Edc1400 Assignment 1

The curriculum is a complex framework that is used in education and is firmly embedded in society (Brady & Kennedy, 2007). Within the curriculum there are key concepts which include the intended curriculum, enacted curriculum, null curriculum, negotiated curriculum, emergent curriculum, hidden curriculum and lived curriculum (Gobby, 2015). The intended curriculum as explained by Gobby (2015) is the plan or framework on a national, state, school and classroom level. The enacted curriculum is what is practiced and is translated into a learning experience (Gobby, 2015). The null curriculum according to Gobby (2015) refers to what is not taught or avoided by educators. The negotiated curriculum is more of a community and hands on part of the curriculum which is learning experiences decided by more than just the educator (Gobby, 2015). The emergent curriculum as described by Gobby (2015) is the exploration of interesting and personally meaning information to children. The hidden curriculum is things that children

In the book Preschool in Three Cultures Revisited, the authors, Joseph Tobin, Yeh Hsueh, and Mayumi Karasawa, look into preschools in three cultures: China, Japan, and the United States. Prior to writing this books, the authors did research on one preschool in each of the countries to see what the learning styles were and how they compared to one another. Then they went back some twenty years later to see if there were any changes in the preschools. The changes, or lack thereof, brought about the book Preschool in Three Cultures Revisited.

The first component of the creative curriculum is how children develop and learn. The preschool years are a special time in the life of a young child. They gain independence, self-control, learn to take initiative, and assert themselves in socially acceptable ways. At the same time, they become keen observers of their world and

During Preschool a High/Scope curriculum setting, they are trying to build school readiness, so the children can move on and continue their growing education (http://www.highscope.org/Content.asp?ContentId=63).

The Nursery set out many different activities for the Children. This is designed for them for the different areas that they develop within the Nursery. They are set to reach all the areas of learning, Personal social and emotional development, communication language and literacy development, problem solving reasoning and numeracy, knowledge and understanding of the world, physical development and creative development. With all these different resources the Children begin to recognize their skills and how to use them. For an example, in the toddler room the creative area always has something out, the toddlers can then sit at the table, start to do mark making on the paper and realize they are drawing on paper. They created a picture!

1. What is the definition of the term curriculum? “The outline of what should be taught within an allotted amount of time.”

An initial concept of the curriculum formed by Tenorio is that curriculum is not just the books and lessons but everything, the relationships, interactions and inspirations teachers have with students, students have with parents, schools have with the wider community (Churchill, 2011). This definition explains in broad terms how curriculum influences everyone’s lives in certain ways, however it does not explain what the curriculum does, how it is constructed or how it works in a school setting. The Australian Curriculum (AC) defines curriculum as used to develop successful learners. Who are confident, active and informed citizens and “is presented as a progression of learning from Foundation to year 10 that makes clear to teachers, parents,

Education is an important factor when it comes to the development of the human brain. It is known in America that children around the ages of 3 to 5 can have the opportunity to enrol in Preschool. Preschool is a program for younger kids who want to get a head start in education in order to have a better transition into elementary school. There has been some controversy on how old the child must be in order to be placed into preschool and whether the program is even beneficial. Many other countries such as Finland are also providing Preschool programs to children, but their program is a lot different compared to America’s.

In order to understand the predominant program models for early childhood education let the consensus for model be described as a curriculum based approach or a curriculum. What does curriculum mean? For the sake of identifying quality, curriculum is a key component for building sustainable early childhood education programs. Curriculum encompasses ideas and materials transferred to a student to develop knowledge and skills as framed by identified expectations. The NAEYC 's definition states " . . . in general curriculum is seen as the means by which a society helps learners acquire the knowledge, skills, and values that that society deems most worth having." ( ,2015) The frameworks of Developmental-Interactional Approach, Direct Instructional Model, and Reggio Emilia Approach are approaches observed in early childhood

The curriculum is often perceived as simply a document that tells teachers what to teach and when to teach it. However, this is an inaccurate perception. The curriculum is a more complex, dynamic, integrated concept that influences what children experience at school in order to learn (Blaise and Nuttall, 2011, p.80). There are five key concepts in Blaise and Nuttall’s, 2011 curriculum theory including; the intended curriculum (experiences that teachers want their students to have in accordance with official documents), the enacted curriculum (experiences that teachers actually provide), the hidden curriculum (implicit learning that occurs without the teacher’s

The notion of curriculum is as vibrant as the fluctuations in the thought of society. In its narrow sense, a curriculum is merely a sorting of themes to be inculcated in school. In a complete sense, it implies the full learning involvement of individuals, not only in schools but in the community as well. Wider contexts underpin the execution of curriculum and reflect on the development of its content. These contexts require many considerations if the curriculum is to be effectively implemented. Many explanations scaffold curriculum. Therefore, the very notion of curriculum is, at times, considered fragmentary, elusive and confusing. However, light is shed on the meanings of curriculum through views, pedagogies, and political and cultural experiences (Caughley, 1928; O’Neill, 2005).

Watching this video was interesting, as it changed the way I viewed early childhood education in other countries. I had always assumed that all children’s preschool experiences were similar, and while they are to a certain extent, they also vary greatly. All of these unique preschool curricula incorporated something valuable that should be considered when creating one's own curriculum. As a future early childhood educator, I will make a point to borrow some strategies from other preschool systems that I deem valuable to the development of young

Curriculum is important to the health and development of schools and society (Ornstein & Hunkins P. 1). Curriculum is

Curriculum is a term often highlighted during discourse about education and most commonly understood as a policy with overt leaning outcomes for teachers to apply and achieve. Ornstein and Hunkins (1998), as cited by Selvaraj (2010), defined curriculum based on two lenses; micro and macro, which identify the term as both policy towards certain goals and what students experience with consideration for relevant theories and principles central to its development and implementation. However, Wilson (n.d.) argued that curriculum is not restricted to certain individuals, subjects and environments, since teaching and learning can also occur beyond the scope of official curriculum (Ebert & Culyer, as cited in Marsh, Clarke & Pittaway, 2014). I believe this interpretation is the closest to the true nature of curriculum, or education, as there are more complex layers to curriculum than just a written guideline. For example, not one curriculum is similar to another because it is subjected to influences from continuum number of factors, such as politics and economy. Hence, it is wise to conclude that curriculum could not be defined based on a singular perspective due to its dependability on context.

Curriculum can be described as a as a description of information or content intended for teaching alongside the methods intended to be used in passing the given information to the learner. Kern, Thomas and Hughes (2009) pointed out some factors that underpin content information in a curriculum. These are: age reflection, culture, skills which are linguistically relevant and child development stage. Education practitioners have largely relied on laid learning standards, guidelines and books for resources used to package content for children. They rely on three main sources to make curriculum decisions, according to French (2007), including: the child, the parent/family and the teacher.