Masters Early Childhood Curriculum: Key Elements and Aspects

This article discusses the key elements and aspects of Masters Early Childhood Curriculum, including communication, motor skill development, cognitive development, and social and emotional development. It also explores the relationships among these elements and the importance of a proper classroom environment for effective learning.

Masters Early Childhood Curriculum
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Table of Contents
Key Elements in Each of the Various Aspects of the Curriculum......................................................................3
The Relationships (if any) Among the Elements and/or Aspects......................................................................7
The Changes (to be) Made.............................................................................................................................10
References......................................................................................................................................................13
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Key Elements in Each of the Various Aspects of the Curriculum
When discussing about the aspects of curriculum it is essential to understand that not all curriculum are
same and that their change could change based on the age of the student(s), the learning environment, the
subject, etc (Barrow, 2015).
Figure 1: Aspects of Curriculum
Source: (Barrow, 2015)
While teaching English at early childhood level (18-30 months) it is necessary to take into consideration the
level at which the students are already in, which in turn could prove helpful in identifying a starting point
for teaching. The key elements of each of the aspects of the curriculum could be stated as following:
Developing communication: Language and communication development during early childhood includes
three main components:
 Understanding language
 Speaking to communicate with others
 Developing early literacy skills required for reading and writing (Piaget & Inhelder, 2015)
From sensory motor stage children start developing their communication skills through multiple informal
ways. Hence, during their education it is essential that the teachers should speak about their daily routines,
objects around them, their feeling, etc. In other words, therefore, what is most essential is encouraging the
students to communicate effectively with their peers, parents, teachers, known adults, etc. Hence, the
adoption of formal and non- formal curriculum could be helpful in achieving this aim. The curriculum that
has been selected has the quality of infusing formal elements like text books, picture books, picture stories,
rhyming verses, etc along with the usage of non- formal or hidden ways, which might get amalgamated
with the formal once in the form of play methods, storytelling, role play, drama, etc (Ord, 2016).
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The philosophy that underpinned this element of the curriculum is to encourage students to be engaged
not only with peers and teachers but also with their parents at home. Moreover, for the development of
language and communication, it is essential to listen and understand others’ language, which in turn could
motivate children to respond. In the curriculum selected, the teacher has planned everyday lesson in such a
way that it involves lots of talking and listening. For instance, reciting poems, greeting children, asking
children questions, etc. This strategy of formal and non- formal ways of communication could help in the
development of communication in children.
Gross Motor Skill Development: Children in their early childhood days (18-30 years) develop new physical
health and motor development- both gross and fine (Berk, 2017). Motor development could be referred to
as “movements of large muscles (gross motor) and small muscles (fine motor)”. The motor skills
development affects children’s cognitive and social development. Hence, a curriculum for 18-30 years
children requires the involvement of lots of activities ranging from simple running and jumping to dancing
and others. The curriculum selected here has the above stated essential aspects, as it provides scope for
children to dance on rhyme “If you happy and you know it…” collecting toys, crawl, hop, walk, etc. The
visible elements in this case are the text books, which have been used to recite poems, the toys, etc.
However, the invisible element could be the classroom environment that has been created for safety,
recapping the previous day’s lesson, informal mode of teaching via classroom display, etc.
Fine Motor Skill Development: Along with gaining gross motor skills, every curriculum for early literacy
needs to have the elements that encourage the development of fine- motor skill like pincer grip, clapping,
zipping/ unzipping buttons, etc (Berk, 2017). This aspect of the curriculum development has been covered
in the selected curriculum in the form of motivating children to fix the “face puzzle”, finger printing, etc.
Such activities not only helped in the development of fine motor skills but also the development of eye-
hand coordination, small muscle control, recognition of the usage of different tools and actions on objects,
etc. Some of the factors mentioned above could be stated as visible elements of the curriculum like
teaching poem, words, fine motor skill development, etc. However, its hidden aspects include the
development muscle control eye- hand coordination, etc.
Cognitive Development: As per Piaget’s theory, children learn through the process of assimilation,
accommodation and equilibration, which in simpler terms mean using the existing schema to have an
understanding of the new object or situation, changing previously gained knowledge till deal with the new
situation or object and having a sense if balance with the newly acquired schema (Piaget, 2015). Therefore,
at pre- operational stage children, to facilitate cognitive development, it is necessary for the inclusion of
new experiences in the curriculum, which can be formal as well as non- formal. At sensory motor stage
children think symbolically but gain the ability to make one object stand for something other than itself
(Piaget & Inhelder, 2015). Nonetheless, children at this stage still do not develop the understanding of
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others’ viewpoints. Hence, the elements that have been included in this curriculum range from structured
play that enhanced children’s knowledge on the topics of “myself”, “my family”, etc. Structured play
enabled the children to not only gain new schema regarding own body parts, family members and
relationships and others, but also helped them to practice what they have learned within a meaningful
context. For example, the class was given the task to solve face puzzle, pointing activities (for recognising
body parts and their positions), etc. The underpinning philosophy has been to incorporate and make an apt
usage of the child development theory in practical field, which is a less visible aspect of the curriculum.
During this stage, it is not always necessary to use reading schemes as teaching materials, but involve the
usage of a “print-rich and literacy-rich environment”. In the curriculum, therefore, the activities of using
cut- outs, role play, pointing games, etc could be seen as informal ways of involving children in literacy rich
environment
Understanding Physical Self: Toddlers at this stage starts getting aware of self and express needs and
wants through expressions, gestures. It is at this stage that toddlers might stand in front of the mirror,
point to and name their body parts (Speedy Publishing LLC, 2015). Hence, it is essential for the care givers
and the teachers to incorporate the lesson to teach body parts to children belonging to the age group 18-30
months. By the age of 18 months, it is expected that children would learn to point at least 6 body parts on
themselves or a doll (Coyne, et al., 2016). Therefore, to reinforce this process it is necessary that children
learn naming and pointing their body parts repeatedly at home as well as school. The curriculum that has
been referred to has taken this into close consideration and has included daily activities like “Myself”, “My
Face”; “My Hands”, etc. the daily lesson plan included activities that encouraged children to identify and
point their own body parts effectively along with confirming the position of their facial features. Here too
emphasise has been given on using informal methods of teaching that involved looking and telling at the
picture display on the wall, pointing each other’s face, solving face puzzle, etc. Nonetheless, the lesson plan
was devoid of formal teaching learning materials and methods, as the teacher has made an apt use of
rhyme chart, body chart, etc. The Early Years Development Framework (EYDF) that is used in Singaporean
schools could be seen as an underlying regulation that paves ways for teachers to implement practical tips
and activities that can be carried out with children during their daily school time (ECDA, 2017). Apart from
this, this curriculum also involved parents in the learning process, which one of the essential aspects
ofEDYF, Singapore.
Emergent Literacy - Parental language regarding emotions and related internal conditions scaffolds the
child’s terms usage that not only enable them to understand but also communicate their requirements
(Armstrong, 2011). In fact, between the time period of 18-20 months children acquire the ability to make
use of emotional language (Ornaghi, Brazzelli, Grazzani, Agliati, & Lucarelli, 2017). With the entering of
preschool years, children are increasingly able to verbalise their emotions and feelings. The language
development of children can be divided clearly on the basis of the months. When they are 18 months old:
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 The size of spoken vocabulary is 50-100 words
 They perform 2-5 acts of communication per minute
 Are able to name the common objects
 Starts naming actions that appear familiar such as kiss, hug, etc.
 Are able to name familiar concepts like hot, cold, etc.
 Are able to string two words together
 Their MLU or “Mean Length of Utterance” is 1.3 words (Sound Hearing Audiology and Speech,
2018).
Also, they are able to use certain morphemes like “-ing” and plural “S” and “ies”. At 18 months, their
emergent literacy skills include looking at, listening to and displaying book appreciations (Sound Hearing
Audiology and Speech, 2018).
Again, at 24 months their spoken size of vocabulary is 150-300 words. About half their phrases can be
related to the words of each other, they can indulge in 5-7 acts of communication by the minute. They can
use words in order to request information, acknowledge right or wrong and answer questions. They can
combine words in the pattern of semantic relations such as “Mommy kiss” and “Daddy ball” (Wachtlin,
Brachmaier, Amann, Hoffmann, & Keilmann, 2017).
Within the framework of the given curriculum, therefore, a range of resources have been allocated for the
purpose and the resources includes charts, books, songs, rhymes, templates, poems, close and open-
ended commercial, toys, flash cards, etc. Similarly, the visible elements of the classroom curriculum
include giving them a cap and teaching them the rhyme “Caps for sale”. Therefore, it is evident from the
activities indulged in that children at this stage require being demonstrated visible elements in order to
imbibe learning.
Social and Emotional Development
At this age, the toddler feels happier alongside rather than along with other children. However, they need
to be introduced to other playmates as socialising is a very important way to foster their emotional and
social development (Healthy Families BC, 2013). Between the time frame of 18-24 months, toddlers try to
assert their independence and such common words as “no” or “mine” could be easily expected from them.
They like to play alone, have feelings of ownership, like to act independently, demonstrate concern for
people, etc. They may be able to dress themselves up with simple clothing without help, throw tantrums
and experience mood swings, display aggressive behaviour like hitting and biting, sometimes share toys,
food, etc. They develop familiarity with routines and become unhappy with changes in them. They also
acquire new fears (Gross, Drummond, Satlof-Bedrick, Waugh, Svetlova, & Brownell, 2015). Between 24-30
months, they are able to exhibit compassion but also find it difficult to share their parents’ attention, food
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or toys. They enjoy parallel play near other children but not with them. They may hit, grab or push others
to keep toys as they face problems in sharing, they become conscious of gender differences, oscillate
between acting independently and requiring help, they demand routines, connect between language and
feeling and indulge in pretended play. For instance, they may roar like lions. They develop strong feelings
but face troubles expressing them (Healthy Families BC, 2013). They tend to act shy with strangers, beat
and pull other children in case of being upset, begin play with others, show patience, put forth their
preferences and dislikes, show sensitivity towards other children, etc.
Therefore, some of the curricular activities such as trying to sort caps based on colours in order to teach
them basic concepts such as rows could be very helpful. That is so because during this time they willingly
help others with chores. Inserting the child’s name into rhymes and asking them to raise hands for those
who want their names to be read out in rhymes is a very effective strategy since they develop sense of
independence.
The Relationships (if any) Among the Elements and/or Aspects
The visible elements could be easily explained with the help of underpinning theories. One such theory is
“Cognitive Learning Theory” which posits that individuals can learn well when their cognitive processes are
functioning properly. These cognitive processes include forming generalisations, categorising and observing
(Parkay, Anctil, & Hass, 2014). Disruptions of these cognitive processes which are natural could result in the
emergence of behavioural problems. Therefore, the more visible element of formal classroom settings and
instructions are very important. A student needs to be provided with the appropriate classroom
environment in order to foster effective learning. The 18-30 month time frame is very crucial in this context
as the child slowly develops a sense of independence and learns to say “no”. They also develop various
social anxieties and fears such as the fear of detachment. Thus, honing and proper guidance during this
stage is very important for fostering proper growth and not letting them develop behavioural problems.
On the other hand, faulty cognitive processes lead to the development of learning difficulties in individuals
that persist throughout their lifetime (Sincero, 2018). The Social Cognitive theory has three axes namely,
Personal factors such as cognitive, biological and affective events, environmental factors and behaviour of
individuals (Nabi & Prestin, 2017).
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Figure 2: Social Cognitive Theory
Source: (Sincero, 2018)
The classroom setting and formal methods of instruction could be considered to be a part of the person-
environment interaction axes. Other basic concepts related to social cognitive theory are:
 Observational learning: This too could be related to the environmental context as individuals can
learn from other people through observation which is an effective way of knowledge attainment
and alteration of behaviour. Thus, when the classroom environment is warm and conducive to
learning, children can learn through peer observation. Therefore, in the context of the curriculum
chosen it has been observed that ample scope has been provided for observational learning such as
through teaching them about caps with the help of real caps. Similarly, play methods, role play,
drama, etc. all is conducive to observational learning method.
 Reproduction: This is the process whereby individuals are provided with the opportunity to
effectively replicate behaviour by being implicated into a comfortable environment with materials
that are readily accessible and can motivate them to retain the knowledge that is gained and also
modify their behaviour and help them to practice it. Using effective teaching strategies such as
pretend play with boxes that could assume the status of buses, etc. helps them to retain knowledge
more easily and effectively. Using rhymes to teach them about different objects in their
environment helps to make learning easier, memorisation and knowledge retention easier.
 Self-efficacy: This could also be connected with the formal instruction and visible element of the
curriculum as the course itself provides the opportunity to the learner to enhance the newly
acquired knowledge by providing them opportunities of putting it into practice. There is ample
opportunity to do so within the curriculum framework that has been chosen. These activities
include skit performance, role playing, etc. Also, providing children opportunities to write down
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their feelings in a paper plate, asking them to check on others, acting out rhymes, etc. are visible
elements of this process.
Piaget’s “Theory of Communication and Cognitive Development” could also be helpful in this context. As
children are in the pre-operational stage, therefore, teachers could adapt the communication theory to
learning by using verbal instruction and actions mostly in the classroom setting as children fail to take stock
of mental operations during this stage (Trevarthen, 2017). Thus, teaching them rhymes like “If you happy
and you know it clap your hands…”would help to impart knowledge through verbal communication instead
of writing and reading.
Coming to the less visible elements, base line of students include the assimilation and utilisation of past and
present data in order to shape the future curriculum and develop Student Learning objectives also known
as SLOs (Nciea, 2018). This method of teaching with available student data has also been referred to as
“teaching with the lights on” (RIDE, 2018).
Figure 3: Baseline Data
Source: (RIDE, 2018)
Therefore, with the help of baseline data, the educators can:
 Prioritise instructional time
 Recognise the individual strengths of students and also their needs in order to provide for
appropriate interventions
 Understanding the effectiveness of classroom instructions for the lessons
 Formation of new instructional strategies, etc. (RIDE, 2018).
Collecting baseline data could help to improve the classroom teaching. For instance, when a teacher is able
to identify the particular weakness of a particular student, then he or she can accordingly enhance the
method of teaching. Suppose a student lacks interest in the one-dimensional classroom teaching format.
Then the teacher can make use of audio-visual aids, storytelling, word cards, etc in order to hold their
attention for a greater span of time. Activities such as face puzzle, finger printing, etc. thereby encourage
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the learners to develop interest in the curriculum. “Anchored Instruction” opines that an “anchor” is often
required for the formation of a shared experience and a relationship between the educator and the
learners and also act as the starting point for the process of further learning (Moore, 2014). Thus, the
teacher-student relationship starts developing when the teacher starts interacting with the students every
morning greeting them while they enter the classroom and singing Welcome song, etc. In this way the
learner are able to develop a bonding with the teacher outside of the comfortable setting of their homes.
The Changes (to be) Made
Being flexible is one of the basic principles of curriculum development, which focuses on the quality of the
curriculum as suitable for every learner. In Singapore, the main focus paid on fostering a learning
environment that is play based, child centred and friendly while developing curriculum for preschoolers
(Singapore Education, 2018). Hence, to reap the most benefit of the curriculum it might be essential to take
into consideration the individual and differentiated needs of each child for which the development of
Individualised Education Plan or IEP could be suggested. Moreover, since the age group coming within the
purview of the curriculum is too small incorporation of certain informal elements could also be inducted
into the curriculum in order to make learning easier for them. Here another thing that can be paid attention
to is the physical and cognitive ability of the learners. Since, the curriculum contained the elements of
cognitive development, it would be necessary for the teacher to have a clear understanding of the base
level of the learner before planning the lesson plan and daily activities. Although the current curriculum has
the element of speaking and listening, the incorporation of the “Reggio Emilia” methods could further aid
the learning process, as it would motivate the adults (teachers, parents and other care providers) to listen
to children and understand their ways of thinking and perceiving the world. This in turn would also foster a
better relationship between them and their children resulting in better social development of the later
(Cadwell, 2016). Non- formal ways of involving parents could be considered on weekly basis as a part of the
daily activities.
The time spent by the students in the classroom should consist of both child-initiated and teacher-directed
activities (Brown Fox Point, 2014). There should be provision of free choice period which allows children to
engage in activities of their choice including games, dancing, stories, etc. The justification behind the
implementation of this change is to inculcate the best ways possible to teach children within the curriculum
framework. According to Abbott & Langston, (2004), environment is much more than the planned spatial
setting; it includes everything right from the entry point to the departure point. Whether the setting is that
of an adapted setting for early years or purpose-built early years setting, the choices made by the authority
are it in the presentation of the materials or the staff’s attitude reflects the settings’ priorities and also the
values underlying the authoritarian intention. The teachers should so design the classroom environment
that it becomes more inclusive for every kind of student. For instance, a student who faces problems with
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walking and has to use a crutch cannot climb stairs easily. Furthermore, sloping places cannot be easily
assailed by such students. Therefore, the school authorities should endeavour to make the school setting
such that every kind of student can easily reach their classroom which includes the building of lifts and
other facilities.
Some factors of Gardner’s theory of multiple- intelligence could also be incorporated in the curriculum such
as providing the scope for children to relate to the environment and natural surroundings and planning
daily activities in such a way that it could pave way for the learners to gain practical experience in the lap of
nature (Gardner, 2011). This could be made possible by teaching them about the natural environment,
flora and fauna and different elements of the culture of Singapore. Also, conducting classes in an open
environment where the children can run around and play will provide them with the opportunity to gain
more experiential knowledge and their learning would be more holistic in nature.
The inclusion of more visible elements is another change which could be recommended for the existing
curriculum. These visible elements could be in the form of daily or weekly schedules for the learners. The
induction of certain informal elements into the curriculum could be conducive for learning. While formal
learning constitutes of continued, full-time and intentional learning for young people and children occurring
within the framework of a structured and organised context, informal learning is constructed of the process
which enables individuals to acquire skills, knowledge and values from activities and experiences along with
the educative resources and influences from their environment such as through play and work, library,
leisure activities, etc. (Brooks, 1987).
Figure 4: Kolb’s learning styles
Source: (Kolb, 2014)
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Six main characteristics can be considered to be an essential part of Kolb’s experiential learning:
 Learning is a process
 Learning constitutes of a continuous process which has its roots in experience
 Conflict needs to be resolved between the “dialectically opposed models” of adapting to the
environment. Thereby, learning is characterised by tension
 It is a holistic process of adapting to the world
 It involves exchanges between the environment and the person
 Learning is creation of knowledge through transaction between personal and social knowledge
(Kolb & Kolb, 2012).
Therefore, it is evident from all the features that environment and the person who teaches have a very
important role to play in the context of learning. Thus, the teacher needs to ensure that the learners are
provided with the opportunity for holistic development. This could be through the inculcation of more
informal elements into the curriculum such as introducing the concept of role play while teaching of basic
concepts. For instance, the teacher can ask the students to act out as lions or cats while they are taught
about cats and lions. Even the use of audio-visual aids could be helpful in this context as the learners could
be made to listen to the roars of lions or tigers or shown a scenery from the jungle when they are taught
about the animals.
It is also observed by eminent psychologists that during this time period, children learn to use certain
syllable sounds like “ma”, “da”, “ba” (Lim-Ratnam, 2013). Therefore, this characteristic feature of the
learners could be utilised to the fullest by the teachers as they could be taught important syllable sounds
which can be strung into longer sentences gradually. During 9-12 months they also learn to obey simple
commands thus, they could be taught sentences during this time such as “give it to me” or “please may I go
to the toilet”. Also, their toilet training could be performed by the educators as they learn to identify
important body parts gradually as they progress in terms of months.

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