Program Planning Framework Assignment PDF

Program Planning Framework 1
PROGRAM PLANNING FRAMEWORK
By (Student’s Name)
Professor’s Name
College
Course
Date

Program Planning Framework 2
PROGRAM PLANNING FRAMEWORK
The curriculum position and theories
Early childhood years are a significant and special period of children’s learning. It is
important that the years are enjoyable, informative and building strong foundations for children’s
later learning. I take the view that children are provided with an environment where they are
encouraged to explore and construct their own learning with the support of peers and teachers. In
arriving at this perspective, I have been strongly influenced by the educationists’ ideas that
children should be given an opportunity to learn in their own way with their peer group. They
argue that young children are capable of learning best when Teachers and Peers provide the
favorable learning environment and they should not be forced into doing things. Families, early
childhood professionals, and Children should work as a group in developing early childhood
program. It is also true that children are more active when they participate fully in their
development, and the active participation of children shapes the way professionals organize and
plan to learn. The relationship between professionals and families strengthened the early learning
frameworks that are being used in a country (Stacey 2018). When children are given an
opportunity of creating their own learning, they will have enough time of interacting with their
Parents, peers and the Teachers in which both of them will show kindness in their treatment.
Children will also learn best when education activities and instruction are given a smaller part of
their days. This can be supported by the fact that most children who are enrolled in pre-school
programs are not always being separated from their Teachers, peers, and Parent since they learn
best with the help of the instruction from the experienced teachers. Other research also states that

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maximum learning happens when families and professionals work together for the purpose of
finding out things that matter within communities. When professionals such as Teachers join
hand with the peers most children will perform well in things that relate to the communities way
of life (Barrow 2015).
Children trained at an early age mostly benefit in many ways such as better grades,
improved social skills, improved attention span and they mostly require no or less need for
special instruction during the succeeding school year. Most researchers state that young children
who are enrolled in the programs of pre-school typically graduate from attending, high school,
have less behavioral problems, and most of them avoid engaging in the criminal case in their
teens as well as in young adult years (Feng and Richards 2018).
The context and curriculum approaches
The preschool where I work is located in a busy industrial area. Most parents are working
professionals. Our children are aged from four to five years and currently, there are 30
enrolments. Most children do not have siblings and there has been an ongoing issue of peer
conflicts. We have seven teachers, including three part-timers. All the teachers have been
working in the preschool for over two years. They live locally and know the community very
well. The teachers are very interested in developing a caring and inclusive environment where
children develop appropriate social experiences. We have tried some ideas such as taking
children to the community aged care service to visit the elders and recently, a rabbit was brought
in. We allocated tasks to children so they were learning to care for the rabbit and work together.
There have been some successes but also many arguments about, for example, who did what and
what were the right and wrong things to do.

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Given the context of our preschool, especially the need to provide children with peer and
social experiences, I believe an inclusive approach to curriculum is appropriate for us because it
reduces exclusion and increases participation, in a way that efficiently responds to the
requirements of all learners. When children join the same classes that reflect the differences and
similarities of individuals in their different communities, they establish a higher understanding of
their own and that of other children. In addition, it would be hard to expect children to learn
about caring others and working with peers unless these experiences are integrated into the daily
activities and programs. For this reason, I would like to include the integrated approach as well.
The integrated approach is where individuals from different institutions (schools) come together
and perform specific work to achieve the common goal (Peters, Paki and Davis 2015).
The two approaches could help the learning process of the children and improve teaching
in the following ways: There are different benefits for the integrated approach connected to
working with children with the special needs. First, this kind of inclusive programs will assist
other children to accept them, understand them, value and appreciate their differences and
similarities. This will allow them to see every individual as a common human being rather than
seeing those with the special needs in terms of their needs. An integrated approach can also help
in reducing the level of stigma. This is because evidence display that putting special needs
children’s in the mainstream schools during their early stages can help in reducing stigma.
Inclusion Programmes will help in creating the strong relationship that is mutually important for
all the entire groups of students. The integrated approach enables children from all the groups to
value their differences and develop awareness, thereby reducing labeling and stigmatization. The
integrated approach also improves social integration as well as reducing prejudice and
stigmatization against those children that have the special needs (Giroux 2018)

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The inclusive curriculum could help children in the following ways: It enables all
children, including formerly excluded groups, to participate and learn well with the systems of
the mainstream school. The approach will enable children to learn how to respect and appreciate
their own and others’ cultures. It enables children to gain an understanding of as well as to
improve their attitudes when dealing with other counterparts. It creates the good relationship and
enhances good understanding across different cultures. Many studies state that children in
inclusive curriculum demonstrate improved pro-social behavior. It enables peers to learn how to
engage and interact with different people. It also provides a sense of belonging to all the
students. Some children will even improve their communication skill without seeking the
instruction of the teacher. Inclusive curriculum approach stands for equality, as well as accepting
the truth that each and every child in equal in his/her unique ways. Many of the researchers
concluded that children with disabilities in the environment of inclusive improve language
development, self-esteem, appropriate behavior, and social interaction (Beane 2016).
The learning approaches discussed above will help in improving the teaching process in
that they will enable me as a teacher to understand the student’s learning and also create
conducive learning environments which motivate students to achieve their set goals. A teacher in
inclusive curriculum varies their teaching styles thereby improving the learning process for all
the groups of the students (Null 2016).
The policy guidance
Inclusion is a concept that has gained popularity in early childhood education. In the
early years learning framework it is stated that “” EYLE is a childhood curriculum framework
that direct early childhood teachers in establishing quality in programmes relating to the early
childhood education. The framework explains the practice, principles as well as outcomes to

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enhance and support the learning of young children from birth to 5years. This enables
consistency in the distribution of learning programmes. Children are expected to have a good
understanding of the learning outcomes and concepts for the purpose of advancing their
development and learning by use of VEYDLF or EYLF.
Integrated learning is also an important way of learning in the curriculum policies. For
example, Researchers state that integrated learning constitutes a major aspect of different school
autonomy because they are capable of relating the needs and wishes of the people that are
involved in the learning process (Dunn, Schier, Hiller and Harding 2016). The Early year
learning framework provides the suitable opportunity of going beyond the stereotypes and labels
about children (such as refugee, poor and disable) as well as making valued learning accessible
to all the students (children). To ensure that all the children feel valued requires that these
realities, abilities, and experiences of their lives are not removed but expanded, respected and
understood. This needs focused thinking in order to ensure that the young children are seen,
heard and valued. The VEYLDF offers Teachers of early childhood with evidence-based ideas to
advance development and learning. From birth, demonstrate knowledge and children learn, skills
as well as understandings in diverse ways and at the different stage of their development.
VEYLDF is used as a research base into early childhood program effectiveness, and policy
provision. The VEYLADF initiate aims at improving the experience of each child in starting
school by improving the delivery and development of transition program. The approach allows a
shared understanding between schools and early childhood services about what are essentially
the families of the children during the exiting time.
Children’s learning

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According to Katz (2015), young children’s learning is manifested in multiple forms and
they develop knowledge, skills, feelings, and dispositions. There is also a growing professional
literature that highlights the importance of developing young children’s learning processes (Guo
Kuramochi and Huang 2017). Knowledge- is awareness, familiarity, or understanding of
something or someone, for example information, fact skills, which is learned through education
or experience by discovering, perceiving, or learning. Skills are tools that enable learners to
demonstrate and access learning across the different curriculum, to become independent learners
and self-directed and finally to be a creative member of an international community (Cooper
2015). Disposition is the behaviors that those who are learning need to take into consideration all
through the learning process as they affect the result of their action. Feelings greatly influence
the learning process. This is because individuals who are not feeling well cannot put their focus
on what they are doing than individuals who are feeling well. For the children in our preschool, it
is important that they develop necessary knowledge, skills, feelings, and dispositions as well as
experience different types of learning processes. These forms of learning need to be appropriate
to their ages, developmental characteristics and also the sociocultural dynamics of our
environment. It is evident from a range of research studies that young children need to learn not
only universally established knowledge such as science; they need to also learn about the facts
and rules that are specific and appropriate to their own sociocultural environments (Lipsey et.al
2017). These knowledge include; for example, how to work with people.
According to Basford and Bath (2014), desirable learning dispositions in early childhood
years include helpfulness of the meeting. The major essential feature of children’s dispositions is
the ability of it being environmentally sensitive. This means that they are supported, weakened,
or acquired by interactive skills in the surrounding with important peers and adult. Dispositions

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are related to our feelings and attitude about ourselves (Giroux 2018). Learning processes are
also highlighted in the EYLF. These include problem-solving, inquiry, hypothesizing,
researching, experimentation and investigating. In regards to the children in our preschool, we
would expect them to learn a range of knowledge, skills, dispositions, and processes. In the next
three months, they would be guided to work towards the following learning outcome:
Express unhappiness verbally and nonverbally in a way that is polite and respectful the
reason why I set this learning outcome is that they are specific and this will enable students to
easily understand them, they offer the student perfect purpose of focusing their learning efforts.
The students will also be able to achieve the learning outcomes which have been set by the
Teachers. The learning outcome should also be realistic; the student should be able to fulfill the
set goals.
The Curriculum goals
In order to help children express unhappiness in a way that is polite and respectful,
teachers are expected to:
1. Develop children’s vocabulary which they can use to express frustrations and
unhappiness
2. Support children’s learning of appropriate approaches to communication these two
goals is expected to underpin our teaching pedagogies in relation to the learning outcome we set
for children in our preschool. The goals are designed because it helps the students to identify
what they will be learning. The curriculum goals will also reflect on where I am. Curriculum
goal also helps in explaining the entire learning outcome. These goals assist both the teachers
and students.
Pedagogies and practices

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In our work with children towards the above learning outcome, we would value the
following principles and practices:
Teachers’ collegial relationship: we work as a team to help children with their
vocabulary and monitor and guide their peer behaviors
Children’s small efforts and achievement: we acknowledge every small effort that
children make towards their learning with peers and their development of respectful attitudes
Family and community support: we seek family and community support in terms of providing
appropriate role models of effective communication.
In practice, I have designed a project incorporating the above principles and practices, in
line with my curriculum position, approaches, curriculum policies and our preschool context.
Specifically, the project which I will use is the Project-based learning. It is a lesson plan which
integrates learning into the daily lives of the students. The lesson plans are made by use of 4 Cs
foundations. The strong Cs includes Communication- it doesn’t depend mainly on conflict
management and group work in teaching students communication skills. Communication
strategies for example apologies, effective advocacy and negotiation must be taught. The next
one is Collaboration- it provides different opportunities for individuals to work together as one.
Then there is creative thinking- motivate students to ask questions about things that they have
learned. The last one is Critical thinking- the act of starting a lesson with questions to help in
explaining to students how the lesson will answer the questions. Project-based learning has the
following strategies: helping students to take part in a community project and help the students to
collaboratively create class projects, after that they should do their best choices from the list.
Those who will be involved in the project include both the Teachers and Students. The
resources that will be in the project include: the resources will be arranged into 3 groups that are

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things to watch, read, or interact with. Things to read include Blogs, Books, Research, articles,
and curriculum. Things to watch include videos, Archived Webinars, Archived Twitter chats and
Recorded Google Hangouts (Miner 2015). The thing to Design includes Rubrics, Conferences,
websites, online tools, project search, Planning Forms and Student Handouts. Any person who
wants to use the resources must use DIY approach to learning about project-based learning, after
that they should look for the required resources for Coaches, teachers, principals, and district
leaders. All the resources have a tag on ‘How you can use it’.

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References
Barrow, R., 2015. Giving teaching back to teachers: A critical introduction to curriculum theory.
Routledge.
Basford, J. and Bath, C., 2014. Playing the assessment game: an English early childhood
education perspective. Early years, 34(2), pp.119-132.
Beane, J.A., 2016. Curriculum integration: Designing the core of democratic education.
Teachers College Press.
Cooper, A., 2015. Nature and the Outdoor Learning Environment: The Forgotten Resource in
Early Childhood Education. International Journal of Early Childhood Environmental
Education, 3(1), pp.85-97.
Dunn, L.A., Schier, M.A., Hiller, J.E. and HARDING, I., 2016. Eligibility requirements for
work-integrated learning programs: Exploring the implications of using grade point averages for
student participation. ASIA-PACIFIC JOURNAL OF COOPERATIVE EDUCATION, 17(3),
pp.295-308.
Feng, Y. and Richards, L., 2018. A Review of Digital Curation Professional Competencies:
Theory and Current Practices. Records Management Journal, (just-accepted), pp.00-00.
Giroux, H., 2018. Pedagogy and the politics of hope: Theory, culture, and schooling: A critical
reader. Routledge..
Guo, K, Kuramochi, K and Huang, W 2017, Learning and learners in early childhood curricula:
Australia, Japan and China. Curriculum Perspectives, 37(1), pp.39-49.
Lipsey, M.W., Nesbitt, K.T., Farran, D.C., Dong, N., Fuhs, M.W. and Wilson, S.J., 2014.
Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children with
Predictive Validity for Academic Achievement. Working Paper. Peabody Research Institute..

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Miner, J.B., 2015. Organizational behavior 1: Essential theories of motivation and leadership.
Routledge.
Null, W., 2016. Curriculum: From theory to practice. Rowman & Littlefield.
Peters, S., Paki, V. and Davis, K., 2015. Learning journeys from early childhood into
school. Teaching and Learning Research initiative final report. http://www. tlri. org.
nz/sites/default/files/projects/TLRI_% 20Peters_Summary% 28v2, 29(20), p.281.
Stacey, S., 2018. Emergent curriculum in early childhood settings: From theory to practice.
Redleaf Press.
Katz, J., 2015. Implementing the Three Block Model of Universal Design for Learning: effects
on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International
Journal of Inclusive Education, 19(1), pp.1-20.