Early childhood curriculum approaches, learning, and pedagogy, Essays (university) of Teaching method

Download Early childhood curriculum approaches, learning, and pedagogy and more Essays (university) Teaching method in PDF only on Docsity! 2021T3 ECUR207 CURRICULUM APPROACHES AND TEACHING STRATEGIES Assessment 1: Report Early childhood curriculum approaches, learning, and pedagogy Deborah Garcia Guedes_ IKO0000445 1 Table of Contents Introduction......................................................................................................................................2 Part A...............................................................................................................................................2 a. Curriculum............................................................................................................................2 b. Curriculum approaches.........................................................................................................3 c. Pedagogies............................................................................................................................3 Part B...............................................................................................................................................5 Adult-centric Approach/Adult-led Approach/Child-led approach/Guided learning approach....5 Segregated/Thematic/Integrated Approach..................................................................................5 Individual Development Approach/ Community of learner’s approach......................................6 Predetermined approach / Emergent Approach...........................................................................6 Transmission Approach/ Constructivist approach.......................................................................7 Old basics approach and New basics approach...........................................................................7 Inclusive and Exclusive Approach...............................................................................................8 Monoculture and Monolingual approach/ Multicultural and Multilingual approach..................9 Conforming Approach, Reforming Approach, and Transforming approach...............................9 Connection and Disconnection with natural world approach....................................................10 Single/Multiple Intelligence(s) Approach..................................................................................10 Part C.............................................................................................................................................12 Significance of play-based pedagogies......................................................................................12 Approaches to Pedagogies concerning effective pedagogy in early childhood education........13 Part D.............................................................................................................................................14 Child-led Approach to curriculum.............................................................................................14 The spectrum of play practices..................................................................................................14 Conclusion.....................................................................................................................................15 References......................................................................................................................................16 Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 4 described in the following and they can be achieved through having effective and quality pedagogy approaches:  The child has a strong sense of identity  They are connected with the world  Strong sense of well being  Confidence  Effective communication. Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 5 Part B This part deals with various approaches to the curriculum continuum concerning young children's learning provision. Following is a brief description of different approaches to curriculum. Adult-centric Approach/Adult-led Approach/Child-led approach/Guided learning approach There is a major distinction between the guided learning approach and the child-led approach. In the former, both teacher and child are involved to initiate experience and directing it, the adult makes efforts for extending learning. On the other hand, the Child-led approach is the one in which the overall learning control is in the hand of the educator, who may use the experience of the child and cultural background along with other factors. In this, the educator decides what will be learned by the children. Lessons and activities are pre-determined in this approach they set a kind of knowledge and information that they believe necessary for the learning and development of the children (Gibbs & Cooper, 2014). Keeping in mind both approaches, the educator should adopt a balanced approach between child-led and learning-guided approaches for better outcomes. It requires a flexible and integrated approach to achieve the utmost outcomes regarding curriculum. In short, in the child-led approach, the output of the childlike its experience, needs, and strength are considered while setting the curriculum while the learning guided approach considers both in terms of curriculum setting for children of young age. Segregated/Thematic/Integrated Approach This approach can be carried out in several ways. An educator can combine more than two areas of the curriculum. For instance, the knowledge and investigation of the child can be promoted through providing them different resources such as books, papers, computers, and other required items to extend the child's identification skills and extended knowledge (Gerde, Schachter, & Wasik, 2013). This approach is very effective to enhance the child’s skills, approaches to learning, knowledge, disposition, preference, and habits. AS mentioned earlier that, more than two areas of the curriculum can be combined in this integrated approach so it helps children to have more extended knowledge of more curriculum areas. It is not confined to a strictly marginalized area but he has exposure to different social and physical worlds to enhance his knowledge and learning. This approach helps children to be confident and become good Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 6 communicators with the outer community. It gives them a sense of connection and makes them build a good relationship in society. The segregated approach expands the knowledge and skill level of a child as it makes them investigate, construct knowledge, craft and create different ways of problem-solving to enhance their overall learning (Gidley, Hampson, Wheeler, & Bereded- Samuel, 2010). Big ideas and concepts are explored by children if the integrated approach to curriculum is applied. Along with a segregated and integrated approach an educator can use the thematic approach in which he set different activities and event-based learning rather than relying on children's interests and capacity. They offer activities-based and superficial topics in a thematic approach to curriculum. Individual Development Approach/ Community of learner’s approach Family and community are an important part of our life and without our learning ceases. Children’s learning is dependent upon the role of peers, family, and community. The community of learners' approach best reflects their role in the context of a child's learning. Respect and engagement of the community give children an insight into community learning and makes them learn from them. The educator, in this approach, observes the behavior of a child towards interaction with the community and what learning impact does it have on the child (Bielaczyc, Kapur, & Collins, 2013). This approach enables the child to know how to express themselves in the community and what are the effective ways of interaction within the society. On the other hand, the approach of Individual Development does not require the educator to have a keen observation on the interaction of the child with community, peers, and family. Rather child's actions are observed to determine how and to what extent a child is developing on its own in developmental phases such as sensory, physical, social, emotional, cognitive, and language, etc. Predetermined approach / Emergent Approach Emergent approach to curriculum deals with the retrospection action of the children like what happened during the day. It involves observation of the child all day then concluding what is there to be learned from activities that just happened (Nxumalo, Vintimilla, & Nelson, 2018). There is no such pre-planning setting in this approach through effective planning is always there. This approach includes:  Interests of children Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 9 The exclusive approach is contrary to the inclusive approach and it does not include diversity as a problem for curriculum. It lacks inclusivity and promotes exclusiveness. Somehow, in some cases, this approach works as well (Adam, Hays, & Urquhart, 2021). For instance, segregated approach for aboriginals and Torres Strait Islander children where diversity is minimal. They can learn with inclusiveness as for their cultural safety. Monoculture and Monolingual approach/ Multicultural and Multilingual approach The monoculture approach to curriculum is based on a single language and single culture. It occurs when everyone belongs to the same culture and speaks a single language (Rhedding- Jones, 2007). This situation occurs when educators impose on children to speak a single language for example English. A multicultural approach to curriculum deals with incorporating the element of language and culture into the curriculum to be taught to children. Most of the people in the world are multilingual and they speak more than two languages in their daily life (Scarino, 2014). Both approaches are important for their selected people. The multicultural approach is important for those whose audience is individuals who speak multiple languages and belong to different cultural backgrounds. This approach is also beneficial for monolingual people as it can enable them to have an interest in being multilingual from an early age. This approach is important for monolingual people and those who belong to diverse cultures because it can create a positive approach towards learning other languages. There is a flaw in using the monoculture and monolingual approach that it reduces the learning opportunities for children in the spectrum of the international context. Conforming Approach, Reforming Approach, and Transforming approach Conforming approach is the one in which educator applies methods to intact status quo by developing social, political, and economic skills that are required. This approach is aimed at making children learn about the need of the existing status of affairs and not intending to change the situation. The main purpose of acquiring these skills is to make society reproduce itself. In contrast, another approach in the middle of the continuum is the reforming approach in which an individual is made to transform himself from a dependent and reliable being to a self-realized, autonomous adult and a free thinker. This approach also aims at reforming society so that truth, Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 10 justice, and freedom can prevail. This is to be included in the curriculum of early ages just to make them realize the power of transformation and change. The transformation approach or transformative approach is based on the aim that current or existing practices of the curriculum must be changed and transformed into better. Current practices are analyzed critically structure of the curriculum must be changed (Simpson-Dal Santo, 2015). This approach sets out certain codes to participate in the circle of power and children from early ages are given opportunities to learn how to operate in a power culture in the family as well as in the community. In the transformative approach, children are asked to go beyond all the approaches and try to reconfigure and reconstitute the whole structure of dominant discourses. The transformative approach does not encourage prejudice in its discourse and therefore promotes unity and harmony to transform the whole scenario. Connection and Disconnection with natural world approach Connection with the natural world is the approach to curriculum in which children are attracted to the place where they come from. Consequently, they tend to love their natural place irrespective of weather, climate, and any other changes (Ward, 2013). A positive relationship is aimed to be made through this approach. On the other hand, disconnection with the natural world approach makes the connection of a child with built environment artificial resources. Nature has very little touch in both indoor and outdoor environments. The reason might be the safety of the child, limited experience, or phobia of the natural environment. Single/Multiple Intelligence(s) Approach The multiple intelligence approach embarks on the view that a child learns in different ways; by experiencing different cultures and environmental settings. Gardner (2011) has recognized the following intelligence:  Logic-mathematical intelligence  Lingual Intelligence  Spatial intelligence  Musical Intelligence  Bodily-Kinesthetic  Interpersonal Intelligence Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 11  Intrapersonal intelligence  Naturalist intelligence  Existential intelligence Besides, there is some other intelligence are identified as well like emotional, spiritual, and moral intelligence, etc. Brief details are given in the curriculum as per this approach to inform children about these areas. The Single-intelligence approach is applied when the educator applies limited numbers of intelligence while leaving behind others. For example, some intelligence is prioritized in the sight of educators. Mostly emotional, moral, and logical mathematic intelligence is taken into consideration in the curriculum. Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 14 Part D There are many approaches to curriculum that can be adopted to set the most suitable curriculum for children of early ages. Different approaches to curriculum and pedagogies are discussed in the above, as far as effectiveness and personal preference are concerned I would choose the following approaches for curriculum and pedagogy. Child-led Approach to curriculum This approach refers to the process when learning is initiated by a child and based on his strengths, abilities, and experiences. The educator can interact for many reasons but the whole concept is about the child taking lead in the learning process. It is a very effective approach as compared to others because it allows a child to manifest his strengths, abilities, experiences, and needs for learning outcomes. Another benefit of this approach is that it makes educators informed about the abilities and strengths of a child and he can guide them accordingly. It is the most suited approach for young learning provision learning becomes easier for a child as he learns from his experience and from a teacher point of view I consider the most effective for my pedagogical practices (Liberto, 2016). The benefit I would take from using this approach is the reading mindset of the child what is he thinking about his mind and what holds him/her back in the path of learning. When I come to know his experiences then I can effectively include or exclude certain things in the curriculum. The spectrum of play practices As far as my understandings are concerned, play-based learning is the most appropriate and effective concerning education in early ages. Children, in early education, are not mature enough to understand some complex concepts about life but the same concept will become their practice when they will involve in playing. For example, a teacher can keep teaching them communication and imagination many times but they can’t get it but when they engage in play- based learning, they apply effective communication and they make the best use of imagination (Coates, Lamb, Bartlett, & Datta, 2017). When children are engaged in any play, they are involved in developing themselves as they continue to groom their abilities in different ways. So I think it is more important to involve children, in early education, in play-based activities that will improve their literacy and language skills, as well as they, will build positive relationships with others while playing. As a teacher, I would prefer this pedagogical approach to make children learn because I believe that a child learns faster through play than any teaching method. Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 15 Conclusion Learning is a continuous process that needs continuous efforts as well as a child in school learns from a different perspective and different methods are applied to make him learn. Curriculum and pedagogy are two important elements through which the process is carried out. Different people, as an educator, apply different approaches to curriculum and pedagogy to attain the maximum results about early age education for children. There are many approaches for the set pattern for teaching and various approaches are there to carry out that pattern. The most effective, while concluding, way for learning is the balanced approach between two extremes because there is an adage that says "Excess in everything is bad". Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu 16 References Adam, H., Hays, A. M., & Urquhart, Y. (2021). The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice. Australian Journal of Teacher Education, 46(8), 4. Anderson, J., & Boyle, C. (2015). Inclusive education in A ustralia: rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22. Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls of pedagogy in the early years: Competing knowledges and the erosion of play-based learning. Australasian Journal of Early Childhood, 41(4), 36-43. Bielaczyc, K., Kapur, M., & Collins, A. (2013). Cultivating a community of learners in K-12 classrooms. International handbook of collaborative learning, 233-249. Coates, M., Lamb, J., Bartlett, B., & Datta, P. (2017). Autism spectrum disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia. Australian Journal of Teacher Education, 42(11), 65-80. Colmer, K., Waniganayake, M., & Field, L. (2015). Implementing curriculum reform: Insights into how Australian early childhood directors view professional development and learning. Professional Development in Education, 41(2), 203-221. Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early childhood education journal, 41(5), 315-323. Gibbs, J., & Cooper, L. (2014). Challenges to participatory approaches in early years practice. In Children's Rights, 8, 116-128. Gidley, J. M., Hampson, G. P., Wheeler, L., & Bereded-Samuel, E. (2010). From access to success: An integrated approach to quality higher education informed by social inclusion theory and practice. Higher Education Policy, 23(1), 123-147. Harden, R. M. (1986). Approaches to curriculum planning. Medical education, 20(5), 458-466. Deborah Garcia Guedes_ IKO0000445_ 2021T3 ECUR207_ Dr. Gideon Boadu