Children are allowed to participate in different curriculums without any restrictions to allow children to express themselves freely without any problem. Families by providing their feedback on different curriculums to improve these programs.
With the objective of encouraging children to learn as well as participate in different physical and mental activities the following curriculum has been designed. The National Quality Standards (NCQs) governing the provisions related to early child care and education outside school hours have set the benchmark at very high to ensure proper care and education to the children. NCQs developed by Australian Children’s Education and Care Quality have specifically mentioned seven key areas which shall be the foundation of early child care and education services outside School hours in the country. The seven key areas are as following:
Taking into considerations the guidelines of NCQs in relation to the above key 7 points the curriculum below for the children has been developed.
Monday:
Arrival: The children will arrive at 8.00 am in the morning.
The Morning Prayer: The Morning Prayer shall be started immediately after the arrival of all children.
Learning and teaching session: The classroom learning session shall be started at 9.00 am in the morning and continued till 10.00 am.
Indoor activities: After the completion of first learning and teaching session the children will be motivated to participate in indoor activities such as painting, drawing, and creation of model, handicrafts and other such indoor activities to use their creative imagination. The indoor activities shall span for 1 hour, i.e. from 10.00 am to 11.00 am.
Learning and teaching session: Another hour of learning and teaching session to teach children shall be used effectively from 11.00 am to 12.00 am.
Lunch time: From 12.00 to 12.30 pm the children will have their lunch.
Learning and teaching session: After completion of lunch on 12.30 pm another hour shall be used to teach the children to improve their mental strengths. The teaching class will end at 1.30 pm (Pecora, Whittaker, Barth, Maluccio, DePanfilis & Plotnick, 2017).
Outdoor activities: Outdoor activities such as playing different sports, exercise, running, swimming and other such outdoor activities are equally important as the teaching, learning and indoor activities are. Outdoor activities shall start at 1.30 pm and will continue for 2 hours till 3.30 pm.
The children will be tough the strengths of group and importance of team spirits by playing team sports such as football, cricket and other such sports. Improving the mental and physical strengths of children is the main objective of playing different sports.
The outdoor games and experiences shall include playing outdoor sports such as cricket, football tennis and other such sports. In addition other outdoor activities including running, jumping and other such activities shall also be undertaken to improve mental and physical strengths of children.
The experiences shall be documented and preferably recorded by the educators and observers to observe the impact of various curriculum programs on the mental and physical health of children (Crosson-Tower, 2017).
The curriculum format is provided below in brief (Diane, Amster, Ross, Margaret, Paul & Judith, 2018).
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
follow up |
||
|
Daily routine |
Arrival |
08.00 Am |
08.00 Am |
08.00 Am |
08.00 Am |
08.00 Am |
|
|
Morning prayer |
8.30 Am |
8.30 Am |
8.30 Am |
8.30 Am |
8.30 Am |
||
|
Learning and teaching session |
9.00 am to 10.00 am |
9.00 am to 10.00 am |
9.00 am to 10.00 am |
9.00 am to 10.00 am |
9.00 am to 10.00 am |
||
|
Indoor experiences |
Painting, drawing and other creative tasks |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
|
|
Art/ Craft Construction/ games Creative play |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
10.00 Am to 11.00 am |
||
|
Learning and teaching session |
11.00 am to 12.00 am |
11.00 am to 12.00 am |
11.00 am to 12.00 am |
11.00 am to 12.00 am |
11.00 am to 12.00 am |
||
|
Tiffin and lunch time |
Last till 12.30 |
Last till 12.30 |
Last till 12.30 |
Last till 12.30 |
Last till 12.30 |
||
|
Teaching and learning session |
12.30 pm to 1.30 pm |
12.30 pm to 1.30 pm |
12.30 pm to 1.30 pm |
12.30 pm to 1.30 pm |
12.30 pm to 1.30 pm |
||
|
Outdoor experiences |
Playground Equipment Sports/ Games |
1.30 Pm to 3.30 pm |
03.00 Pm |
03.00 Pm |
03.00 Pm |
03.00 Pm |
The comparative analysis of the two curriculums show that in the recommended curriculum provided above the emphasis of the curriculum is equal on both indoor and outdoor activities whereas the curriculum provided at the beginning has emphasis more on indoor activities and education. It is important for the children to participate in outdoor activities and sports to enhance mental strengths. In the organizational curriculum the lack of emphasis on sports and outdoor activities is clearly visible. The objective of increasing mental and physical strengths of children will be achieved with the recommended curriculum provided above better as compared to the organization curriculum provided at the beginning.
With the objective of increasing the amount of time of children in education and care centre the timings have been adjusted in the curriculum program format presented above.
References:
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … & MacMillan, H. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102.
Crosson-Tower, C. (2017). Exploring child welfare: A practice perspective. Pearson.
Diane, S., Amster, B. J., Ross, P. E., Margaret, Z., Paul, D., & Judith, S. (2018). Starting young: Improving the health and developmental outcomes of infants and toddlers in the child welfare system. In Family Foster Care in the Next Century (pp. 149-166). Routledge.
Pecora, P., Whittaker, J., Barth, R., Maluccio, A. N., DePanfilis, D., & Plotnick, R. D. (2017). The child welfare challenge: Policy, practice, and research. Routledge.
Thompson, R. H. (2018). The handbook of child life: A guide for pediatric psychosocial care. Charles C Thomas Publisher.
Wiener, L., Weaver, M. S., Bell, C. J., & Sansom-Daly, U. M. (2015). Threading the cloak: palliative care education for care providers of adolescents and young adults with cancer. Clinical oncology in adolescents and young adults, 5, 1.
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download