Personal Philosophy, Curriculum Planning, And Inclusive Environment For Early Childhood Education And Care

Setting Goals for Children

1. Summarise your personal philosophy about Early Childhood Education and Care.Explain how your personal view of ‘the child’ and you as ‘educator’ will impact on the curriculum and learning environment that you will provide for children

2. Design a curriculum planning format that you could use for a group of children.Include opportunity for input from the child, family and other educators.

3. Gather sources of information to assist in developing or adapting a curriculum and inclusive environment to support children with a barrier to learning

Every child has a right to education and the right to pursue his/her interests. I believe an early childhood educator (ECE) has the duty to make sure that young children experience positive learning experiences. My philosophy draws inspiration from Reggio Emilio viewpoint that ‘children have to have an active role in choosing their own learning techniques’ (Hewett, 2001). Hence my philosophy will elaborate on four elements that I feel are necessary to enhance children learning experience. These three aspects include: setting goals for children, focusing on children needs, and observing children rights.

Setting Goals for Children

I believe that setting goals for children provide them with immense opportunities for growth and achievement. McLeod and Bleile, (2004) elucidate that setting goals for children gives them a sense of purpose thus giving them the opportunity to discover themselves and develop the need to attain educational goals all through their lives. Educators have the responsibility of encouraging and helping children establish attainable and knowledge oriented objectives. As an educator, I seek to provide an efficient and competent early childhood learning environment that promotes both short and long term goal setting for young kids. When goal setting for children integrates into the education curriculum, children will have opportunities to become active decision makers in matters relating to their future educational prospects.

Focusing on Children Needs

Each and every child is unique and endowed with a particular set of skills. I have faith in the idea that as an educator I am capable of identifying the needs of children which puts me in a better position to plan a teaching curriculum that incorporates a variety of children needs regardless of their cultural, spiritual, or economic backgrounds. Some kids face complicated brain-based disorders for instance attention deficit hyperactivity disorder (ADHD) and attention deficit disorder (ADD)  which makes it difficult for facilitators to constrain their natural responses (Dale, 2008)? Apart from this, different children have different learning abilities, and it is up to educators to identify those with special learning needs. Educators also have the responsibility of engaging and consulting parents so that they are in a better position to deal with children with special needs. I would strive to develop service curriculum appropriate to each and every child’s abilities or needs.

Focusing on Children Needs

Encouraging Children Participation

In my experience as an instructor, I have come to learn that early childhood education rarely provides children with the right to taking part in decision making. I believe that participation plays a crucial role in helping kids boost their sense of self-confidence and security. Based on the Reggio Emilio approach, the school represents as a system in which the questions, thoughts, and reactions of each child are equally valued (Wien, 2015).  Developing a program around participation fosters internal motivation and inspires the desire to learn. Given the opportunity to participate, pupils generate ideas much better than, I might have imagined or created myself.

I have realized that an ECE hugely influences the erudition experience of young kids. Through empowering children to have an active role in the learning process, I seek to provide developmentally appropriate and innovative experiences that will leave a lasting impression on the lives of children in my care.

As early childhood instructors, we all have our approaches to teaching. Our teaching method is developed from various resources and includes information from early childhood philosophers. In preparation for the development and implementation of an early childhood learning curriculum, an analysis of three previous education curriculums takes precedence. The three examples of pedagogical approaches include the Reggio Emilio Approach, the Montessori Method, and the High/Scope Approach.

Montessori curriculum plan for Willow Oak Elementary school

Activity	Daily routine
	Students get to know one another and tutor encourages courtesy lessons. Here, children demonstrate courtesy and grace for one another
	Practical engagement where student gather around in a circle and sing songs that encourage learning each other names.  Tutor also discusses rules for circle time for example raising, walking around and politely listening to another. Students also demonstrate art work. Tutor also introduces group snack sessions.
	Introduce new ideas and activities to perform during the circle session. Teacher indulges and involves students in rules about sharing materials and discipline while undertaking different tasks together. Tutor takes out a camera and records how children interact with one another while undertaking group activities.
	Involves gathering materials for the lesson and tutor guides’ children in how to make use of the classroom resources.

Analysis

The Montessori style of education created by Dr. Montessori is a child-oriented educational method founded on scientific observations of youngsters from birth to adulthood. Dr. Montessori’s approach has over time being verified, with over 100 years of achievement in different cultures all over the world. Based on the Montessori approach, the teacher prepares the classroom in a manner that encourages a sense of order, independence, and freedom without limits (Giovannini, 2000).

1. How the Willow Oak Montessori curriculum reflects on my personal standpoint of the child and educators.

The Willow Oak Montessori approach reflects my personal philosophy regarding child education in the sense that it elaborates on the essence of providing children with an environment where they can prosper. This environmental attribute conforms to one of my reflective elements that involve encouraging kid’s participation by offering a learning environment that promotes the desire to learn.

2. How individual and group strengths, interests and goals in conjunction with the Framework’s Learning Outcomes are planned for

The Willow Oak Montessori Method caters for group strengths by organizing children in multiage groups where older children take a leadership role and reinforce learning by teaching younger children conceptions they have already grasped (Cossentino, 2005). A Montessori class consists of learners whose ages frequently span three years. For children who form groups, they have to stay with the class and educator for the entire learning cycle, forging meaningful bonds. It’s through multiage groupings that students get to learn and adapt to working in teams which in turn help them to pursue their individual goals and interests. Using the hands-on approach, the Montessori teacher also plays a crucial role in helping students’ endeavors to reach their targets by creatively preparing a classroom environment with learning resources that entice students to learn (Sobe, 2004).

Encouraging Children Participation

3. How the curriculum planning format records each child’s participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How families and children can actively contribute to future planning in order to support the learning, development and interests of the children.

In the Willow Oak Montessori education curriculum, teachers through general observation of children during work and play and their interactions with other kids and record each child’s contribution. Families may actively contribute to the Montessori learning program by taking up the role fundraising event volunteers, class representatives, and class trip chaperones. Parents may access the Montessori learning curriculum at the Montessori Institute, ‘a non-profit institute established with the intention of stimulating quality learning and availing academic materials and information to teachers and parents’ (Elkind, 2003).

4. How the program format is accessible, flexible, easy to use and interpret by staff and families.

The institute tries to pass on particular information and methods representing optimal learning while instilling understanding and respect for youngsters and their development which ultimately gives adults the spontaneity and flexibility needed to meet the specific needs of children.

5. How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends children’s learning?

Documentation of a child’s experiences, done on program reflection journal helps educators and parents in evaluating a child’s learning development thus pointing out areas where improvement may be necessary.

The High/Scope Approach

HighScope is an excellence method of childhood education and care which has been designed and developed by exploration over a forty year period. The HighScope central assumption is that youngsters develop their learning by actively engaging in effective learning using materials, ideas, and people.

Example of a daily curriculum plan for Alderwood Early childhood Centre

Activity	Daily routine
Greeting Time	Children enter the classroom and are each told to pick a symbol from two distinct categories of color symbols. Involves two teachers who separate the children in two groups based on the chosen color symbols and each teacher introduces children from their group.
Planning time	Teacher divides students into groups and introduces students to the concept of sharing materials. Teacher asks students to hold hands as the groups moves around pretending to be a train
Work time	Teacher informs children its work time and takes out a variety of toys that encourage active learning. Teachers also empathize with children with learning difficulties and encourage them on.
Cleaning time	Teachers work with children and help them in cleaning up on the materials used during work time.
Other ideas	Tutors along with students explore outdoor activities. Tutors converse with children about their families using open-ended questions. Teachers hand daily routine guidance books to take home.

Analysis

1. How the format reflects or does not reflect your view of the child and educator

The use of materials contradicts my personal philosophy in the sense that I believe in setting goals for children and helping them achieve them while the HighScope approach assumes that provided with the right learning materials children find their targets.

2. How individual and group strengths, interests and goals in conjunction with the Framework’s Learning Outcomes are planned for.

This method addresses the interests and goals of children using the constructivist theory which explains that we learn by physically and mentally interacting with the environment. The HighScope approach is more of a learning technique than a teaching system

Curriculum Approaches

3. How the curriculum planning format records each child’s participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How families and children can actively contribute to future planning in order to support the learning, development and interests of the children.

Daily observation of kid’s experiences is done using key development indicators (KDIs) as a vital part of planning, schooling, and learning. The HighScope approach may limit a child’s ability to give feedback on their learning experience since it focuses on active learning. Teachers may inform parents about their daily observation results through observation boards. Parents, on the other hand, communicate with teachers using emails.

4.How the program format is accessible, flexible, easy to use and interpret by staff and families.

Families may actively participate in the HighScope learning curriculum by attending an open house where families get to view the classroom and speak with teachers. The education program is accessible to parents through welcome packets sent to new parents.

5.How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends children’s learning?

The welcome packets orient parents with information regarding child observations, and daily routine. The documented observations and evaluation are recorded and stored in the form of KDIs. Educators record brief and precise anecdotes which later transcribed into child view files (CORs). These data may be used as a point of reference when making future decisions.

Reggio Emilio Approach

The Reggio Emilia Method is a learning viewpoint that views children as possessing strong capabilities for development and grows in relationships with others.

Reggio Emilio principle breakdown for Parkview children’s center

Principle	Breakdown
Child’s image	Each teacher believes that students possess rights to discover their won world. This principle helps teachers recognize that children are a source of inspiration and strength.
Children’ relationships and interactions	Conversations during group activities strengthen collaboration with parents. Availability of class mail boxes allows parents to leave surprise letters for children as well as teachers.
Parent’s role	Parkview children center uses an open door policy where teachers engage parents in helping children with their projects and also take part on advisory boards.
Classroom environment	The Parkview classroom is considered as the third teacher. Well organized shelves make easy for students to find learning materials.
Documentation	The Parkview child center uses daily journals in displaying completed projects. The everyday journals regarding interests and explorations of children are sent to parents via email. The children center has translators to help exchange information with families whose English is not a first language.

Analysis

1. How the format reflects or does not reflect your view of the child and educator.

This approach mirrors my philosophy in the sense that it advocates for teachers helping children to discover their goals thus developing their potential in the process.

2. How individual and group strengths, interests and goals in conjunction with the Framework’s Learning Outcomes are planned for.

In addressing the individual and group strengths and interests of children, the Reggio Emilio curriculum technique strongly advocates for social teamwork and working in groups where every youngster is an equal participant.

3. How the curriculum planning format records each child’s participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How families and children can actively contribute to future planning in order to support the learning, development and interests of the children.

Montessori Curriculum Planning Example

In recording each child’s participation, teachers observe, inquire and carefully listen to the children. Teachers’ document results inform of transcripts, photographs, or visual representations such as drawings and sculptures.

4.How the program format is accessible, flexible, easy to use and interpret by staff and families.

Parents can contribute to the Reggio Emilio curriculum by taking part in discussions regarding school policy or by implementing the program’s philosophies even when the child is home. The Reggio Children Loris Malaguzzi Centre Foundation is a global non-profit organization that offers guidance on the Reggio Emilio Approach.

5. How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends children’s learning?

Unlike the Montessori or HighScope learning curriculum, the Reggio-Emilio curriculum documents children’s thought since they are encouraged to explain their experiences. Documentation serves to aid the instructors in assessing their teaching practices and improving the program accordingly.

Proposed curriculum planning format implemented across a five day learning period.

The proposed curriculum is a philosophy designed for preschool and primary education. The pedagogical technique bases its assumption based on the views of self-expression, active learning, class arrangement, daily schedule, and assessment.

Day	Activities
	Self-expression	Dynamic learning	Class arrangement	Daily schedule	Assessment
1.	Teacher asks each and every student to introduce themselves.	Tutors introduce children to various learning materials.	Teachers make sure that materials are arranged in such a way that students are able to find them	Tutor draws up an evaluation manual based on children level of interaction	Teachers observe student behavior.
2.	Tutors teach students how to politely communicate with one another politely as well as communicating with parents.	Children learn how to pick out learning materials and return them after use.	Teachers provide learning resources to kids based on their interests.	Using a presentation chart teachers inform children about activities undertaken for different time periods.	Teachers performing an active role of correcting students while still surveying their behavior especially during group activities.
3.	Children learn how to communicate on paper through songs and artistic displays.	Children engage in group activities while using learning resources.	Tutors carefully analyze each child’s learning capability.	Children watch an educational film and get to learn something without the teachers input.	Children
4.	Teachers learn more about children needs by talking to them.	Children engage in practical skills such as fire drills.	Tutors test children based on the skills acquired.	Children go for an educational field trip.	Teachers through photographs document student behavior and draw up a report of the findings.
5.	Parents provide further learning end feedback on the students communication skills	Children engage in outdoor learning under the guidance of a teacher.	Tutors rearrange the learning environment and introduce new learning materials.	Children indulge in charity work and get to learn how to empathize with others.	Teachers send the report findings of student behavior to parents Parents through visits and emails provide feedback and suggest ideas to improve student behavior.

Analysis

Self-Expression

Self-expression, a method of encouraging kids to communicate with their peers as well as teachers, forms the center of this approach in the sense that teachers use less off hands-off tutoring and more off explanatory teaching which forces students to learn how to express themselves and communicate with others.

Dynamic learning

The dynamic learning principle follows the assumption that kids are to an extent responsible for their learning while teachers have the responsibility of providing the necessary teaching materials interacting with and prudently observing and recording and leading individual and group student learning activities.

Class arrangement

This curriculum’s class organization encourages children to take part in educational and meaningful experiences. The classroom placement of equipment and materials upholds requirements of the daily routine thus children have an idea where to find resources. The instructor chooses the activities and materials to use based on a few deliberations:

• Children’s interests (for instance kindergarten kids are fascinated by art, housekeeping, or blocks.
• Opportunities for supporting concepts and skills and practical use of those abilities.
• Teachers choose materials on the basis of encouragement of active involvement, language development, and spatial relations.

Daily Schedule

In this curriculum, the program takes into account the developmental stages of children, integrates fifty to sixty plan-do-appraisal procedures, is as reliable all through the day and encompasses a minimum number of changes. The plan-do-appraisal plays a crucial role in this curriculum as it allows teachers to help children initiate plans or activities and then analyze the results of their operations.

Analysis of Montessori Curriculum

Assessment

Teachers record unusual behaviors, statements, and things that help them to comprehend a child’s way of thought and learning. Teachers make use of twofold mechanisms to assist them in compile data, portfolio and important experiences note form. This curriculum’s observation record is further used to evaluate children’s development.

1. How the format reflects or does not reflect your view of the child and educator.

My personal education advocates for the participation of children which reflects my proposed curriculum planning format which encourages self-expression among children through teaching students how to speak to one another and also to their teachers politely.

2. How individual and group strengths, interests and goals in conjunction with the Framework’s Learning Outcomes are planned for.

My personal philosophy as well as curriculum planning advocate for dynamic learning which explains that children are to an extent responsible for their learning. Education reflects in the curriculum plan where teachers provide the necessary learning materials to children and watch how the use them which helps teachers in identifying each and every child’s interests and skills.

3.How the curriculum planning format records each child’s participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How parents and children can actively contribute to future planning to support the learning, development, and interests of the children.

My curriculum plan assumes a daily schedule where teachers carefully observe students, and at the end of the week, teachers document their observation of the child.

4. How the program format is accessible, flexible, easy to use and interpret by staff and families.

The documented findings are then sent to parents and later invitation to an open day. Here, students, parents, and teachers discuss how to improve the students learning experience. Parents are also welcome to share their suggestion through suggestion boxes and open online forums.

5. How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends children’s learning?

Documentation of children’s behavior is a continuous process and details kids actions in a five-day period. Early literature creates room for future detailed analysis of children thus making it possible for rapid problem-solving. 

Due to racist policies and statute, Aboriginal peoples have continuously lacked the right to partake in many areas, precisely in education, employment, and healthcare. According to MacNaughton and Hughes, (2007) inclusion in different early childhood learning programs has significance for all children.  The Educators Guide to National Quality Standards for Australia identifies ‘cultural know-how about Aboriginal and Torres Strait Islander peoples differs from the far-reaching idea of respecting cultures’ (Sumseon et al., 2009). Studies of previous intervention curriculums indicate that quality early childhood pedagogical approaches make a considerable difference to permanent results. The HighScope method, which offered quality education to children of underprivileged backgrounds in the U.S, has shown to improve learning results (Currie, 2001). When developing an early childhood curriculum for children from Aboriginals and Torres Strait Islanders people, it may be prudent to recognize the unique position of Native Australians and the effects of exploitation and colonization and generations of disadvantage. Working with indigenous societies requires cultural competence, explained in the Early Years Learning Framework for Australians (Vinson, 2009) as requiring knowledge, skills, and attitude.

The greatest education concerns regarding the schooling of Aboriginal and Torres Strait children include trying not to offend them, the opinion that political inference interferes with

 early childhood teaching as well as care. Contrary to this belief, existing research from the Australian Institute of Family Studies (2011) highlights the following points:

• There is a definite reason for non-Aboriginal educators to have knowledge of how to make use of the school program in engaging and supporting children from the Aboriginal culture.
• When working with native Australians, a focus on enablement and working with others makes a difference.

Education has been transforming into a comprehensive system that accommodates Aboriginals with some teachers being uninformed of the change (Neegan, 2005). These strategies ensure that Aboriginal children get integrated into the classroom.

Respect	Having high prospects for Aboriginal learners and honoring their beliefs and language (Battiste, 2002).
Love	Demonstrating our faith that Aboriginal students can and will prosper through our commitment to their learning styles (Castagno, 2008).
Truth	Developing quantifiable results for Aboriginal pupil success and utilizing them as significant indicators of the inclusive of a pedagogy approach (Aikenhead, 2001)

References

Giovannini, J., 2000. The Montessori Method. Architecture, 89(6), pp.116-121.

Cox, M.V. and Rowlands, A., 2000. The effect of three different educational approaches on children’s drawing ability: Steiner, Montessori and traditional. British Journal of Educational Psychology, 70(4), pp.485-503.

Cossentino, J., 2005. Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), pp.211-244.

Sobe, N.W., 2004. Challenging the gaze: The subject of attention and a 1915 Montessori demonstration classroom. Educational Theory, 54(3), pp.281-297.

Elkind, D., 2003. Montessori and constructivism. Montessori life, 15(1), p.26.

McLeod, S. and Bleile, K., 2004. The ICF: A framework for setting goals for children with speech impairment. Child Language Teaching and Therapy, 20(3), pp.199-219.

Hewett, V.M., 2001. Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), pp.95-100.

Dale, N., 2008. Working with families of children with special needs: Partnership and practice. Routledge.

Wien, C.A., 2015. Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools. Teachers College Press.

MacNaughton, G. and Hughes, P., 2007. Teaching respect for cultural diversity in Australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), pp.189-204.

Vinson, T., 2009. The origins, meaning, definition and economic implications of the concept social inclusion/exclusion: incorporating the core indicators developed by the European Union and other illustrative indicators that could identify and monitor social exclusion in Australia. Canberra: Department of Education, Employment and Workplace Relations.

Sumsion, J., Barnes, S., Cheeseman, S., Harrison, L., Kennedy, A. and Stonehouse, A., 2009. Insider perspectives on developing belonging, being & becoming: The early years learning framework for Australia. Australasian Journal of Early Childhood, 34(4), pp.4-14.

Currie, J., 2001. Early childhood education programs. The Journal of Economic Perspectives, 15(2), pp.213-238.

Neegan, E., 2005. Excuse me: Who are the first peoples of Canada? A historical analysis of Aboriginal education in Canada then and now. International Journal of Inclusive Education, 9(1), pp.3-15.

AUSTRALIAN INSTITUTE OF FAMILY STUDIES, INFORMIT, & RMIT PUBLISHING. (2011). Families & society collection. Melbourne, Vic., Australia, RMIT Pub.

Battiste, M., 2002. Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa: Apamuwek Institute.

Castagno, A.E. and Brayboy, B.M.J., 2008. Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78(4), pp.941-993.

Aikenhead, G., 2001. Integrating Western and Aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31(3), pp.337-355.