CHCECE024: Curriculum Design and Implementation in Early Learning

This assignment focuses on curriculum design and implementation in early childhood education, specifically addressing the CHCECE024 unit. It includes an evaluation of provided curriculum formats, collection and analysis of alternative formats, and the design of a preferred curriculum suitable for work placement. The curriculum design considers the National Quality Standards (NCQs) and emphasizes both indoor and outdoor activities to foster children's mental and physical development. The assignment details a sample weekly schedule incorporating learning sessions, creative indoor activities, and outdoor sports, with a focus on creating an inclusive and adaptable learning environment. The document also emphasizes the importance of documenting and evaluating the impact of the curriculum on children's development.

Running head: DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Diploma in Early Childhood Education and Care
Name of the Student:
Name of the University:
Authors Note:

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Contents
Task 2:.............................................................................................................................................2
Sub part (a):.................................................................................................................................2
Sub part (b):.................................................................................................................................3
Sub part (c):.................................................................................................................................5
Sub part (d):.................................................................................................................................6
References:......................................................................................................................................9

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Task 2:
Sub part (a):
Example curriculum format:
Sub part (b):
Another curriculum format:

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Sub part (c):
Analysis of both the collected format:
(i) The format reflects that the children will have adequate time for indoor and outdoor activities.
The educators have made sure that the children have enough time to play different sports to
develop mental and physical strengths. The philosophy is to develop both mental and
physical strengths in children by providing education as well as teaching sports (Wiener,
Weaver, Bell & Sansom-Daly, 2015).
(ii) Team sports and games are few of many ways to develop team spirit within the children.
Starting from the very beginning by playing different team sports such as football and other
such sports to improve both individual and group strengths in children. Lessors taught in the
indoor sessions would help the student to understand the importance of goal setting
(Thompson, 2018).

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
(iii) The above curriculum provides equal opportunity to each and every child and inspire them to
participate in different learning and sporting activities. The parents and other observers shall
be allowed to give their feedback on the development of mental and physical strengths of
children due to the different activities as per the curricular program. As can be seen that there
is one column at the end referenced as feedback. The parents and observers of different
programs as per the curriculum shall provide their feedback on the effectiveness of these
programs and how helpful these programs are to the physical and mental development of
children.
Children are allowed to participate in different curriculums without any restrictions to allow
children to express themselves freely without any problem. Families by providing their
feedback on different curriculums to improve these programs.
(iv) The format is inclusive as it contains all relevant timings for different activities. It is
accessible to all the children and families. However, the curriculums are not flexible as far as
the timings. The timings will not be changed. The staff and families shall be explained of
importance of different curriculums and how these curriculums are expected to improve
mental and physical strengths of children (Britto, Lye, Proulx, Yousafzai, Matthews,
Vaivada & MacMillan, 2017).
(v) The educators shall evaluate the impact of different programs on children on regular basis to
improve the programs. The objectives of providing the children with proper education and
allowing them to participate in sporting activities are the main element of these programs.
Sub part (d):
With the objective of encouraging children to learn as well as participate in different physical
and mental activities the following curriculum has been designed. The National Quality
Standards (NCQs) governing the provisions related to early child care and education outside

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
school hours have set the benchmark at very high to ensure proper care and education to the
children. NCQs developed by Australian Children’s Education and Care Quality have
specifically mentioned seven key areas which shall be the foundation of early child care and
education services outside School hours in the country. The seven key areas are as following:
I. Educational practice along with educational program.
II. Health and safety of the children.
III. Environment (physical).
IV. Arrangements in relation to the requirements of staffs.
V. Maintaining proper relationship with children.
VI. Collaborative partnerships.
VII. Leadership and proper governance.
Taking into considerations the guidelines of NCQs in relation to the above key 7 points the
curriculum below for the children has been developed.
Monday:
Arrival: The children will arrive at 8.00 am in the morning.
The Morning Prayer: The Morning Prayer shall be started immediately after the arrival of all
children.
Learning and teaching session: The classroom learning session shall be started at 9.00 am in the
morning and continued till 10.00 am.
Indoor activities: After the completion of first learning and teaching session the children will be
motivated to participate in indoor activities such as painting, drawing, and creation of model,

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
handicrafts and other such indoor activities to use their creative imagination. The indoor
activities shall span for 1 hour, i.e. from 10.00 am to 11.00 am.
Learning and teaching session: Another hour of learning and teaching session to teach children
shall be used effectively from 11.00 am to 12.00 am.
Lunch time: From 12.00 to 12.30 pm the children will have their lunch.
Learning and teaching session: After completion of lunch on 12.30 pm another hour shall be
used to teach the children to improve their mental strengths. The teaching class will end at 1.30
pm (Pecora, Whittaker, Barth, Maluccio, DePanfilis & Plotnick, 2017).
Outdoor activities: Outdoor activities such as playing different sports, exercise, running,
swimming and other such outdoor activities are equally important as the teaching, learning and
indoor activities are. Outdoor activities shall start at 1.30 pm and will continue for 2 hours till
3.30 pm.
The children will be tough the strengths of group and importance of team spirits by playing team
sports such as football, cricket and other such sports. Improving the mental and physical
strengths of children is the main objective of playing different sports.
The outdoor games and experiences shall include playing outdoor sports such as cricket, football
tennis and other such sports. In addition other outdoor activities including running, jumping and
other such activities shall also be undertaken to improve mental and physical strengths of
children.

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
The experiences shall be documented and preferably recorded by the educators and observers to
observe the impact of various curriculum programs on the mental and physical health of children
(Crosson-Tower, 2017).
The curriculum format is provided below in brief (Diane, Amster, Ross, Margaret, Paul & Judith,
2018).
Monday Tuesday Wednesda
y
Thursday Friday follow
up
Daily routine Arrival 08.00
Am
08.00
Am
08.00 Am 08.00
Am
08.00
Am
Morning prayer 8.30 Am 8.30 Am 8.30 Am 8.30 Am 8.30 Am
Learning and
teaching
session
9.00 am
to 10.00
am
9.00 am
to 10.00
am
9.00 am to
10.00 am
9.00 am
to 10.00
am
9.00 am
to 10.00
am
Indoor
experiences
Painting,
drawing and
other creative
tasks
10.00
Am to
11.00
am
10.00
Am to
11.00
am
10.00 Am
to 11.00
am
10.00
Am to
11.00 am
10.00
Am to
11.00
am
Art/ Craft
Construction/
games
10.00
Am to
11.00
10.00
Am to
11.00
10.00 Am
to 11.00
am
10.00
Am to
11.00 am
10.00
Am to
11.00

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Creative play am am am
Learning and
teaching
session
11.00
am to
12.00
am
11.00
am to
12.00
am
11.00 am
to 12.00
am
11.00 am
to 12.00
am
11.00
am to
12.00
am
Tiffin and
lunch time
Last till
12.30
Last till
12.30
Last till
12.30
Last till
12.30
Last till
12.30
Teaching and
learning session
12.30
pm to
1.30 pm
12.30
pm to
1.30 pm
12.30 pm
to 1.30 pm
12.30 pm
to 1.30
pm
12.30
pm to
1.30 pm
Outdoor
experiences
Playground
Equipment
Sports/ Games
1.30 Pm
to 3.30
pm
03.00
Pm
03.00 Pm 03.00
Pm
03.00
Pm
The comparative analysis of the two curriculums show that in the recommended curriculum
provided above the emphasis of the curriculum is equal on both indoor and outdoor activities
whereas the curriculum provided at the beginning has emphasis more on indoor activities and
education. It is important for the children to participate in outdoor activities and sports to
enhance mental strengths. In the organizational curriculum the lack of emphasis on sports and

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
outdoor activities is clearly visible. The objective of increasing mental and physical strengths of
children will be achieved with the recommended curriculum provided above better as compared
to the organization curriculum provided at the beginning.
With the objective of increasing the amount of time of children in education and care centre the
timings have been adjusted in the curriculum program format presented above.

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
References:
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., ... &
MacMillan, H. (2017). Nurturing care: promoting early childhood development. The
Lancet, 389(10064), 91-102.
Crosson-Tower, C. (2017). Exploring child welfare: A practice perspective. Pearson.
Diane, S., Amster, B. J., Ross, P. E., Margaret, Z., Paul, D., & Judith, S. (2018). Starting young:
Improving the health and developmental outcomes of infants and toddlers in the child
welfare system. In Family Foster Care in the Next Century (pp. 149-166). Routledge.
Pecora, P., Whittaker, J., Barth, R., Maluccio, A. N., DePanfilis, D., & Plotnick, R. D.
(2017). The child welfare challenge: Policy, practice, and research. Routledge.
Thompson, R. H. (2018). The handbook of child life: A guide for pediatric psychosocial care.
Charles C Thomas Publisher.
Wiener, L., Weaver, M. S., Bell, C. J., & Sansom-Daly, U. M. (2015). Threading the cloak:
palliative care education for care providers of adolescents and young adults with
cancer. Clinical oncology in adolescents and young adults, 5, 1.