Exploring Documentation and Curriculum Approaches in Early Childhood

This essay examines the crucial role of documentation and curriculum approaches in early childhood education. It delves into various methods of documentation, including anecdotal records and learning stories, exploring their relationship with early childhood education and care, their effectiveness in practice, and their connections to educational theories and philosophies. The essay also analyzes two significant curriculum approaches: Tyler's Behavioral Curriculum Approach and Walker's Learning Approach, providing descriptions, exploring their relevance to early childhood, and critiquing their effectiveness and theoretical underpinnings. The discussion highlights how these methods and approaches contribute to a well-rounded educational environment, fostering children's fundamental skills and abilities to adapt to future transformations. References to key educational theories and philosophies are made throughout the analysis, concluding with a synthesis of the benefits of these practices for child development.

Running head: METHODS OF DOCUMENTATION AND CURRICULUM APPROACES 1
METHODS OF DOCUMENTATION AND CURRICULUM APPROACES

METHODS OF DOCUMENTATION AND CURRICULUM APPROACES 2
Introduction
Students at their primary level need to be taught effectively and more efficiently by the
teacher’s. it is essential for the teachers to understand a student in and out and build proper
relationship that will help them to grow in future. Method of Documentations and various
Curriculum Approaches have been adopted by the teachers to make the learning education
more skilful and proficient. The essay describes the various methods of documentation and
curriculum approaches to understand its effect on student’s life and future development.

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2. Methods of Documentation
Documentation is one of the actions or considerations which helps in observing the child in
the early years and providing the future understanding of the child’s mind set. For children
everything is new and the reactions which they give on any occasion is either natural or it is
their observation of their surroundings. Documentation of the children’s activities and their
learnings, is like an evidence to their activities and it could be acknowledged well for
understanding the perception of the child (Rintakorpi, 2016). There are multiple methods of
documentation which is practiced in the early childhood which includes Anecdotal records,
learning stories, running records, time samples, sociograms event samples, photographs, and
many others. These methods of documentation play a significant role at the respective
situations. The Anecdotal Records and the Learning Stories are explored thoroughly to
understand its significance in the early childhood.
2.1 Learning story:
Through the learning stories documentation, the reason for the reaction or the behaviour of
the child, is displayed through a story form which gives the parents practical as well as
theoretical information.
2.1.1 Relationship with Early Childhood Education and Care
The story learning documentation is kind of interesting and attractive documentation which
provide a practical knowledge to the parents (Rintakorpi & Reunamo, 2017). The
documentation is expected to reduce the gap of thoughts and perceptions among the parents
and the children and thus, the youngsters would have a support of their parents all life and
vice a versa. The parents could assess their child on the basis of the documentation and react
in a way which would make them closer to their children. In the current generation children
are going apart from their parents due to generation gap, documentation helps in

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understanding the child’s mind set in the early age and thus, the parents get a chance to
transform their selves’ or their children accordingly (Moss, 2015).
2.1.2 Effectiveness of it in Early Childhood practice
The Learning Stories is said to be a snapshot of the children’s activity over a period of time.
It is often said to be portfolio as sometimes learning stories are accompanied by a photograph
or a video. Learning stories as it is said to be a suitable approach for all ages helps to develop
the skill of the child. It also helps to review the story later for future planning and
development of the child. The narrative style of the format allows to capture the learning
without any confinement. The writing pattern is very simple hence it can be understood by
the parents. It is very compelling and entertaining for the parents to know about their child’s
activity and learn about their development (Carr, & Lee, 2019).
2.1.3 Educational Theories and Philosophies
The learning story method is praised by the parents and the teachers, as it is the best way and
its quality totally depends totally on the teachers who write it. The Amount of progress and
development the learning story approach can incorporate, totally depends on how often the
teacher is writing it. It also depends on the time-frame at which the students are observed, if
the students are watched for a short period of time it will only record a small amount of
activity (Carr, & Lee, 2012).
2.2 Anecdotal Records:
These records are observations written identical to a short story. It is said to be a description
of events that are significant to the observing individual. They are short, accurate, precise and
unbiassed records (Obrusnikova, & Cavalier, 2018). It is described as a word snapshot of a
moment or narration of any incident which will help understand the personality of the object.

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2.1.1 Relationship with Early Childhood Education and Care
It is an informal device used in recording the behaviour of the students by the teachers. The
teachers observe the students from time to time and periodically record the analysis gained
from the observation. It contains a factual description of the student’s behaviour under
different circumstances. Individual anecdotal record, records the single incident in respect to
the children. It also provides a direct context of the child’s typical performance and unusual
behaviours. It describes the actions and events in sequence and is very compact and is said to
be an educational resource (Obrusnikova, & Cavalier, 2018).
2.1.2 Effectiveness of it in Early Childhood practice
The records help to understand the student’s growth and development. It stimulates the
teachers to attain information about the students and providing help to each student and
making them self-sufficient. The record is very effective to understand the child’s personality
and their reactions in different conditions (Obrusnikova, & Cavalier, 2018). Anecdotal
records help the teacher to recognise the child in a realistic manner. It also helps in
maintaining relationship with the students in a systematic manner. Hence, improving the
behaviour of the student which are recorded by the teachers. It aids in understanding the skills
of the student’s and helps in maintaining their progress (Carr, & Lee, 2019).
2.1.3 Educational Theories and Philosophies
Anecdotal records provide a great deal of help for the teacher’s and the parents to gain a
better perspective of the child’s interest and skill. the teacher tracks the student’s skills and
systematically record their interaction, preferences, understanding and imaginative power.
The record fully depends on the teacher’s observation and their memory of the incident. If the
teacher is distracted, it may lead to missing out of few points which will result in wrong
analysis (Obrusnikova, & Cavalier, 2018).

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3. Curriculum Approaches
The term curriculum is defined differently by different scholars. As stated, the origination of
the word is from a Latin word ‘currus’ which meant to run a race. The term race is wide-
ranging as in the development of race, the learner meets a lot of new experiences, which can
be logical, communal, ethical, spiritual or corporal. This knowledge and understanding makes
children into a well-developed human-being. The implementers and planners of Curriculum
uses more than one approaches in scheduling, executing and assessing a curriculum. The
approaches of curriculum should be developed to focus on its effectivity on the users, and its
learning activities.
The Two approaches which have been identified are Tyler’s Behavioural Curriculum
Approach and Walker’s Learning Approach.
3.1. Tyler’s Behavioural Curriculum Approach-
His model was the one of the simplest models entailing four steps- Firstly, Determining the
objective and purpose of the school. This means all the objectives should be consistent with
the ides of the school. Secondly, Identifying the educational experience in relation to the
purpose. This entails the developing and progress of the students to accomplish its objective.
The experience is depended on the objective. Thirdly, Establishing the experience; the
teacher determines a strategical and logical instructions of the experience for the learners to
achieve their objectives. Lastly, Evaluating the purpose to understand if the learners have
accomplished its objective (Branscombe, Burcham, Castle, & Surbeck, 2013).
3.1.1 Relationship with Early Childhood Education and Care.
According to the Tyler’s Behavioural approach whatever the student is doing in his childhood
must be observed by the teacher or the administrator. For this observation will be provided as
evidence in the development of the student. The teacher should help the child to make a

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comprehensive decision and enhance the ability of the child so that it can select a suitable
purpose for themselves (Boud, Keogh, & Walker, 2013).
3.1.2. Effectiveness of it in Early Childhood practice
Tyler focused on student’s learning as well as the strategies formulated by the teachers in the
earning process. For the effectiveness of the children’s learning, it is essential to follow
proper instructions and curriculum. After the object has been fulfilled by the child, it is
essential for the teacher to evaluate the child. This will help the teacher to understand if the
child is able to follow the instruction well and understand the process of learning. Tyler’s
approach helps the child select the learning experience at an early age. The need for
appropriate objective and purpose will impact the child’s future. It assists the child to choose
appropriate goal and perform accordingly (Hewett, 2011).
3.1.3Educational Theories and Philosophies
Tyler’s approach to curriculum is evolving to address the complications of anthropological
learning. His approach focused on the behaviourism factor of education theory very
effectively. The process at which the child is evaluated is the place to identify the cognitive
function of the child. This will continuously assess the child’s ability and improve the quality
of his objective. Behaviourism approach is mostly seen in contrast to constructivism. This
approach allows exploration and new experimentation that provides emphasis on the leaners
(Hewett, 2011).
3.2 Walker’s Learning Approach.
The Walker Learning Approach incorporates a variety of schooling and learning ideologies to
bring value, personalised education with student engagement. His learning involves a
Pedagogy (teaching and learning) approach and is holistic in nature. His approach is

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culturally and developmentally suitable for the children in early or primary years of education
(Richards, 2013).
3.2.1 Relationship with Early Childhood Education and Care.
Walkers learning approach in the early childhood years provides a clear teaching of all
aspects for the teachers. It also offers the students to actively examine the understanding and
experience gained from the teaching (Branscombe, Burcham, Castle, & Surbeck, 2013).
Walker Learning puts emphasis on the association between teacher, child and family. It
understands the child holistically and not only focuses on the academic life but also
concentrate on the emotional and social needs of the child.
3.2.2. Effectiveness of it in Early Childhood practice
In early childhood, the focus for preparing a child should be done holistically. Preparing the
child for the primary education is important but the child’s emotional, social, physical and
cognitive needs should also be taken care of. Walkers learning approach has huge
effectiveness in the child’s early childhood practice. It focuses in the holistic need of the child
thereby developing his thinking capacity, imaginative power, making the child strong in
academic field, emotionally intelligent, a strong and fluent communicator, and self-initiators.
Walkers learning also develop the child neurologically and psychologically (Glatthorn,
Whitehead, et.al. 2018).
3.2.3Educational Theories and Philosophies
Educational learning theories include five paradigms; cognitivism, connectivism,
behaviourism, humanism and constructivism. Hence, Walkers learning approaches have a
special skill that clearly identifies all the five paradigms of education. By educating the child
at a very young age it develops his cognitive response. Walker’s approach tends to
holistically view the child thereby inculcating the idea of positive and negative reinforcement

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in the child’s behaviour. It helps the child to form connection with the surrounding and the
technological advancements (Moss, 2015).

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4. Conclusion
Hence from the above discussion it can be concluded that documenting the details helps in
keeping the record and through these records the child could be assessed in his difficult times.
This new and digital age, requires the child to identify and develop fundamental skills and
abilities that can be adaptable with the transformations in the future. The various approaches
can also be viewed as the models of development. It focuses on the holistic need of the child
and helps in their development. The Early Child Curriculum explores the way teachers
formulate a well expressive educational environment and choose program accordingly.

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References
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Abingdon, UK: Routledge.
Branscombe, N. A., Burcham, J. G., Castle, K., & Surbeck, E. (2013). Early childhood
curriculum: A constructivist perspective. Routledge.
Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early
education. Sage.
Carr, M., & Lee, W. (2019). Learning stories. Understanding Pedagogic Documentation in
Early Childhood Education: Revealing and Reflecting on High Quality Learning and
Teaching, 4.
Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum
leadership: Strategies for development and implementation. SAGE publications.
Hewett, D. (2011). What is Intensive Interaction? Curriculum, process and
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Moss, P. (2015). There are alternatives! Contestation and hope in early childhood
education. Global Studies of Childhood, 5(3), 226-238.
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motor skill performance of preschool children. Early Childhood Education
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Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and
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Rintakorpi, K., & Reunamo, J. (2017). Pedagogical documentation and its relation to
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