doubts or problems they are facing in learning. Such skills
and approaches help the children to enhance life skills and build their communication skills in
order to communicate with their fellow mates effectively.
2) How you developed your chosen area of provision
In order to develop my chosen area of provision, I have implemented some of the theories
so that it could be help me to draw out effective outcomes for learning of young children. Some
of the theories for effective development of pedagogy and curriculum for the children are
discussed here.
Piaget theory : It is basically a theory for the cognitive development of the children in
order to develop their mental health conditions. According to this theory, children goes through
four different stages such as sensorimotor stage, pre operational stage, formal operational stage
and concrete operational stage. This particular theory mostly focus on understanding about how
the children can acquire knowledge and also put focus on understanding the intelligence nature.
According to the Piaget, children always takes an active role for the learning process and make
observations in order to learn about the whole world. Interacting with the world, young children
add new skills and knowledge which adds upon existing knowledge (Symeonidis and Schwarz,
2016). Thus, this theory can be implemented in schools so that pedagogy can be achieved
successfully.
Howard Gardner’s Theory: It is basically a theory of multiple intelligence. According
to this theory psychometric views on intelligence is consider to be too limited (). An individual
tends to possess a large number of abilities such as musical, spatial-visual, linguistic intelligence
etc.

However, rather than theories there are some other certain approaches that I could
implemented for developing learning skills of child. Such approaches are as follows.
Reggio Emilia: It is an educational approach that consist of philosophy that focus on
primary education as well as preschool. It is an approach for teaching, advocacy and learning for
children. It is the most common way for observing children about what they knows and what is
challenging for them. Educators utilizes such observations in order to reflect ways for helping
out young children to expand their social and academic skills (Orr and Shreeve, 2017).
Forest schools: It is basically an outdoor learning for the children so that they can learn
on practical basis. It is an educational model where children tends to visit natural spaces in order
to learn all sorts of skills, It is a pedagogy and a physical entity. Forest schools generally utilizes
forests or woods in order to build self esteem of young children.
Along with that there are other theories like Froebel according to which humans are
basically creative and productive. The theory seems to encourage the creation of educational
environment which include use of materials and practical learning for young children. However,
In some countries like UK there is some similarities in the early childhood provision conducted
in the earlier time and these days. Such as there is a common aim of developing learning skills of
young children. To build effective strategies for the development of knowledge and skills. To
provide them playgrounds for the outdoor learning and many more.
3) How the chosen area of provision supports children’s learning and development
My chosen area will help in effective learning for the young children as it is helpful in
developing leaning skills of the children along with developing confidence. There are large
number of pedagogical approaches use by the teachers in the classroom. One such approach is
enhancing story telling. Educators can use this approach in order to build interest of the children
age between 6-12 years. This stage of children is also known as learning stage as they tends to
grab more information and have sharp mind (Gardner, 2018). The role of the practitioner is to
implement and plan a indoor setting for effective delivery of knowledge to the students. For the
early childhood setting number of tools could be use for visualizing certain materials for the
stories so that they can catch better way.

CONCLUSION
From the above study, it can be concluded that enhancing story telling is proved to be
one of the best approach for deliver the information to young children. It enhance the learning
skills and techniques of the children as they tends to show more interest in classroom when the
educators deliver their lectures in the form of stories. It helps to keep children engage in learning
process and captivate them. It is an important form of a communication tool for passing of
important information to young children and to teach them important lessons. In Montessori
classrooms such stories are proved to be helpful for introducing new ideas, teaching new
concepts and prevent unnecessary extended lessons. It is consider to be one of the best approach
of pedagogy. Different theories can be implemented in the classroom in order to improve all
sorts of skills of young children such as social, technical and academic.
RECOMMANDATIONS
It has been recommanded that during following a approach of the pedagogy which is to
enhance story telling in classrooms, there must be introduction of names of the young children in
the stories so that they could listen it with more interest. Tutors can relate different characters of
the stories with children in order to make the lecture effective. Teachers of educators can narrate
a story in such a way that it seems to be real sometimes so that children can be able to relate it
with the real world and can learn skills to tackle with difficult situations that might come in their
way in achieving success (Blanchet and et.al., 2018). It has been suggested that educators need to
create suspense in the stories so that children could put up questions and doubts and in this way,
their communication and well as interactive skills will be develop. It will lead to a active
learning process. It has been recommanded that as technology is now a major aspect of effective
learning process, educators need to show them some stories on projectors or computer screens so
that the could develop their skills effectively and it will also bring more interest of children. It
has been suggested that the session must be end on a positive note and there must be no negative
or sad endings because it might low done the morale of children.

REFERENCES
Books and journals
Blanchet Garneau, A., and et.al., 2018. Drawing on antiracist approaches toward a critical
antidiscriminatory pedagogy for nursing. Nursing inquiry. 25(1). p.e12211.
Cammarata, L. ed., 2016. Content-based foreign language teaching: Curriculum and pedagogy
for developing advanced thinking and literacy skills. Routledge.
Gardner, H., 2018. Multiple approaches to understanding. In Contemporary Theories of
Learning. (pp. 129-138). Routledge.
Orr, S. and Shreeve, A., 2017. Art and design pedagogy in higher education: Knowledge, values
and ambiguity in the creative curriculum. Routledge.
Ragoonaden, K. and Mueller, L., 2017. Culturally Responsive Pedagogy: Indigenizing
Curriculum. Canadian Journal of Higher Education. 47(2). pp.22-46.
Rata, E., 2016. A pedagogy of conceptual progression and the case for academic knowledge.
British Educational Research Journal. 42(1). pp.168-184.
Symeonidis, V. and Schwarz, J.F., 2016. Phenomenon-based teaching and learning through the
pedagogical lenses of phenomenology: The recent curriculum reform in Finland. In
Forum Oświatowe. (Vol. 28, No. 2, pp. 31-47).s