EVALUACIÓN DEL RECTOR POR PARTE DEL CONSEJO EJECUTIVO.

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puppet group are all important. The context can be both indoors and outdoors beyond the school. Places, events and culture cannot be separated from people.

People: People are the most important part of a child’s education. The contribution made by both adults and other children is stressed throughout this book. The child’s family and socio-cultural background are deeply influential. Children do not leave the socio-cultural aspects of their lives behind when attending a group or school. Their culture and the people they live with are a part of them.

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When children are taught, mainly by worksheet, the learning of which children are capable is seriously constrained (Paris, Beeve and Springer, 2019).

A good curriculum with quality:

 Sees adults and children as active learner;

 Engages children both broadly and deeply with the content of the curriculum;

 Has high expectations of what children do and high expectations of the learning opportunities adults provide for children;

 Is based on narrative observation of children;

 Emphasizes adults knowing and understanding how children develop and learn, as well as being informed about the subject to be studied (the content);

 Emphasises the need for adults to be informed also about the context in which learning takes place so that children are given access in which their learning is both supported and extended:

this is particularly important in relation to equality of opportunity;

 Uses observation (assessment and evaluation) to inform the planning of the curriculum so that adults begin with observation and move to support and consolidate what they learn, and also extend the learning into less familiar aspects of knowledge and understanding;

 Depth of knowledge is important to the teacher as he/she is to respond flexibly to the child’s interest: every area of the curriculum has a particular pattern, order, set of relationships within it.

ACTIVITY

Identify the context of a good curriculum quality.

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Answer

For the correctness of your answer, compare your points with the points given above.

4.0 CONCLUSION

The early childhood curriculum is constructed from three different elements. First it concerns the child and the processes and structures operating within the child. Secondly the curriculum deals with the context in which the child learns, whether or not the situation is conducive to learning, and whether it provides access to learning.

Thirdly, the curriculum involves knowledge and understanding. A quality curriculum brings the child, knowledge and understanding together in an integrated form, appropriately and relatively using the environment which is made up of people, objects and material provision, places and events.

The key to the early childhood curriculum is that adults should observe the child, support the child in developing and learning and extend the child’s development and learning.

5.0 SUMMARY

In this unit, we have learnt the:

 Features of early childhood curriculum content and context

 Characteristics of the socio-cultural context of the child.

 Main factors necessary for the early childhood curriculum to be active.

6.0 TUTOR-MARKED ASSIGNMENT

Highlight 7 attributes of a good curriculum.

7.0 REFERENCES/FURTHER READINGS

Paris, J., Beeve, K. & Springer, C. (2019). Introduction to Curriculum for Early Childhood Education. Retrived on 14 June, 2020 from

https://drive.google.com/file/d/1CG-nXzs4xzTMBl32HbYcdtbRhiW1Z1YD/view

Pence, A. & Benner, A. (2015). Complexities, Capacities, Communities:

Changing Development Narratives in Early Childhood Education, Care and Development. Retrived 14 June, 2020 from file:///C:/Users/user/Desktop/Complexities%20Capacities%20Co mmunities%20-%20Alan%20Pence.pdf

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UNIT 2 EARLY CHILDHOOD CURRICULUM CONTENT AND CONTEXT (PART 2)

CONTENTS

1.0 Introduction

2.0 Learning Outcomes 3.0 Main Body

3.1 Selecting Appropriate Pre-School Curriculum Content 3.2 Principles of Child Development and Learning that

Determine the Content

3.3 Determining Appropriate Content 4.0 Conclusion

5.0 Summary

6.0 Tutor Marked Assignments 7.0 References/Further Readings

1.0 INTRODUCTION

The decade of the 1980s saw numerous calls for widespread school reform, with changes recommended in teacher education, graduation requirements, school structure, and accountability measures. With the advent of the 1990s, school reform finally took on the essential question:

what to teach? There were criticisms on the prevailing curriculum content and methods, and hence trident calls for sweeping changes were made by such national organisations as the National Council of Teachers of Mathematics in America, the American.

Association for the Advancement of Science, and the International Reading Association to mention but a few. The early childhood profession, represented by the National Association for the Education of Young Children (NAEYC), entered the educational reform debate by issuing influential position statements defining developmentally appropriate practices for young children. Specifically, these national organizations call for schooling to place greater emphasis on:

Active, hands-on learning;

 Conceptual learning that leads to understanding along with acquisition of basic skills;

 Meaningful, relevant learning experiences;

 Interactive teaching and cooperative learning;

 A broad range of relevant content, integrated across traditional subject matter divisions.

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2.0 INTENDED LEARNING OUTCOMES By the end of this unit, you should be able to:

 identify various sources of curriculum content

 list and discuss appropriate preschool curriculum content.

3.0 MAIN CONTENT