Study Programs in Past Years Report

Running Head: STUDY PROGRAMS IN PAST YEARS
Study Programs In Past Years
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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 to Arthur, 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 to Biddulph 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

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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, thus these 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

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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 to Fleer, (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 to Peers, (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