Early Childhood Education and Care

Added on - 26 Nov 2019

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RUNNING HEAD: Early Childhood Education and Care1Early Childhood Education and Care
Early Childhood Education and Care2The early childhood care and education sector is known for its practice of usingnumerous structural, curricular and pedagogical techniques which are based on differenttheoretical underpinnings and philosophies to provide comprehensive educational experience tothe children. Similar to other education sectors, the early childhood education sector is alsomarked by shift in theory or practice so that effective education can be provided in theclassroom. The early childhood education focuses on several national and international initiativesas well as current direction in the development of curriculum development. In order to developproper curriculum, several curriculum frameworks and guidelines have been adopted whichencompasses planning, teacher interaction methods, monitoring and learning activities. InAustralia, each state and territory has worked to develop their own curriculum for the earlychildhood and care sector (Staples & Cochran, 2007). The educational program will focus onmaking the children more creative and expressive with the help different pedagogical techniques.The early childhood is a vulnerable time and requires physical and perceptual skill developmentof the children. The pedagogical techniques should focus on the development of differentbehavioral, cognitive and conceptual aspects of children (Odom & Wolery, 2003). In this regard,the present essay will discuss the impact of different historic, political, social and culturalinfluences in shaping the early childhood care and education of the children.Currently, the children pedagogical techniques and methods are well-formed anddesigned to impart maximum meaning to children education. There are four major perspectivesor discourses which are influential in the development of these policies. Firstly, the developmentperspective which examines the regularities and changes in the physical and the psychologicalgrowth of the children and the vulnerability and the psychosocial growth of the children and how
Early Childhood Education and Care3pedagogical techniques can foster this growth. Another perspective is the political or theeconomic perspectivewhich is influencedby the development principles of the country. Itfocuses on social and educational interventions which can develop the economic model of thehuman capital in a country. Another development perspective is that of social or the culturalperspective wherein childhood in considered as a constructed status and the diversities in themanner in which they are understood orpracticed impacts the development of children(Dahlberg, Moss & Pence, 2007). Another perspective in the development of policy is the humanright perspective which reframes conventional pedagogical approaches in the manner that theyrespect the dignity, entitlement and the capacity of the children so that they can contribute to thedevelopment of services of people (Pianta, Barnett & Justice, 2012).Historically, the early childhood care and education has focusedon playand childhoodeducation. In the last few years, the educationalists and the policy-makers have elaborated thepurpose of education in early childhood care. The early theorists have stated that the children areactive learners and the best learning method is when the children are given opportunity toincrease their interaction with the nature and the life. According to this belief, children arenaturally good and the education and the social goals should focus on nurturing the natural talentof the country (Woodhead, 2006).The Piagetian theory and philosophical ideas are based on the development of research-based guidelines which responds to the changes in the recent education and technologicalchanges. It focuses on developing early childhood curriculum overly academic or provides atheoretical and research evidence base curriculum to provide maximum developmentopportunities to the children. Initially, there was focus on play also to support the activeengagement of children in play and matching the children’s development capacities with their