14 May EDUC25436 CURRICULUM THEORIES AND APPROACHES IN ECEC
EDUC25436 Curriculum Theories and Approaches in ECEC
Research Paper: International Curriculum Frameworks 25%
Choose an international curriculum framework to research from the folder on SLATE. Note that this is NOT a paper about a country and its ECE program but rather a paper about a specific framework. Please note that if you choose to write about a country that is not listed, please check with your professor first since not all countries have a clearly identified framework and if you instead write generally about ECEC in that region, you will receive a poor grade.
Your paper will include:
1. Introduction
Your first paragraph should tell the reader an outline of the topics that you will address in the paper. Provide an overview of the country that describes important cultural, political, demographic or historical information related to the ECEC curriculum framework. What kind of government does the country have and are there any political factors that influence ECEC? Describe the population, whether there are indigenous populations or minority populations. Do not provide “tourism” information about the country.
2. ECEC Framework Description
Describe the framework: the name; the way it is organized; a summary and discussion of the values and goals, and other important considerations; and provide a summary of the important ideas. Use your own words to summarize rather than copying large sections of the framework.
3. ECEC Framework Analysis
a. Image of the child: what image of the child is described or implied? Provide evidence from the framework that supports your ideas about how they work with children.
b. Infant School vs. Social Pedagogy: discuss the orientation of the framework in relation to the continuum of pre-primary (infant school) or social pedagogy. This is your opinion but you must provide examples that support the theory discussed in class.
4. Theorists
Identity the theoretical influences that shape the framework. Provide evidence from the framework and support it with references to your text (or other sources). Do you see evidence of Montessoris influence? Are Deweys ideas represented?
5. Conclusion
Your brief conclusion will summarize your learning and will contrast what you learned about ECEC in your selected country to what you know about ECEC frameworks in Canada /Ontario. How does it compare to How Does Learning Happen? Similarities, differences? What were your significant learnings?
The paper should be about 8 pages, and meet APA standards and format. You may choose to use the five headings above to help you organize your paper. The writing should be your own, with your own “voice” (style) evident. The paper may contain excerpts quoted directly from the framework document which is permissible as long as they are cited correctly. This paper should briefly highlight the research but it is also important to share your views and opinions in each section and in the conclusions. You are required to research other information in addition to the framework itself. This may be an article or the OECD report or UNICEF report card that provides some comparison. Look at the Course Resources on SLATE as well as http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/early_learning_for_every_child_today.aspx#appendix1 and other sources to help get you started.
Name: ___________________________________ Date Submitted:_____________________
Criteria Need improvement Meet Expectations Exceptional
Introduction: /4 0-2 marks
Limited or unclear introduction. Overview includes too little or irrelevant information. Little context for the paper is provided. 2.5-3 marks
Provides an overview description of the country with some important information regarding cultural, political, demographic information with minimal historical information relevant to ECEC. Some information is irrelevant. 3.5-4 marks
Describes the purpose and topics covered in the paper. Provides a clear and meaningful overview description of the country or province that highlights important cultural, political, demographic and historical information relevant to ECEC and provides a context for understanding.
ECE Framework Description: /5 0-2.5 marks
Description of framework is unclear, is missing critical elements without explanation. Does not provide a summary of the important ideas. 3-3.5 marks
Provides a description of the curriculum framework: the name, the driving factors behind its development; the way it is organized, a summary and discussion of the values and goals, including other important considerations, provides a summary of some of the important ideas. 4-5 marks
Provides a clear and complete description of the curriculum framework: the name, the driving factors behind its development; the way it is organized, a summary and discussion of the values and goals, including other important considerations, providing a clear, concise summary of the important ideas.
ECE Framework Analysis: /6 0-3 marks
Provides minimal analysis of the framework that demonstrates understanding of:
a) Image of the child: does not identify the image of the child (identified or implied) AND / OR demonstrates little understanding of the image of the child.
b) Infant school vs. Social pedagogy: does not identify the orientation of the curriculum framework or is confused or unclear. 3-3.5 marks
Provides an analysis of the framework that demonstrates understanding of:
a) Image of the child: identifies the image of the child (identified or implied) Demonstrates some understanding of how this image is supported in the framework.
b) Infant school vs. Social pedagogy: identifies the orientation of the curriculum framework in relation to this continuum and provides some evidence to support the theory discussed in class. 4-6 marks
Provides a clear, concise analysis of the framework that demonstrates in-depth understanding of:
a) Image of the child: identifies the image of the child (identified or implied) Demonstrates clear evidence and insightful description of how this image is supported in the framework.
b) Infant school vs. Social pedagogy: identifies the orientation of the curriculum framework in relation to this continuum and provides clear evidence and understanding to support the theory discussed in class.
Theorists: /2 0 marks
Little or no discussion of influence of theorists found in framework. No evidence. 1 mark
Some discussion of influence of theorists found in framework but little or no evidence. 1.5 2 marks
Clear and insightful discussion of influence of theorists found in framework supported by evidence.
Conclusion: /4
1 mark
Conclusion provides a very brief summary of the students learning. Demonstrates a limited understanding of the contrast from your selected country to what you know about the ECEC in Canada. Little or no contrast to Ontarios framework How Does Learning Happen?. 2-3 marks
Conclusion provides a brief summary of the students learning. Demonstrates some understanding of the contrast from your selected country to what you know about the ECEC in Canada. Simplistic comparison to Ontarios framework How Does Learning Happen?. 4 marks
Conclusion is clear and concise, summarizing the students learning. Demonstrates a clear understanding of the contrast from your selected country to what you know about ECEC in Canada. Comprehensive comparison to Ontarios framework How Does Learning Happen?.
Writing: /3 0-1.5 marks
Paper is 2 marks
2.5 3 marks
APA /1
Failure
Does not follow APA style
Note: Papers that do not provide proper in text citations and references will be considered plagiarized and receive a grade of 0. 0
APA followed but some errors in APA style and/or writing issues 1
APA style followed with no (or few minor) errors in style or writing.
Comments :
The Jamaica Early Childhood Curriculum
For Children Birth to Five Years
A Conceptual Framework
Dudley Grant Memorial Trust in Collaboration with the Ministry of Education
Rose Davies, Ph.D.
Main contributor
The Jamaica Early Childhood Curriculum For Children Birth to Five Years
A Conceptual Framework
Published by The Dudley Grant Memorial Trust
5 Gibraltar Camp Way, U.W.I. Mona Campus, Kingston 7, Jamaica W.I.
Copyright © 2008 by The Dudley Grant Memorial Trust
All rights reserved
ISBN 978-976-610-824-3
Editors: Cecille Maye-Hemmings and Masie Wint
Graphic designer/Page layout: Suzette Royal Suzi Design
The Phoenix Printery Limited, 139-141 East Street, Kingston, Jamaica
Financial support for this project was provided by the Ministry of Education, Jamaica; the CHASE
Fund; UNICEF; and the Social Conflict and Legal Reform Project.
III
CONTENTS
Preface V
Acknowledgements VIII
1. Introduction to the Early Childhood Curriculum 1
Purpose and Definition of Curriculum 1
Rationale for the Curriculum 1
Considerations Influencing the Curriculum Development and Design 2
The children 3
The early childhood practitioners 3
The learning environment 4
The parents/community 5
Lessons learned from international models of best practices 5
2. The Guiding Principles of this Curriculum 7
Learning Through Play 7
Sequenced Learning 9
Individual Learning 9
The Practitioners Multiple Roles 11
Inclusion of All Children 14
Integrated Curriculum and the Domains of Development 15
Skills in the affective domain (personal, social-emotional skills) 16
Skills in the creative/expressive domain (the aesthetic skills) 17
Skills in the cognitive domain (intellectual, language & literacy skills) 17
Skills in the psychomotor domain (physical/motor skills) 17
Integrated learning for infants, toddlers and preschoolers 18
Thematic curriculum content 19
The Learning Environment 20
Developmentally appropriate learning environments 20
IV
Learning environments for infants and toddlers 21
Learning environments for preschoolers 21
Special considerations for adapting the learning environment 22
Assessment in Early Childhood 23
Involving Parents and Community 24
3. Developmental Goals and Learning Outcomes For Children Birth to Five Years 26
Learning Outcomes for Young Children 26
Wellness 26
Effective communication 26
Valuing culture 27
Intellectual empowerment 27
Respect for self, others and the environment 27
Resilience 28
4. The Role of the Curriculum in Supporting Childrens Achievement of 29
Developmental Goals and Learning Outcomes
References 31
Appendix 33
Theoretical Influences on Early Childhood Curriculum 33
V
Preface
Background to Early Childhood Curriculum Development in Jamaica
The care and education of young children in group settings emerged in Jamaica in response to the need
of working parents in the post-World War II era of rapid industrialization and employment opportunities
away from home. Early childhood informal “schools” were usually set up by home-based grandmothers,
aunts or neighbours, on verandahs, in backyards or other available spaces and provided largely custodial
care of children and limited educational content, e.g. rote learning of rhymes and Bible verses.
The first recognizable “basic school” as we know it today, was established in 1938 by Rev. Henry
Ward in Islington, St. Mary. As the number of these schools increased throughout Jamaica, so did the
need for organized training of the mostly untrained teachers. In 1967, Mr. Dudley Grant of the Institute
of Education, University of the West Indies at Mona, initiated the Project for Early Childhood Education
(PECE) with support from the Bernard van Leer Foundation. The aim of this project was to develop a
curriculum manual for use with four- to five-year-olds in basic schools and to provide complementary ongoing
training of teachers in the use of the curriculum and its accompanying resources.
The first written Jamaica pre-school curriculum was completed in 1973 through the collaborative
effort of a team of teacher trainers led by Mr. Grant himself. The “PECE Manual”, as it was called, was
a very detailed instructional guide comprising 24 volumes totaling 4,988 pages. It provided a step-bystep
approach for presenting content from traditional subject areas. The detailed format was considered
necessary because the teachers were inexperienced and lacked in-depth knowledge of essential child
development and education principles and practices. Regular fortnightly workshops by the teacher trainers
were established to develop the teaching skills of the para-professional teachers, while familiarizing them
with the use of the curriculum manual.
In 1979, a survey carried out by the Early Childhood Unit of the Ministry of Education, revealed that
the on-going fortnightly training workshops were reaping rewards as teachers were becoming increasingly
better trained and better qualified for their teaching roles. The teachers themselves called for the PECE
manual to be reviewed and rewritten in a format that was much less prescriptive and allowed greater
flexibility in interpreting and implementing the curriculum in their individual classrooms. Subsequently,
the curriculum was redesigned and redeveloped in 1983 into two volumes: Readiness Programme for
4 Year Olds and Readiness Programme for 5 Year Olds. The new “Readiness” curriculum replaced the
subject-based structure of the PECE manual with an integrated curriculum approach. This model placed
more emphasis on skills development across the childs developmental domains through an integrated
programme of appropriate activities organized around themes familiar to the children. While some teachers
VI
welcomed the more flexible format of the revised curriculum, others thought that too many of the resource
ideas contained in the PECE manual had been lost to the cause of producing a smaller document. This was
seen as a disadvantage for newer and less experienced teachers.
In 1990, a survey commissioned by the Early Childhood Unit in the Ministry of Education was
undertaken by the University of the West Indies-based Centre for Early Childhood Education (CECE),
which later became the Dudley Grant Memorial Trust, to establish the extent to which both the PECE
and the “Readiness” manuals were being used in pre-primary schools throughout Jamaica. The survey
also gathered ideas and recommendations for redesigning the Readiness curriculum to represent a better
balance between the detail of the older PECE manual and the flexibility of the “Readiness” manual. This
is one of the considerations that informed the current re-design of the curriculum.
In Jamaica, organized programmes for children from birth to three years only emerged after the
development of a curriculum for four- to five-year-olds, as children in this age group were mostly cared
for within the home setting. In the 1950s the Child Welfare League operated a few day care centres that
provided mainly custodial and health care for infants. Over the decades of development of the Jamaican
early childhood system, day care provisions have lagged behind that of basic and other pre-schools in
coverage, public financing and resources, caregiver training and adequacy of learning environments.
Services for the birth to three-year-old age cohort are still largely provided by private owners. Day care
centres experienced their highest peak in development during the 1970s when the incumbent government
instituted policies in support of organized, publicly funded day care centres to facilitate working mothers.
However, only a few day care centres in the country are publicly funded.
Although this much needed attention brought about improvement in the quality of facilities and
training of personnel at the time, there was no national focus on curriculum for birth to three-year-olds, and
institutions operated independently of each other in this regard. The situation with regard to curriculum for
birth to three-year-olds remains the same today, in spite of the growing recognition of the importance of
the first three years of a childs development, and the variety of programme models that now exist, such as
centre-based programmes, home-based nurseries, and other early stimulation programmes. The re-design
of the curriculum will result in the development of the first national early childhood curriculum for birth
to three-year-olds, and a revised curriculum for the four and five-year-olds.
The documents
The Jamaica Early Childhood Curriculum for Children Birth to Five Years is comprised of four
documents.
Document 1 is the Conceptual Framework which outlines the purpose, rationale and guiding philosophical
principles of the curriculum and also the developmental goals and learning outcomes desired for Jamaican
children. It provides the rationale for the development of the curriculum guide for birth to three years,
VII
and the review of the four- and five-year curricula. A synopsis of child development theories that have
influenced the curriculum development process is presented in the Appendix.
Document 2 is the Scope and Sequence which comprises the developmental objectives that children would
be expected to achieve by the end of each age phase. The document is divided into two parts.
Part I For children Birth to Three Years. Part II For children Four and Five Years. The development
of skills in the four (4) developmental domains cognitive, affective, creative and psychomotor are
reflected in the learning outcomes within this document. The learning outcomes are detailed under the
headings: wellness; effective communication; valuing culture; intellectual empowerment; respect for self,
others and the environment; and resilience.
Document 3 is the Curriculum Guide which early childhood practitioners will use in the planning,
preparation and implementation of daily programme activities. The guide is divided into two parts.
Part 1 Birth to Three is Key presents foundation curriculum for the birth to age three stage. It explains
the developmentally appropriate concepts, skills and activities for children at this stage. Part II Four and
Five: Getting Ready for Life builds on this foundation, and includes important elements of appropriate
curriculum for the four and five year olds. The component parts and structure of the curriculum are
explained in each guide to facilitate easy interpretation and use by practitioners. Also included are aspects
of daily curriculum implementation processes such as scheduling the day, thematic unit planning and
lesson planning, organizing for instruction, and helpful strategies for practitioners and parents.
Document 4 is the Resource Book which acts as a supplement to the Curriculum Guide and provides
additional developmentally appropriate activities for the various age groups.
VIII
Acknowledgements
The Dudley Grant Memorial Trust, as the lead coordinating agency for the national Early Childhood
Curriculum Project, wishes to acknowledge with great appreciation the contribution and hard work of all
the participating individuals, groups and agencies.
The task involved the revision of the existing curriculum guide for the four- and five-year-old age
groups and the development of a guide for the birth to three-year-old age cohorts. Development of the
supporting documents such as the Scope and Sequence and the Conceptual Framework for the age-range
birth to five years was also a vital part of the process.
Many Early Childhood professionals have contributed to the development of these documents. While
it would be difficult to mention everyone by name, we must acknowledge some key individuals and
groups who made significant inputs into the production of the documents.
We acknowledge the leadership, coordination and curriculum writing contributions of Dr. Rose Davies,
Senior Lecturer at the Institute of Education, University of the West Indies and chief consultant to the
Project.
We thank especially the following outstanding contributors:
• Mrs. Joyce Jarrett for her vision and enormous generosity in sharing her time and expertise in the
revision and development of the birth to two-year-old section of the Curriculum Guide;
• Mrs. Eugena Robinson for her significant contribution in the development of the Curriculum Guide;
• Dr Donna Chin Fatt for her special contribution in reviewing the Scope and Sequence document and
writing aspects of the Curriculum Guide;
• Mrs. Lorna Thompson for her commitment, leadership and expertise in the areas of curriculum
development and numeracy;
• Mrs. Jennifer Silvera for her commitment, contribution and expertise in the area of literacy;
• The Education Officers and Administrators of the Ministry of Education, in particular partners in
the Early Childhood Resource Centres and in the Early Childhood, Core Curriculum and Special
Education Units;
• The parents, early childhood practitioners and children who provided pictures and gave valuable
feedback throughout the pilot phase of the curriculum development process.
• The Early Childhood Commission; HEART/NCT-VET; Social Conflict and Legal Reform Project;
UNICEF; McCam Child Development Centre; Shortwood, Sam Sharpe and St. Josephs Teachers
Colleges; Ministry of Health; PALS; CHASE Fund and the Barita Foundation;
• Members of the George Brown College, Toronto, Canada for their assistance in reviewing the
documents;
• Members of the Review Teams for their guidance and time;
• Members of the Lead Group for their leadership in, dedication and commitment to the process;
• Members of the Technical Monitoring Committee for their support and leadership.
1
1 INTRODUCTION TO THE
EARLY CHILDHOOD CURRICULUM
Purpose and Definition of Curriculum
A curriculum acts as a dynamic force in the development of young children and must be reviewed
periodically to remain relevant and effective in preparing children for life in a rapidly changing world.
Current early childhood curriculum practices throughout the world are increasingly influenced by new
knowledge emerging from the growing body of research on brain development and early learning, and the
type of learning environments that best promote childrens development and learning in ways that are age
appropriate.
The primary purpose of the early childhood curriculum is to provide a ‘blueprint or ‘master plan
of the why, what and how of care giving and teaching based on a philosophy of how children develop and
learn. The National Association for the Education of Young Children (NAEYC) [USA] defines curriculum
as “an organized framework that delineates the content children are to learn, the processes through which
children achieve the identified curricular goals, what teachers do to help children achieve these goals and
the context in which teaching and learning occur” (NAEYC, 1991, cited in Catron and Allen, 2003).
The effective curriculum provides specific guidance that gives clear direction to the user but
allows for flexibility in adapting to special situations as needed. A written curriculum document generally
incorporates the guiding philosophy of the programme; goals, learning objectives and desired outcomes
for childrens development; teaching/learning activities incorporating appropriate content knowledge;
examples of supporting resources; assessment strategies; and guidelines for planning the learning
environment and relating positively with children.
Rationale for the Curriculum
Recent research studies on the development of the human brain highlight the fact that the early years are
the most important for the “wiring” or building of brain capacity. The “wiring” of the brain is affected by
the environmental circumstances in which children develop from birth and continues through the early
years. Nutrition, health, physical care, relationships with parents or caregivers, and the level of mental
stimulation received are some of the environmental factors that can affect the building of brain capacity.
The more stimulating the environment and experiences that children are exposed to, the more likely
they are to develop greater brain capacity. Research also shows that inadequate care and stimulation
or stressful and traumatic experiences can undermine or impair a childs brain function, given that
2
under-stimulated brain cells thin out and are lost over time. Children from poor families living in
deprived surroundings are those most at risk of having underdeveloped brains. However, international
studies have shown that deprived children, when they have the benefit of good early childhood programmes,
achieve cognitive gains on par with their better-off peers. The quality of the curriculum offered in early
childhood programmes is a major factor in determining developmental outcomes for children.
This curriculum is designed to promote and support childrens development in a broad range of
programme types for children birth to five years in the various early childhood institutions (day care
centres, basic, infant, and private preparatory schools as well as kindergarten departments). Basic schools
account for the largest proportion of the over 98% coverage rate among the three- to five-year-olds enrolled
in pre-primary institutions in Jamaica. It is widely known that these basic schools cater to the countrys
most disadvantaged children. Day care facilities cover a much smaller percentage (approximately 15%)
of the eligible children in the birth to 36-month age group. The quality of care delivered in many day care
centres varies with the cost charged for the service. Families with fewer economic challenges enrol their
children in higher quality and more costly private day care facilities, while families with greater challenges
use less expensive facilities where the quality may not be as good, given the generally strong emphasis on
providing mainly custodial care. For all of the above reasons, this new curriculum embraces the concept of
holistic development for all young children including those with special developmental challenges, within
enriching learning environments that promote developmentally appropriate practices.
Considerations Influencing the Curriculum Development and Design
Four important considerations have guided the development and design of this curriculum. These include
the need to:
1. provide early childhood practitioners with a curriculum guide that is current, based on
sound principles of child development and learning, easy to understand and interpret for easy
transfer of knowledge into practice;
2. emphasize holistic development and integrated curriculum approaches that allow children
to express themselves creatively, using all their senses to acquire new knowledge, skills and
competencies and engage in independent learning;
3. provide an enriching learning environment that can significantly reduce or eliminate the
disparities that are apparent among children from different socio-economic backgrounds
when they reach the Grade 1 level;
4. emphasize and reinforce pro-social cultural values and practices that are important to
children, their families and the wider community.
An effective curriculum is characterized by the “rightness” of fit between several elements:
childrens needs and interests; parental values and expectations; teacher characteristics and abilities;
and community traditions and culture. The curriculum design therefore must take into account the
special characteristics of:
3
a. the children who will benefit from it;
b. the early childhood practitioners who will implement it;
c. the learning environment (indoor and outdoor) within which it will be implemented;
d. the parents and community who will support it;
e. the lessons learned from international models of best practices in early childhood development.
The children
This curriculum is designed for use with children from all social strata of the Jamaican society. It seeks
to reinforce and build on the developmental and behavioural strengths that Jamaican children have been
shown to have. Research done on Jamaican children (Grantham-McGregor and Back, 1971) shows that
motor skills development occurs earlier and is more advanced than for equivalent peer groups of children
in the U.S.A. Jamaican children, from a fairly early age, demonstrate a high level of motor coordination
and physical prowess in walking, running, dancing and other physical activities.
Opportunities should be provided in the daily curriculum activities to practise and refine these skills to
the highest level of achievement within the ability range for respective age groups. Research has also
shown that compared to children in the U.S.A., Jamaican children are generally more self-reliant (taking
care of self, going on errands
independently, etc.) at an
earlier age and are more
advanced in some cognitive
tasks, such as learning
mathematics and reading,
than their American peers
(Samms-Vaughan, 2004). The
curriculum should therefore
aim not only to compensate
for weaknesses in childrens
development and learning,
but also to simultaneously
identify and reinforce the
strengths that they naturally possess.
The early childhood practitioners
Generally, the practitioners who will use this curriculum are better trained than their counterparts of earlier
years. In the present early childhood system, practitioners range in age from 18 to 60-plus years and their
Playing with balls at an early age helps in gross motor development
4
skills and abilities range from pre-trained to many years of experience as trained teachers. The practitioners
understanding and interpretation of the curriculum is critical to its effective implementation. They must
understand and agree with the underlying philosophy of the curriculum and have adequate knowledge
of child development and of how children learn. Therefore, this curriculum is presented in a format to
facilitate understanding, interpretation and transfer into practice by the least experienced among its users.
The guiding philosophy, goals and approaches to practice are clearly outlined and will serve as a guide for
training practitioners to use the curriculum. A practitioners attitude and behaviour are critical influences
on the achievement of curriculum goals, as it is the quality of the adults interaction and relationship with
children that promotes the young childs emotional well-being and positive sense of self. This aspect of
developmentally appropriate practice is strongly emphasized in the curriculum.
The learning environment
Conditions in Jamaican early childhood settings vary in quality, depending on the resource base of the
facility. Local research studies have noted inadequacy of appropriate play equipment (indoor and outdoor)
and teaching/learning materials as two major weaknesses of many Jamaican early childhood programmes
(McDonald and Brown, 1993). In addition, large groups and crowded spaces do not allow much opportunity
for children to move about freely and independently to pursue their individual interests. These circumstances
may frustrate practitioners, the children and the achievement of the overall curriculum goals. For example,
curriculum emphasis on independent and self-directed learning demands a wide array
Preschoolers enjoy exploring the outdoor environment
5
of equipment and materials from which children from as early as a few months old, can make individual
choices and engage in meaningful, independent learning. A practitioner attempting to achieve this objective
might be completely frustrated when faced with severe limitations of materials and cramped environmental
conditions. This curriculum is designed for easy adaptation to varied early childhood learning settings,
as most of the activities included require low-cost materials that can be collected easily and transformed
into valuable teaching/learning aids. Emphasis is also placed on making use of the “great outdoors” that
attract children so naturally, as well as adapting and making the best use of available indoor space to
accommodate meaningful, developmentally appropriate activities and experiences.
The curriculum places emphasis on development of appropriate skills at the infant and toddler stages
and on enhancing the preschool childs total development and readiness for primary school. Practitioners
should therefore provide warm, caring and stimulating learning environments that engage children in
learning activities.
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