Running Head:STUDY PROGRAMS IN PAST YEARS Study Programs In Past Years Name: Institution Affiliation:
STUDY PROGRAMS IN PAST YEARS2 Introduction Over the past decade's global economic competitiveness as a result of education quality as attracted attention to early childhood education, forcing national and international education organizations together to propose a different effective curriculum for the children below five years. Curriculum and pedagogy have been using in the education system across the world. According toArthur, Beecher,Death, Dockett and Farmer,(2017)curriculum is a word from Latin that refers to 'course' or instead content taught to learners while pedagogy a Greek word referring to the techniques used in preparing the material. Over the past years, different curriculum theories adopted and practiced depending on the time of learning, age, and content, to bring the sense of belonging, being and becoming of the learners. The theories include Developmental, Behavioral, Cultural, Post-Structural, and Post-modern, among many others. In Australia, the development of the curriculum is guided by the Australian Early Years Learning Framework that develops the knowledge content of children from 0-5 years. According toBiddulph and Carr, (2017)early childhood education is full of folklore and tradition that are not usually acquired in class. According to the EYLF, all children must have a quality learning setting resulting in the sense of individuality, connection to the world, a strong sense of well-being, strong confidence, and; useful interaction skills. Therefore, the current paper majorly focuses on the child-center curriculum approaches in Australia with an emphasis on how the criteria create a sense of being, belonging, and becoming among the children in their early learning process. Child-Led curriculum refers to the education process whereby the children take command of the learning process while teachers are there to provide guidance and support(Phillips & Tossa, 2016). Initially, Australian early childhood education, just like other countries, was
STUDY PROGRAMS IN PAST YEARS3 considered to be teacher-centered; however, due to global changes, educators tend to feel that children need to have command on what they want to learn. With the advent of the curriculum in early childhood education, different questions have been raised concerning the capability of the children below five years to identify their interest in learning. EYLF's main aim is to support the development of the children to acquire a sense of belonging, life, and becoming of the community (Ebbeck, Yim & Warrier, 2019). Since young learners are always below the age of 5 years, the curriculum thus allows the children to choose what, how and who to engage into play, thusthese learners command and initiate their game with the support of the adults(Keung & Fung, 2019). It is by noting that the child-center curriculum is underpinned under the socio-ethnic course theory: Ethnic course theory refers to the education process whereby children are taught about the significance of respectful association by majorly the families and the cultural groups. The education system also focuses on providing children with social and cultural insights during the group plays. The socio-cultural theory draws majorly on the works by Vygotsky and Rogoff that proposes that educators need to understand and help the knowledge gain and maturity of children in the context of their communities (Ebbeck, Yim & Warrier, 2019). According to the duo, early learning is based on the belief system to which children are exposed. Phillips and Tossa, (2016)describes the curriculum approach as the relationship between children and the society; thus, cultures do not only dictate the developmental principles but also shape up the context under which the children are education is supported.The two noteworthy aspects to the socio-cultural curriculum approach are: the first is that the curriculum is primarily ethnic, and the teachers are the representatives of the culture who take children as the actions within the locale that is intensely constituted with the cultural knowledge and believes. On the
STUDY PROGRAMS IN PAST YEARS4 other hand, children recognize themselves as learners of the culture who seek the guidance of more knowledgeable others (Ebbeck, Yim & Warrier, 2019). Different cultures have different living exceptions required from each individual to be accepted and embraced by everyone. Therefore, the educational curriculum approach needs to be interwoven with social and cultural values; the local leaders determine that. The second aspect is about the zone of proximal development that identifies that children's learning and development process majorly is generated through the support from the adults, and other knowledgeable society members, experiences on the cultural and societal issues. In the development of the child-center curriculum, it is significant for educators to understand the importance of play. According toFleer, (2018)play can provide children with an opportunity to identify, create, improvise, and imagine through the cultural and the social groups. Through playing and intermingling with other children within the society, children have the opportunity to explore, construct, and solve problems as well as recognize spontaneous teachable moments as they occur(Peers, (2018). Each curriculum is required to create a sense of belonging, being, and becoming of the children in their early educational foundation. The following paragraphs critically examine how the child-center curriculum offers a sense of being, belonging, and becoming to the children. The sense of being denotes the state of peaceful mind leading to being grateful and aware of the fatalities'. According toPeers, (2018)individuals who have thought of tending to know their identity thus tend to be empathetic. In contrast, individuals without the sense of being tend to exist on the shallow lives since they don't have inmate sharing, thus resulting in loneliness. Child-centered curriculum through organizing different play techniques and play-partners enables Australian children to acquire a sense of being. When a child is given an opportunity to
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