Program Planning Framework Assignment PDF
Added on 2021-05-31
12 Pages3260 Words146 Views
Leadership ManagementHigher EducationLanguages and Culture
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Program Planning Framework 1PROGRAM PLANNING FRAMEWORKBy (Student’s Name)Professor’s NameCollegeCourseDate
Program Planning Framework 2PROGRAM PLANNING FRAMEWORKThe curriculum position and theoriesEarly childhood years are a significant and special period of children’s learning. It isimportant that the years are enjoyable, informative and building strong foundations for children’slater learning. I take the view that children are provided with an environment where they areencouraged to explore and construct their own learning with the support of peers and teachers. Inarriving at this perspective, I have been strongly influenced by the educationists’ ideas thatchildren should be given an opportunity to learn in their own way with their peer group. Theyargue that young children are capable of learning best when Teachers and Peers provide thefavorable learning environment and they should not be forced into doing things. Families, earlychildhood professionals, and Children should work as a group in developing early childhoodprogram. It is also true that children are more active when they participate fully in theirdevelopment, and the active participation of children shapes the way professionals organize andplan to learn. The relationship between professionals and families strengthened the early learningframeworks that are being used in a country (Stacey 2018). When children are given anopportunity of creating their own learning, they will have enough time of interacting with theirParents, 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 oftheir days. This can be supported by the fact that most children who are enrolled in pre-schoolprograms are not always being separated from their Teachers, peers, and Parent since they learn
Program Planning Framework 3best with the help of the instruction from the experienced teachers. Other research also states thatmaximum learning happens when families and professionals work together for the purpose offinding out things that matter within communities. When professionals such as Teachers joinhand with the peers most children will perform well in things that relate to the communities wayof 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 forspecial instruction during the succeeding school year. Most researchers state that young childrenwho 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 theirteens 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 workingprofessionals. Our children are aged from four to five years and currently, there are 30enrolments. Most children do not have siblings and there has been an ongoing issue of peerconflicts. We have seven teachers, including three part-timers. All the teachers have beenworking in the preschool for over two years. They live locally and know the community verywell. The teachers are very interested in developing a caring and inclusive environment wherechildren develop appropriate social experiences. We have tried some ideas such as takingchildren to the community aged care service to visit the elders and recently, a rabbit was broughtin. 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 andwhat were the right and wrong things to do.
Program Planning Framework 4Given the context of our preschool, especially the need to provide children with peer andsocial experiences, I believe an inclusive approach to curriculum is appropriate for us because itreduces exclusion and increases participation, in a way that efficiently responds to therequirements of all learners. When children join the same classes that reflect the differences andsimilarities of individuals in their different communities, they establish a higher understanding oftheir own and that of other children. In addition, it would be hard to expect children to learnabout caring others and working with peers unless these experiences are integrated into the dailyactivities 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 togetherand 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 teachingin the following ways: There are different benefits for the integrated approach connected toworking with children with the special needs. First, this kind of inclusive programs will assistother children to accept them, understand them, value and appreciate their differences andsimilarities. This will allow them to see every individual as a common human being rather thanseeing those with the special needs in terms of their needs. An integrated approach can also helpin reducing the level of stigma. This is because evidence display that putting special needschildren’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 forall the entire groups of students. The integrated approach enables children from all the groups tovalue their differences and develop awareness, thereby reducing labeling and stigmatization. Theintegrated approach also improves social integration as well as reducing prejudice andstigmatization against those children that have the special needs (Giroux 2018)
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