Perspectives of Early Years Curriculum, Play and Pedagogy

This document explores the perspectives of early years curriculum, play, and pedagogy. It includes a learning story, development of a plan for future learning, pedagogical conversations, and communication to parents about playful learning. The content focuses on the EYLF curriculum and is relevant to the course EDE3103 Perspectives of Early Years Curriculum, Play and Pedagogy.

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2 -
Portfolio Task
EDE3103 Perspectives of Early Years Curriculum, Play and Pedagogy
Student Name:
Student Number:
Ethical Statement: All efforts have been made within this to protect the
identity of children and professionals referred to, by adopting
pseudonyms. Images used, and referred to within this document, are
correctly acknowledged and, where appropriate, permission sought and
granted.

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Contents
Introduction................................................................................................................................................. 3
Task 1 –........................................................................................................................................................ 4
1A – Learning Story – Give this Task a ‘name’ learning story....................................................................4
1B and 1C– Develop a plan - ***Start separate page for plan..................................................................6
1D – Rationale that justifies the curriculum decision-making and pedagogical approaches adopted for
the ‘Plan’.................................................................................................................................................. 8
Task 2 – Factors that inform interpretation and application of the curriculum, practice and the learning
environment............................................................................................................................................ 9
Task 3 – Discussion addressing the value of the identified communication to parents..........................10
References............................................................................................................................................. 11
Appendix A – Pedagogical conversations, notes, and reflections...........................................................12
Appendix B – Sample of communication to parents about ‘playful learning’.........................................13
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Introduction
Curriculum, play and pedagogy are effective elements that are directed towards determining
different approaches which contribute towards setting of a progressive learning and teaching
environment within an educational setting(Siraj-Blatchford, Mogharreban and Park, 2016).
Hence, the assessment below emphasises on creation of original learning story, development
of plan for delivering future learning, engaging in pedagogical conversation with early
childhood educator, as well as effective communication of playful learning
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Task 1 –
1A – Learning Story – Give this Task a ‘name’ learning story
that focuses on a child/children learning through play (based on a real scenario from your pract placement; another scenario; or mock
play scenario).
Learning Story Layout (Front Page)
DAN AND MARK’S PUZZLE PLAY
Description of the experience– Dan and Mark, both of you today showcased a
great play while dealing with that puzzle. It was really good to see the way Mark is
paying attention and trying to support you Dan in solving that puzzle. It is also
highly creative to witness both of you engaging in such a crucial activity for children
your age. Moreover, I really liked how both of you helped one another and How
Dan kept asking for the pieces from you Mark. Also, it was very kind of you Dan to
keep taking Mark’s advice about the missing pieces, which showed how much both
of you were a part of this game.
Picture/Pictures :
Analysis & Interpretation of the learning of children - What it means?
The activity which these children were made to participated was related to developing a big puzzle which required the two boys in the picture to work
together towards complete the puzzle effectively (Brooker, Blaise and Edwards, 2014). Dan, I was really happy and joyous seeing that you were
solving this puzzle very confidently and how well both you and Mark were involved in the game (Learning Outcome 4: Children are confident and
involved learners). Also, it really pleased me when you both were communicating and expressing yourselves in a very effective way, where it involved
asking questions, giving suggestions, providing explanations and so forth (Learning Outcome 5: Children are effective communicators). Another point
where I felt good about this experience was when each question of Mark was appropriately and calmly be answered by Dan, showing how connected
both of them have been in the process (Learning Outcome: Children are connected with and contribute to their world).
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Links to curriculum (EYLF)
The learning story and experience mentioned above links with several learning outcomes and development areas which are related with the EYLF
learning curriculum. Some of these key elements and indicators are explored below:
Learning Outcomes:
 Learning Outcome 1: One of the major outcomes which the above activity is that it enables children to have a strong sense of identity. The
reason for the same is that the above activity provided the opportunity for these two children to enhance a sense of autonomy, as well as
interdependence upon one another towards addressing the issue.
 Learning Outcome 4: Another learning outcome which the above activity was subjected to was in regards to providing children with the
opportunity to developing their learning through curiosity, cooperation, creativity and so forth. Moreover, the activity clearly showcased that
children were engaged in an activity which required them to use their problem solving, experimenting and investigating skills.
 Learning Outcome 2: As mentioned above, the children indulged into fair responses of questions of one another and towards showing respect to
another person and to wider environment (Pramling, Doverborg and Samuelsson, 2017).
 Learning Outcome 5: As could be seen in the video, the children are expanding the ways to use language to make them understood to the other.
Opportunities/possibilities/further planning, and or teaching strategies from this experience
Learning story layout (page 2)
There are several ways which could be used to further plan and teach Dan and Mark to achieve better outcomes in future learning. Moreover, in order
to do so, it is first imperative to determine which characteristic is the most relatable to the overall experience. Hence, the approach which I as a
teacher would be using in the future would be Direct Teaching/Instructions alongside Playful Learning. This is because it would allow the children to
engage into another effective activity which would be following my instructions in a coordinated way.
However, in order to apply the same, below is the teaching strategy which would be adopted by me is discussed below:
Prompting:
This is one of the most crucial and effective strategy which would allow children to instantly reflect upon their actions and determine if they are
wrong. Hence, diversity within the puzzle game would be planned for Dan and Mark among other kids, which would provide them better
opportunities to both play and learn which would be involving my direct intervention. Moreover, this would also give me an opportunity to ensure
that the outcome of these practices and games is positive on the results, as well as on the children (Farquhar and White, 2014). There are several ways
in which the prompts would be subjected by me for giving the instructions:
 Are you sure the piece would be fitting in at a place where the nose of this animal could be?
 Start with the extreme corners of the puzzle to make sure that you accurately make your way to the centre.
 Both of you must assemble alternate pieces with help of one another.
Family’s voice/perspective/story
Children’s voice/perspective/story
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1B and 1C– Develop a plan - ***Start separate page for plan
to support a child’s/children’s continued ‘learning’ (as identified in your LS), using at least oneage appropriate pedagogical
characteristic(you are required to use at least ‘playful learning’); teaching strategies and a range of resources to engage in play based
learning (using template provided). In your plan, forefront a range of teaching strategies that are responsive to thebehaviour, learning,
strengths and needs of children from diverse backgrounds. Focus on child agency, foundational literacy/or numeracy learning, and
holistic development through play.
Learning Experience Planning Template
Date: 1st June, 2020 Time: 12:00 p.m.
Context:The experience would be taking place within the classroom.
Previous Learning to inform ‘planned learning’
Both the children were engaged in Puzzle Game where they were required to solve a puzzle by working together into collaboration. Hence, they
engaged dispositions like creativity, imagination, reflexivity, along with developing skills like experimentation, inquiry and problem solving.
Moreover, they also were involved in communicating with one another, providing an opportunity to one another to speak, as well as listen
(Degotardi and Pearson, 2014).
Planned learning focus, outcome (EYLF) or Learning and development area (QKLG)
The planned learning focus would be using Direct Teaching/Instructions alongside Playful Learning in the future. Moreover, the age-appropriate
pedagogy as per the EYLF curriculum which would be adopted in the future play would be Active Learning, where children would be provided
open-ended materials which would encourage them in problem solving. Therefore, below is the learning outcome upon which it would be directed
upon:
 Involvement and Confidence: As seen in Puzzle Game, both the children were very well communicating and involved within the process.
However, effective prompting would be required in order to ensure that an appropriate level of confidence and better involvement in the
whole learning activity could be achieved by me in the future.
Therefore, in the future, this would be directed through involving the children in group activity such as “Puzzles using different Shapes”, where
children would be given different puzzle boards with different animals and pieces of different shapes and each child would be responsible towards
engaging in group towards fitting in pieces using different shapes (Ebbeck and Waniganayake, 2017).
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Phases of
learning
Teacher-initiated/strategies
-prompts
- age appropriate pedagogies, agency, creative, play, etc
Child-initiated/child voice (provocations,
open-end questions, negotiation)
Opportunities for child input
Resources
Orientation
phase
This phase would be requiring provision of knowledge
about different shapes by giving reference to the puzzle
game learning story above, which would be requiring
cushions of different shapes for better understanding of
children (Active Learning) (Wood and Hedges, 2016).
 What shape do you think this is?
 Do you think this shape would be
apt in this board?
Puzzle Boards of different
Animals
Engagemen
t phase
This stage would require children to engage and involve
in the process, where timely yet restricted prompts
would be given to students if they are completely off
the actual pathway. (Instructions)
Moreover, they would be given puzzle boards of
animals to play with and solve to gain better learning of
the objects and shapes of different types and sizes
(Playful)
 Please provide me ideas of where
to fit this shape?
 Does this puzzle look complete?
 What is the missing piece?
Prompting images, diagrams
Culminating
/
closing
phase
This would require the children to reflect on their
learning one by one.
Along with this, they would be describing the puzzle of
animal which they help build and the shapes they
played with during the process.
 Did you receive any problem while
dealing with the puzzle?
 Which shape was the hardest to
fit?
Camera
Small group opportunities
It provides children with opportunities of involvement and teamwork.
It also allows them to indulge in problem solving and gaining
conceptual knowledge
Assessment and monitoring of children’s learning opportunities
The monitoring and assessment would be directed upon the child’s
conceptual knowledge and understanding of shapes and problem solving,
along with teamwork and communication(Palaiologou, 2016).
Reflections/Forward Planning
 Did the children acquire basic learning?
 Is this the correct approach towards getting the outcomes
Routines & Transitions
This process would require children to take up pictures of the event and
verbally reflect on their learning.
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achieved in future too?
Real-life engagements
 Did you observe these shapes in real life too?
 Do you wish to take harder puzzle activities in the future?
Notes for Assistant
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1D – Rationale that justifies the curriculum decision-making and
pedagogical approaches adopted for the ‘Plan’
In order to plan the future learning of the children, the learning outcomes of EYLF
which have been focused upon in this activity is Involvement and Confidence. The reason for
the same is that it allows the individuals towards learning in a more involved manner and
would be creating better judgements in the coming future.
Furthermore, Active Learning has been used appropriately as an age-appropriate
pedagogy. This is because not only it facilitates playful learning amongst children; rather it
allows the individuals towards interacting with a range of different situations that facilitates
their learning. Moreover, active learning would also help early learners towards engaging in
activities that are play related and which would definitely allow them towards engaging in
different processes that would motivate them and help them build the concentration they seek
towards becoming better learners in future.
The choice of characteristic is playful learning and Direct Instructions. While the
former is imperative to keep the individuals engaged and enjoyed within the learning
experience, the latter would contribute in enhancing their learning of different aspects within
the curriculum (Young and Ilari, 2018).
The environment which is being planned to provide is a rather playful yet conceptual
one, where experimentation in mind bending activities would be directed towards the
children, which would further allow them to enhance their analytical thinking.
The teaching strategies apart from prompting which would be supporting me through
this intended purpose would be Scaffolding. This would allow me to better engage as a
teacher, and demonstrate towards how a particular issue could be approached and solved.
This overall plan would be contributing immensely towards foundational literacy with
children engaging in several activities which would be having their physical improvements
(hand eye coordination), as well as overall cognitive development too(Ang, 2014).
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Task 2 – Factors that inform interpretation and application of the
curriculum, practice and the learning environment
Curriculum is considered as the main concern in field of education. It is seen as a
means of accomplishing specific objectives and goals of education. It is a process through
which the courses of study are selected and other prescribe or describe the goals and contents
of formal instruction. There are five aspects that are included in the curriculum included
teaching, learning, assessment, pedagogy and curriculum. The childhood educator make many
decisions is day regarding supporting the learning of child, when to leave a child to pursue
their interest, when to step in, how much time is given to outdoor play, the way to respond
their behaviour, which outcome of learning to focus upon, how to plan for learning
experience of child as well as which type of information required to share with parents
(Sheridan, Williamsand Pramling Samuelsson, 2014). The personality, perspectives, views
and understanding regarding world, prior values and lived experiences etc. Not only in the
way professionals see and view childhood, learning and role as educator, yet also influence
decision making regarding curriculum and pedagogy. The factor like perspectives of
childhood also help educational professionals to inform interpretations and execution of
curriculum. The experience from early year of curriculum helps in applying the new
curriculum effectively. Apart from this, the image of child and their learning and
development are also the critical factors that requires to be considered while developing and
executing curriculum. Orientation and engagement of the child in playful learning is
discussed in the conversation that helps in improving the learning of child.
The decision making regarding curriculum is affected by many factors like developing
the language skills by using literacy in meaningful ways etc. It must be according to the
learners so that they enable to engage more in the learning. The factors which influence
curriculum decision making includes the cultural and ideological differences in society,
resource materials and facilities available, the learning ability of learners, etc. As an
educator, it is crucial that they are aware the decision systems and practices arrangements by
range of factors. The decision-making tendency is influenced by behavioural styles, but in the
situation of stress, the decision making is not appropriate. Making impulsive decisions can
lead to bad decisions(Fleer, 2015). Decision making also needs to use value system. Values
based decisions are more possibly to be the right choices. The child centred curriculum is
developed on the basis of preferences of children. It is a systematic planning about what is
taught as well as learned in educational institutions as reflected in study courses and school
programs. In order to reach a specific qualification, curriculum includes various courses.
There are several factors that influence the curriculum decision making including government
rules. Effective decision making regarding the curriculum MS awareness about diversity of
target community financially, socially and psychologically. When developing curriculum, it is
necessary for education professionals to consider societal considerations.
The strategies that supervising teacher adopt to evaluate program includes evaluation of goals
that professional want to part as well as the skills that they want students to learn from
specific class session. Writing the goals on board in initiation of class is also one of the
strategy that will help the professional as well as student to know about what to expect as well
as might assist in keeping the events timing under control. Ask feedback from colleagues and
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talk to the supervisor regarding the program helps in determining the areas to improve. By the
effective instruction supervision, professionals can bring force and improve the teaching
practices that will help in improving the learning of student(Merewether, 2015). By analysing
the performance skilfully along with appropriate data, professionals can administer
meaningful feedback as well as guidance to teachers that could have impact on learning
provided in the classroom. As the learning of student is the primary function in schools or
institutions, effective instruction supervision is critical function of administrator. In case,
educational institutions administer equal access to educational programs for all the students,
then they should hold teachers accountable for rendering appropriate as well as well-planned
program. It involves different teaching strategies which are developed to mitigate diverse
student needs in complex society. In order to improve the professional effectiveness of
teaching, staff administrators should be skilled in the areas including what to evaluate, the
way to analyse and observe class room information as well as other data, the way to translate
outcomes of observations into meaningful feedback that directs and encourage
education professionals to enhance instruction. The another strategy is assessing people
progress in which the supervising teacher assess the progress of student against established
standards which helps in enhancing learning of students. Preparing and presenting the lesson
is also the strategy that supervising teacher use to taught the students and evaluate learning
program (Nikolopoulou and Gialamas, 2015).
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Task 3 – Discussion addressing the value of the identified communication
to parents
In order to communicate the value of playful learning, the form of communication
used is brochure which helps in providing all the information regarding learning two families
and thus, supports transitions across context successfully. With the development of
international and national reforms, and increase awareness is there about the significance of
quality early childhood education. The maximized emphasize on quality has challenge early
childhood education and care educator to mitigate the burden related to academic
performativity culture(Knauf, 2017). Age appropriate pedagogies program is based on
diploma is that teachers required to make use of repertoire of pedagogies which take into
consideration the capabilities, characteristics of learners, interest and purpose and context for
teaching. The age appropriate pedagogies framework jackets relationship between teacher,
child, evidence of learning, context, curriculum and characteristics and approaches of age
appropriate pedagogies. This help teacher in sharing their experiences and opportunities to
children to develop and comprehend. It also helps in ensuring that child know how to seek
assistance and from whom. With the help of brochure, the value of playful learning can
communicate effectively to the families and assist in successful transitions across context.
For communicating the value of playful learning, the target audience is parents and
family of child. The need to know about its value in the growth and development of a
children. A playful learning helps children in developing their creative skills and gain
appropriate development. In this, the use brochure for communicate the value of playful
learning is appropriate as these are easily distributable and this can be place in numerous
locations. It allows the institution to relay accurate information to large number of
people(Ebbeck and Waniganayake, 2017). Apart from this, it is very much easy to
communicate information to large number of people and grab their attention. In addition to
this, it is the cost effective way to communicate information among more target audience
effective way in comparison to other marketing options. It involves all the details regarding
value of playful learning which helps in sharing information effectively. It holds lot of
information that allow parents and family to understand value appropriately and make their
child more engage in playful learning. This is the highly effective way to communicate with
parents in term of addressing the significance of play in order to support learning.
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References
Ang, L., 2014. Preschool or prep school? Rethinking the role of early years
education. Contemporary Issues in Early Childhood, 15(2), pp.185-199.
Apple, M. and Apple, M.W., 2018. Ideology and curriculum. Routledge.
Brooker, E., Blaise, M. and Edwards, S. eds., 2014. SAGE handbook of play and learning in
early childhood. Sage.
Degotardi, S. and Pearson, E., 2014. The relationship worlds of infants and toddlers: Multiple
perspectives from early years theory and practice. McGraw-Hill Education (UK).
dos Anjos, F.A., 2019, July. Appropriate Pedagogy to Teach English: Contemporary
Tendency Focusing on Non-Native. In ELT Forum: Journal of English Language
Teaching (Vol. 8, No. 1, pp. 14-24).
Ebbeck, M. and Waniganayake, M., 2017. Play in early childhood education: Learning in
diverse contexts. Oxford University Press. 198 Madison Avenue, New York, NY
10016.
Farquhar, S. and White, E.J., 2014. Philosophy and pedagogy of early childhood.
Fleer, M., 2015. Pedagogical positioning in play–teachers being inside and outside of
children's imaginary play. Early child development and care, 185(11-12), pp.1801-
1814.
Knauf, H., 2017. Documentation as a tool for participation in German early childhood
education and care. European Early Childhood Education Research Journal, 25(1),
pp.19-35.
Macalister, J. and Nation, I.S.P., 2019. Language curriculum design. Routledge.
Merewether, J., 2015. Young children's perspectives of outdoor learning spaces: What
matters?. Australasian Journal of Early Childhood, 40(1), pp.99-108.
Nikolopoulou, K. and Gialamas, V., 2015. ICT and play in preschool: Early childhood
teachers’ beliefs and confidence. International Journal of Early Years
Education, 23(4), pp.409-425.
O'Donnell, A., 2015. Contemplative pedagogy and mindfulness: Developing creative
attention in an age of distraction. Journal of Philosophy of Education, 49(2), pp.187-
202.
Palaiologou, I., 2016. Teachers’ dispositions towards the role of digital devices in play-based
pedagogy in early childhood education. Early Years, 36(3), pp.305-321.
Pramling, N., Doverborg, E. and Samuelsson, I.P., 2017. Re-metaphorizing teaching and
learning in early childhood education beyond the instruction–Social fostering divide.
In Nordic social pedagogical approach to early years (pp. 205-218). Springer, Cham.
Sheridan, S., Williams, P. and Pramling Samuelsson, I., 2014. Group size and organisational
conditions for children’s learning in preschool: a teacher perspective. Educational
Research, 56(4), pp.379-397.
Siraj-Blatchford, J., Mogharreban, C. and Park, E. eds., 2016. International research on
education for sustainable development in early childhood (Vol. 14). Springer
International Publishing.
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Wood, E. and Hedges, H., 2016. Curriculum in early childhood education: Critical questions
about content, coherence, and control. The curriculum journal, 27(3), pp.387-405.
Young, S. and Ilari, B., 2018. Musical participation from birth to three: Toward a global
perspective. Music Learning and Teaching in Infancy, Childhood, and Adolescence:
An Oxford Handbook of Music Education, 2.
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Appendix A – Pedagogical conversations, notes, and reflections
In the Pedagogical conversation, the types of questions asked includes open ended
questions which are associated with type of resources to utilize and where play might be set
up. It also consist information about learning story and experience. A conversation was done
on future play opportunities and significance of developing learning experience. Some of the
question asked in the conversation includes:
1. What is your role in the orientation part of the LE Veronica?
2. Where children might like to go with their play next time?
3. How to reinforce importance of developing a learning experience?
4. Where the children might like to go next time?
Questions based on orientation and engagement were also included in conversation.
The feedback provided by the learning educator on learning story is about to write
story from the perspective of celebrating learning with Xavier as well as his parents instead of
just describing anecdotally that what happened and writing description of experience as
though we are telling him the way awesome he is. Apart from this, to be clear and specific
regarding play focus and planned intent is required.
In addition to this, the ideas or suggestions provided in the conversation are about tent
play or the camping theme, making food list to take on picnic, setting up camp on another
planet, or somewhere really cold, planning a teddy bear picnic to add a little bit more fun in it,
inviting children to take photos of construction, using the key words like wellbeing and
connectedness etc.
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Appendix B – Sample of communication to parents about ‘playful learning’
https://earlychildhood.qld.gov.au/early-years/age-appropriate-pedagogies
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https://earlychildhood.qld.gov.au/early-years/early-learning-at-home
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