The topic of the week is the program and the purpose is to find the answer to the question that is “Do curriculum and program mean the same thing?” It is observed that the terms program and curriculum have gained importance in the modern era due to the constant changing of the content and the involvement of the new programs. These terms create confusion in the mind of most of the people as they are frequently used in conjunctions. If both the terms are brought together the word curriculum refers to the regulations and rules to make the condition more confusing (Cutter-Mackenzie, Edwards & Quinton, 2015). The two terms program and curriculum are different from each other although they are closely related to one another. In the early childhood curriculum is significant as it offers a direction and provides a definite structure that is to be followed to achi9ve the target. Whereas, in early childhood program helps in acquiring the learning realted skills and the social skills that is beneficial for the children. Curriculum refers to the content that is utilized to create the study programs and the method through which it is administered. For the students it not only the number of programs but also there is a change in the curriculum activities over the period of time along with the rule of supply and demand (Fattore, Mason & Watson, 2017). The following week provides the description of the following factors such as planning of the program, research with children, following interests and co-creating curriculum.
In the following week, it is provided that a nominated supervisor of a care service and an education must make sure that the program is provided to all the children that are cared and educated by the service. The following services are as follows:
From this week I have gathered knowledge about the framework of the approved learning based on the children. I got to know that the aim of the National Regulation that is considered to be the framework of approved learning in Australia is to examine the becoming, being and belonging of the early years of Australian learning framework. It is observed that most of the states have to maintain a relationship with the needs of the educational curriculum of the state government (Graham, Powell & Taylor, 2015). From this week I got to know that the educational program and the framework of the approved learning are different in the regulation. In the early service of the childhood, it is the responsibility of the teachers to provide an educational program related to the framework of the early years of learning and teaching (Roberts, H. (2017). The week also provides with the regulations based on programming that states that there is some inconsistency among the terms of Framework of the early years learning and national regulation. I come to know that the early years of framework utilizes the word curriculum instead of the program while the national regulation utilizes the word program. I got to know that curriculum offers flexibility, effectiveness and helps the teachers to provide better knowledge to the children. The curriculum comprises of all the planned and unplanned, events and routines, experiences and interactions that take place in the environment that is created to present the learning and the development of the children (Moore, Noble-Carr & McArthur, 2016). Section 168 of the law states that education program is the program. On the other side, the preschool program refers to an early educational program of the childhood that is provided by the qualified teacher of the early childhood to the children who are of two years of age and studying in grade 1 of school.
I understood that the curriculum of the early years learning framework and the regulations program are similar to each other. Instead of independent constructivism the week reflects upon the factor of the social constructivism. Also, I got to know about the function of programming with the positive image in the mind of the children. It encouraged me to discover and explore new things. I understood the techniques of solving the problems as well as instead of transmitting the facts the knowledge must be co-constructed. It provided me with the knowledge that the theory of the sociocultural curriculum facilitates scaffolding and social interaction. As per the theory, it is significant that the educators must listen to the issues of the children and provide a solution for the problem by taking adequate actions (Kirkby, Keary & Walsh, 2018). I gathered knowledge of how to provide opportunities for the different representatives of the ideas and meanings. It provided me with the information to build the knowledge of the children for that it is significant to utilize every day and play experience. Also for the purpose of scaffolding learning, it is vital to utilize the questions and language. From this week I understood the idea of the negotiated curriculum. Active involvement is when communicating with the young children it is important that the educators required to be sensitive and actively involved. Also in order to actively support the learning and development of the children the educators must accept their responsibility (McLaughlin, Aspden, & Snyder, 2016). It provided me with the overall knowledge of the understanding of the children’s personal interests and needs and for this purpose, there must occur active engagement in the context.
It is believed by some of the educators of the early childhood that when the teachers communicate with the children in the supportive and involved manner at that time the children’s play is enhanced (Cherrington, 2018). But most of them hesitate to involve in the active behaviors as they are afraid of the interrupting productive play. I also gathered knowledge about the idea of shared control that utilizes the strategy of positive interaction to execute active learning. The high scope approach states that in the children’s play the adults participate enthusiastically as the adults form a partnership with the children and instead of giving praise they encourage the children to do better (Leggett & Ford, 2016). Also, I come to know that in the children’s play the adults helps in problem-solving. It is observed that while the children face social conflicts the adults provide full support by making use of the six steps to resolve the problems. From this week I gathered knowledge about the concept of intentionality that reflects upon the effective interaction of the experienced learners that provides the understanding of the children’s learning. It can be seen that intentional teaching is deliberate, informed and thoughtful. The concept of intentionality is not apart from the early years learning framework but it is provided in most of the frameworks of the childhood curriculum (Epstein, 2016). I got to know that intentional educators generate an environment of learning that comprises of rich in interactions and materials. It provides opportunities for children to effectively practice by taking risks, problem-solving, negotiating, thinking and choosing. Intentional educators enhance the children to explore ideas, relationships, experiences, and materials via different materials based on open-ended (Brown & Grigg, 2017). I come to know that it highly helps the children to inquire about the things and investigate and ask questions. Also, it helps to test and justify their queries, create tentative conclusions, consider the possibilities as well as gather information.
I come to know that to build new knowledge in the children it is important to practice gesturing, modeling, drawing, painting, dancing, singing and talking with the help of various technologies. It is significant for the educators to understand the different ways through which the children express their word (Leggett, 2017). From this week I gained knowledge about various types of scaffolding such as initiating, suggesting, recalling, reading, explanation, providing information, describing, answering, focusing attention, facilitating and reinforcing. All these types of scaffolding state the involvement of the adults in the children’s play in order to enhance and support them to perform better (Claughton, 2017). I gathered information about the significance of communication and language that explains the factors of communication, language, and inter subjectivity. The week provides me with the concept of the participants, curriculum, joint meaning, and joint goals and researching with children. All these are considered to be the components of a negotiated curriculum where curriculum refers to the negotiation among the participants. It also provides me with the knowledge of the utilization of the children’s interests that is important for learning experience and planning play. Through this, the child gets the motivation to learn new skills and information. It is found that the interests of the children must be balanced as children comprise of some levels of enjoyment, mastery and emotional security by again and again performing the similar activity (Pyle, Poliszczuk & Danniels, 2018). I come to know about some of the questions that are related to the concept of professional judgment. I understood that our choices will be considered by our knowledge regarding the abilities and requirements of the child in the context. It is observed that the interests of the children are the vital source for the short-term investigations or long-term development of the learning projects (Dockett & Einarsdottir. 2010). I come to know that for this we could utilize the process of webbing to experience ideas and explore topics.
The week provided me with some of the steps for negotiating the curriculum with the help of the project approach. The steps state to identify different methods to explore the idea or topic. I learned the technique of how to document a project with the help of the project approach. My concept regarding the balanced approach got stronger as it states that an adult initiated ideas and a blend of child initiated ideas is the significant key related to the provisions of appropriate experiences. This week is vital as provided me with the important knowledge about focusing on the interests of the children without determining their capabilities could result in facilitating an experience that is not significant or appropriate. I also come to know that children’s learning is shaped by the beliefs and experiences within the community. Hence, for the children in order to develop and learn they are required to be emotionally and developmentally receptive (PSC National Alliance, 2012).
References
Brown, A., & Grigg, J. (2017). Critical narrative as a framework for professional border crossing in early childhood. Contemporary Issues in Early Childhood, 18(3), 333-345.
Cherrington, S. (2018). Early childhood teachers’ thinking and reflection: a model of current practice in New Zealand. Early Years, 38(3), 316-332.
Claughton, A. (2017). Approaching Play and Inclusion. In Inclusive Education (pp. 45-59). SensePublishers, Rotterdam.
Cutter-Mackenzie, A., Edwards, S., & Quinton, H. W. (2015). Child-framed video research methodologies: Issues, possibilities and challenges for researching with children. Children’s Geographies, 13(3), 343-356.
Dockett. S., & Einarsdottir. J., (2010). Researching with Children. Every Child, 16(4), 34-35.
Epstein, A. S. (2016). All about HighScope
Fattore, T., Mason, J., & Watson, E. (2017). Researching Children’s Understandings of Well-Being. In Children’s Understandings of Well-being (pp. 17-42). Springer, Dordrecht.
Graham, A., Powell, M. A., & Taylor, N. (2015). Ethical research involving children: Encouraging reflexive engagement in research with children and young people. Children & Society, 29(5), 331-343.
Kirkby, J., Keary, A., & Walsh, L. (2018). The impact of Australian policy shifts on early childhood teachers’ understandings of intentional teaching. European Early Childhood Education Research Journal, 1-14.
Leggett, N. (2017). Early childhood creativity: challenging educators in their role to intentionally develop creative thinking in children. Early Childhood Education Journal, 45(6), 845-853.
Leggett, N., & Ford, M. (2016). Group time experiences: Belonging, being and becoming through active participation within early childhood communities. Early Childhood Education Journal, 44(3), 191-200.
McLaughlin, T., Aspden, K., & Snyder, P. (2016). Intentional teaching as a pathway to equity in early childhood education: Participation, quality, and equity. New Zealand Journal of Educational Studies, 51(2), 175-195.
Moore, T., Noble-Carr, D., & McArthur, M. (2016). Changing things for the better: the use of children and young people’s reference groups in social research. International Journal of Social Research Methodology, 19(2), 241-256.
PSC National Alliance. (2012). Making sense of ‘intentional teaching’. Children’s Services Central.
Pyle, A., Poliszczuk, D., & Danniels, E. (2018). The Challenges of Promoting Literacy Integration within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation. Journal of Research in Childhood Education, 32(2), 219-233.
Roberts, H. (2017). Listening to children: And hearing them. In Research with children (pp. 154-171). Routledge.
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