Curriculum Leadership: Enhancing Pre-schoolers Learning & Development

This essay discusses curriculum leadership for pre-schoolers, emphasizing the importance of teachers' guidance and the Ministry of Education's role in developing leadership and management skills. It outlines a 30-hour course curriculum designed to enhance children's skills and competencies, covering topics such as workplace awareness, health and safety, classroom activities, and creating a safe learning environment. The curriculum incorporates various teaching methods like role-playing, simulation, action learning, and scenario building to engage students and foster their understanding of workplace concepts. The essay also highlights the significance of innovative skills and feedback in adapting teaching techniques to meet students' needs, as well as the resources required for implementing the curriculum effectively, with the goal of preparing pre-schoolers for future challenges related to the workplace.

Curriculum Leadership
For Pre-schoolers
Student name

Curriculum Leadership 1
Introduction
Teacher’s guidance plays a vital role for all the students, along with this, they also
help in collecting the relevant data for evaluating the preschool students’ performances and
their progress to their parents. Other than the teachers’ assistance and responsibility, the
ministry of education of Singapore are responsible for training the appropriate leadership and
management skills so, that the central leaders and lead teachers get fully equipped with the
required skills to enhance the capabilities of the early age children’s (Petersen, 2016).
Moreover, the key responsibility of the teachers or educators is to guide and develop their
supervisory leadership skills (Beach, & Reinhartz 2000). Furthermore, the top management
has a responsibility to guide and develop their staff and the entire management towards their
performances. Lastly, they also have to majorly focus on the concept, the understanding and
the strategic direction needs to be taken into consideration (Petersen, 2016).
30 hours of courses curriculum
This 30 hours course curriculum aids the preschool children to learn, generate and
develop their skills for which they are best. As though these skills and their children
competencies are accomplished and make them aware and ready about the future outcomes.
Moreover, the operative curriculum also triggers students understanding and their knowledge,
which helps in generating the areas for their practical issues and difficulties, and progress
(Posner, 2004).
1-5 Hours
In these hours of the module, first and the foremost activity of the tutor is to make
students know about the workplace, about departments within the workplace. How all
activities within the departments differ from one another? This entire module goes in
explaining about the workplace internal and the external environment. How the outside issues
of the environment can majorly affect’ the internal working of the workplace? What are the
management principles? How do people work within it? (Ng, 2015).
Moreover, students should be taught about workplace activities, who are workers?
What all kind of work they do? What all skills they have to stay within the workplace for the
longer period? What all kind of risk they take to generate profitable returns? What are profits
and losses to the workplace? All such practices by telling related stories, picture recognition

Curriculum Leadership 2
generates curiosity within them to know more about it. This all assists those kiddos to
understand the workers as well as workplace knowledge (Shift, 2018).
5-7 hours
In these hours of the module, teachers have to perform teachings on the worker's
office, their health and security issues and much more. The children right from the beginning
should know about the skills and the qualities required for the performance within the job.
Certain programmes are set for their learning phases, which will have an effect on the
understanding ability of the children. Even tutors have to work over the different programmes
for their accepting of their work actions and the entire in and out the working of the
organization (Brennan, 2018).
7-9 hours
In this segment of the curriculum, educators have to use reliable substantial,
classroom actions, develop classrooms, and decorate them in such a way that makes students
get attracted it with it and can easily retain and grasp whatever is taught in the workplace
context. As all such educational activities assist them in understanding about the workplace
(Petersen, 2016) and will be easier for the teachers to teach and by applying various tools and
techniques for generating and increasing their learning power in relation to the improvement
of skills of the students (Brent, 2016).
Other than this, the role of the facilitator and the others as the resource managers has
to develop a small skit show or the role-play performances by the students by making them
clear about the functioning within the workplace. Such kind of educational activities helps in
learning and adopting the skills and the working performed by the workers within the
organization and there will be more specific and understand that how the workers of
differently performing as compared to the others departments (Ornstein and Hunkins, 2004).
9-11 hours
In this fourth module of the curriculum states that educators should also focus on the
responsibility for creating and generating the safer environment for the young ones in order to
discover their potentials towards the working and learning for the workplace. Besides
teaching and carrying out the role-play activities and small skits, it is the duty of the educator
to also manage the routine care of the young ones (Begg, 2017). Moreover, tutors major
priority towards children is to enrich children’s aesthetics and creative expression, how they

Curriculum Leadership 3
are able to discover the world? What are their thinking processes? What all the actions they
take while taking knowledge about the workplace? Furthermore, tutors should also focus over
their language, actions, and motor skills activities, social and lastly the emotional
development while performing certain acts in the context of workplace understanding
(D'Rozario, Low, Avila, & Cheung, 2012).
11-14 hours
In this particular module, the tutor should also work over the teaching and learning
skills, likewise, the simulation is one the activity that helps the student to grasp the
knowledge about the given topic. Kids must play and learn at their own speed, so the right
place for the preschool's simulator kids is to play with the equipment’s, tracing activities,
count money. As simulation is one of those activities, which are interesting for students while
learning along with this keeps them occupied with rewards and appreciation to boost their
spirit for their learning. Moreover, brainteasers and jigsaws puzzles create the environment
for fun learning, which helps the tutors to get to know about the student's interest, their
learning ways, their grasping ways about the workplace aspect (Cox, and Sanders, 2018).
14-18 hours
In this module, as simulation activities help kids to understand what in future the
workplace activities are considered how they are performed, for all this they also play the acts
done cartoon characters on the schools educational applications, so that it should be a full fun
activity that promotes school simulator to learn about the new concept. Some of the colorful
and attractive animated pre-school games also work for developing the understanding criteria
for the kids about the workplace scenario. Furthermore, the role-play activity played by the
superheroes will also be a good source for their understanding, as they will inspire to work
correctly, as they do for everyone.
By the adoption of all these activities will make it easier for both the tutor and even
student to grasp knowledge about the workplace aspect. They will be clearer about what is
being taught to them. By trying all such activities and small exercises with them activates
their thinking power in that particular direction. Lastly, the tutor has to know about how
students react over each activity, whether they are interested, in which activity they are
clearer with the concept? What more is to be done for gaining clarity over each subject and
much more?

Curriculum Leadership 4
18-22 hours
In this particular module of the curriculum, after the simulation, the activities in
which they participated are judged whether they are easily performing. What more activities
can be added or get into a change that would assist the kids in a proper understanding of the
concept of the workplace. Here, there a requirement for putting an innovative skill into an act.
Likewise, the real play in between the students and the tools and the equipment’s will help in
the understanding of the workplace environment. So that they can self-feel that, how things
are carried out within a society or the workstation and how workers deal with every situation
raised in the organization (Ng, 2015). By this, the new revised and the additional techniques
are taken into consideration in form of new skills, information so that kids can easily
understand the broader concept through the different concept of learning (Tilya, and
Mafumiko, 2018).
22-25 hours
In this particular activity, the tutor should also focus on the newer concept named as
action leaning along with the hand on learning. As these approaches are helpful for the
children throughout the day, likewise exploring with the material, learning by doing, moving
throughout the class and interact with one another (The people development network, 2018).
In this, the teachers should act as the facilitator not by telling the children what to do with the
material but by asking them the questions that how to use that material in new and creative
ways. This concept is good for grasping the new skills for the children because the young
kids discover best through their senses, through their movement and ultimately the curiosity
about the world around them (Angela Danielle Carter, 2019).
Moreover, experimental learning is also one of the techniques that bring together the
observation, creativity and active interactions, which allow the children to see the purpose
and enjoy their learning experience. By this, they not only improve their motor skills but also
focus on language skills by listening to their teachers such as the vocabulary they use. By all
these techniques, children can easily improve the individual’s capacity to collaborate, helps in
gaining the other common worldviews. In addition, through this, their children can also
generate and learn and can have a greater alertness about the cultural magnitudes of the
workstation (Corbett, Vibert, & Green, (2016).

Curriculum Leadership 5
25-27 hours
This module of the curriculum highlights about the future concept, which majorly
focuses on the proper planning done by the tutor, and the development programmes that help
in generating the growth for the educating the pre-schoolers. Moreover, educators should
develop their interaction with the children with which the joy of seeing their development and
progress will motivate both the educators as well as the kids towards the activities and
learning about the workplace. Other than this, the scenario building is also one of the ways in
which the children get the early experiences and which forms the foundation for all the
learning, health and as well as the behavior which lasts into adulthood (Kwalker, 2015)
Lastly, to gain clarity about the student performances, tutors had to conduct the tour
and detect through the investigation or by setting up a program in which they will perform
what is being told to them. By this, the problem detection can be done easily for their
improvements. Furthermore, through scenario building, picture stories, team games all such
activities help the tutor to know more about the kiddo’s progress and making them more
resentful for the workplace scenario O’Brien, et al, 2017).
27-30 hours
In this module, all the above activities are tested and considered for the identification
of the leading and gaining of the workplace scenario. With the formulation of the entire
framework, which was predefined, generates more opportunities for developing them
professionally through the continued adoption of the professional development courses.
Moreover, the tutor should also develop the structured professional development programme
so that all the learning in early age leads to last until adulthood.
A revised version of the curriculum
In the above-revised version of the curriculum which states that all the above
aforesaid mentioned activities for learning and grasping about the workplace environment is
really important for the kids to understand for the future. All activities help in activating the
children learning capacity about the workplace at the early stage, which in future helps them
in understanding the future scenario easily and can make them prepare to face any future
challenge related to the workplace. However, the proper feedbacks tutor should swot the
children learning capacity and alter some of the techniques through the innovative skills,
which could be helpful for their learning and for their development. By question them,

Curriculum Leadership 6
whether students are able to reply spontaneously or not, is also one of the ways to know about
the students understand power (Ang, 2013).
Resources Required
In order to implement the above design curriculum, students should be available in all
the hours of the assigned tasks and for their learning. Likewise, timing which is allocated to
the students should be there on time for performing every activity for their learning and
development. Moreover, the material which is required for the generating the above given
mentioned activities are like LED boards for the superheroes role-play activities and the skit
performances for that role play area should be there so that they can easily perform their skit.
Furthermore, the light reading materials for casual readings, picture books, display boards,
group project material, charts, photos, diagrams, cut-outs from the magazines and
newspapers. Lastly, preschools simulator kids are to play with the equipment’s, tracing
activities, count money. As simulation is one of those activities, which are interesting for
students while learning along with this keeps them occupied with rewards and appreciation to
boost their spirit for their learning (Velthuis, Fisser, & Pieters, 2015).
Conclusion
This 30 hours curriculum course concludes that pre-schoolers can easily adapt to any
of the activities in which their tutors mold them. Along with this, it also helps the tutor to
know more about the students grasping power, their skills, and the competencies to achieve
the targets set by them. Lastly, this curriculum provokes the students’ experiences, creates the
room for the pre-schoolers to stance difficulties and the concerns, and cultivates tactics for
guiding and teaching them.
References
Angela Danielle Carter. (2019). what can be learned from action learning coaching?
Learnings of novice action learners and their coach. Action Learning: Research and
Practice 16:1, pages 23-36.
Begg, A. (2017). Getting behind the curriculum: Teachers as curriculum
developers. Teachers and curriculum, 2(1).
Brennan, W. K. (2018). Curricular needs of slow learners. Oxen: Routledge.

Curriculum Leadership 7
Brent, A. (2016). Philosophical foundations for the curriculum. Oxen: Routledge
Beach, D. M. & Reinhartz (2000). Supervisory Leadership: Focus on Instruction.
Massachusetts: Allyn & Bacon
Corbett, M., Vibert, A., & Green, M. (2016). Improvising the Curriculum: Alternatives to
Scripted Schooling. Oxen: Routledge
Cox, T. and Sanders, S., (2018). The impact of the National Curriculum on the teaching of
five-year-olds. Oxen: Routledge.
Kwalker, (2015) Futuring education. Retrieved from:
https://kwalker1532.wordpress.com/2015/01/28/futuring-education/
Ng, D. F. S. (2015). Leadership learning for complex organizations. Cogent Education, 2(1),
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models. Academic Medicine, 92(5), 684-693.
Ornstein and Hunkins (2004). Chaper 8 Curriculum Design
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Shift. (2018). Before, during and after training: improving knowledge transfer in your
organization in 3 stages. Retrieved from:
https://www.shiftelearning.com/blog/improving-knowledge-transfer
The people development network. (2018). workplace action learning. Retrieved from:
https://peopledevelopmentmagazine.com/human-resources/workplace-action-
learning/

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Tilya, F. and Mafumiko, F., (2018). the compatibility between teaching methods and
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