Early Childhood Curriculum: Literature Review and Matrix

Early Childhood
Curriculum

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1A REFERENCES ..............................................................................................................1
TASK 1B LITERATURE MATRIX...............................................................................................2
TASK 1C LITERATURE REVIEW.............................................................................................17
TASK 3..........................................................................................................................................19
CONCLUSION .............................................................................................................................23
REFERENCES .............................................................................................................................24

INTRODUCTION
Early childhood curriculum refers to curriculum which surrounds all the content which
helps children in their learning and development. An effective childhood curriculum helps
children to be active and engaged. Curriculum needs to very clear so all can understand easily.
Early childhood curriculum surrounds children physical well-being and their development
including critical areas of development. These curriculums are helpful for children to develop
their cognitive skills and knowledge (Loo and et. al., 2018)
. The main goal of these curriculums are to make desired education outcomes for children
which assist them to develop their knowledge and skills. This literature review insight essential
childhood curriculums required for children's learning and development.
TASK 1A REFERENCES
Bodrova, E., & Leong, D. J. (2018). Tools of the mind: A Vygotskian early childhood
curriculum. In International handbook of early childhood education (pp. 1095-1111).
Springer, Dordrecht.
Cook, C. J., Howard, S. J., Scerif, G., Twine, R., Kahn, K., Norris, S. A., & Draper, C. E. (2019).
Associations of physical activity and gross motor skills with executive function in
preschool children from low‐income South African settings. Developmental science, 22(5),
e12820.
Gabrielli, G., Longobardi, S., & Strozza, S. (2022). The academic resilience of native and
immigrant-origin students in selected European countries. Journal of Ethnic and Migration
Studies, 48(10), 2347-2368.
Hatzigianni, M., & Kalaitzidis, I. (2018). Early childhood educators’ attitudes and beliefs around
the use of touchscreen technologies by children under three years of age. British Journal of
Educational Technology, 49(5), 883-895.
Jeon, L., Buettner, C. K., Grant, A. A., & Lang, S. N. (2019). Early childhood teachers' stress
and children's social, emotional, and behavioral functioning. Journal of Applied
Developmental Psychology, 61, 21-32.
Kim, S., Choe, I., & Kaufman, J. C. (2019). The development and evaluation of the effect of
creative problem-solving program on young children’s creativity and character. Thinking
Skills and Creativity, 33, 100590.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning,
assessment and implementation. Cambridge University Press.
Ouvry, M., & Furtado, A. (2019). Exercising muscles and minds: Outdoor play and the early
years curriculum. Jessica Kingsley Publishers.
Proulx, K., & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on
preschool quality and child outcomes. International Journal of Educational
Development, 66, 1-7.
Rodd, J. (2020). Leadership in early childhood: The pathway to professionalism. Routledge.
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Ulferts, H., Wolf, K. M., & Anders, Y. (2019). Impact of process quality in early childhood
education and care on academic outcomes: Longitudinal meta‐analysis. Child
development, 90(5), 1474-1489.
Gilmore, G., Margrain, V., & Mellgren, E. (2020). Intercultural literacy dialogue: international
assessment moderation in early childhood teacher education. Intercultural education, 31(2),
208-227.
Loo, S. (2018). Early Childhood Education: Preschool Teacher's Interpretation of Racism and
How It Relates to the Curriculum They Teach (Doctoral dissertation, Mills College).
Önder, S. E. M. I. H. A. (2018). Learnin with learning in early childhood: STEM
approach. Recent researches in education, 425-435.
Gilligan, T., McNally, S., Lovett, J., Farell, T., Kumar, S., McLoughlin, E., & Corriveau, K.
(2022). Persistence in Science Play and Gender: Findings from Early Childhood
Classrooms in Ireland. Early Education and Development, 1-13.
Xie, K., Vongkulluksn, V. W., Justice, L. M., & Logan, J. A. (2019). Technology acceptance in
context: preschool teachers’ integration of a technology-based early language and literacy
curriculum. Journal of Early Childhood Teacher Education, 40(3), 275-295.
Zhou, Y., Jiang, Y., Zheng, C., & Li, H. (2020). Is puhui kindergarten a panacea for the
‘3A’problems of early childhood education in China? Evidence from a national validation
study. Children and youth services review, 119, 105702.
Langford, R. (Ed.). (2019). Theorizing feminist ethics of care in early childhood practice:
Possibilities and dangers. Bloomsbury Publishing.
Cahyati, S. S., Tukiyo, T., Saputra, N., Julyanthry, J., & Herman, H. (2022). How to Improve the
Quality of Learning for Early Childhood? An Implementation of Education Management in
the Industrial Revolution Era 4.0. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5),
5437-5446.
DeJarnette, N. K. (2018). Early childhood STEAM: Reflections from a year of STEAM
initiatives implemented in a high-needs primary school. Education, 139(2), 96-112.
Marinšek, M., & Denac, O. (2020). The effects of an integrated programme on developing
fundamental movement skills and rhythmic abilities in early childhood. Early Childhood
Education Journal, 48(6), 751-758.
Hayes, N., & Filipović, K. (2018). Nurturing ‘buds of development’: from outcomes to
opportunities in early childhood practice. International Journal of Early Years
Education, 26(3), 220-232.
Nerren, J. (2020). An Educated Nation: Governmental Policy and Early Childhood Education in
America. In Curriculum, Schooling and Applied Research (pp. 77-102). Palgrave
Macmillan, Cham.
Ritchie, J. (2018). Early Childhood Care and Education in the Cultural Context of Aotearoa
(New Zealand). In Handbook of international perspectives on early childhood
education (pp. 215-229). Routledge.
Owen, S., Davies, S., & Iles, S. (2021). Bridging communities: Developing digital literacies and
introducing digital technologies in the Montessori early childhood education classroom.
In Young Children’s Rights in a Digital World (pp. 133-146). Springer, Cham.
Grigoropoulos, I. (2021). Greek Early Childhood Educators’ Engagement Practices and
Facilitative Roles During Free Play. Contemporary School Psychology, 1-10.
Madden, L. (2019). “You look like a boy”: Narratives of gender and implications for early
childhood pedagogy. In Multiple early childhood identities (pp. 119-134). Routledge.
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Liu, Y., & Boyd, W. (2020). Comparing career identities and choices of pre-service early
childhood teachers between Australia and China. International Journal of Early Years
Education, 28(4), 336-350.
Yue, Y. (2021, August). Analysis on the Teaching Reform of Comprehensive Music Course for
Early Childhood Education Majors. In 2021 The 11th International Conference on
Information Communication and Management (pp. 117-121).
Probine, S. (2021). Becoming an artist/teacher: supporting pre-service teachers to develop their
confidence and pedagogical knowledge to effectively and actively teach the arts in early
childhood. Journal of Early Childhood Teacher Education, 1-21.
Probine, S. (2021). Becoming an artist/teacher: supporting pre-service teachers to develop their
confidence and pedagogical knowledge to effectively and actively teach the arts in early
childhood. Journal of Early Childhood Teacher Education, 1-21.
Land, N. (2022). Tending, counting and fitting with post-developmental fat (s) in early childhood
education. Contemporary Issues in Early Childhood, 23(1), 80-95.
Cowie, B., & Mitchell, L. (2021). A Sensory Landscape of Place as an Invitation to Belonging in
Early Childhood Settings. Early Childhood Folio, 25(1), 3-8.
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TASK 1B LITERATURE MATRIX
APA7
Citation
Defining
your
research
focus
The view
of the
child
Educator
Role
Curriculu
m
intentions
Families,
culture
and
Communi
ty
Environm
ent
Pedagogy
1. Allen
LR and et.
al., 2015,
https://ww
w.ncbi.nl
m.nih.gov/
books/NB
K310550/
Transform
ing the
Workforce
for
Children
Birth
Through
Age 8: A
Unifying
Foundatio
n
National
library of
medicine,
national
According
to Allen
LR, Kelly
BB, 2015,
the child
learning
and
developme
nt has
been
discussed
in
different
ways and
terms. In
order to
organise
discussion
in this
report,
early
childhood
and
Developin
g child
curriculum
s are
helpful to
build up
the
confidence
of children
at their
early
stage.
Educators
are more
approacha
ble to
children
and thus
can help to
develop
cognitive
skills at
their
learning
stage.
The main
purpose of
the
curriculum
is to
achieve
cognitive
and
conceptual
developme
nt.
Families
and
communiti
es may a
provide a
positive
environme
nt for
children to
learn and
grow.
A positive
environme
nt is
mandatory
for
children's
growth
and
developme
nt.
There are
various
pedagogy
approache
s made for
children
learning
and
developme
nt such as
offering
them
reward for
applicatio
n for their
excellence
.
4