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Diversity in race, classroom and gender
Abstract On Early Childhood Education
Diversity in race, classroom and gender
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Teacher’s actions within the classroom are influenced from formal curriculum documents or around educational frameworks. Teachers follow these forms of curricula as the ‘correct way’ of doing things however what impact does this framework have on gender equality and diversity.
The Early Years Learning Framework (EYLF) is a framework of principles, practices and outcomes in which educators can use to build their curriculum (DEEWR, 2010, p. 3). The principles of the EYLF reflect contemporary theories and research about children’s education and early childhood pedagogy. These principles underpin the practices that are focused on assisting all children in their progression of their learning outcomes (DEEWR, 2009, p. 12). According to the principle
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
to do set tasks of the kind that adults usually asked of them. In the
Reviews from Tickell (2011); the independent chair of the EYFS review, supported and criticised the curriculum which was brought in by the government. Stating mistakes and suggesting improvements which needed to be made. As recommended by Tickell a new reformed EYFS was introduced in 2012 updating and making EYFS exceptional. This reform strengthened the curriculum by outlining and changing the problems which became difficult for early years practitioners. The reform adapted by reducing paperwork, strengthening parents and practitioners relationships, simplifying assessments, and providing early intervention where necessary. Critiquing the 2008 version of EYFS, it is clear that Tickell states positive aspects of the curriculum towards the impact on children in an early years setting. Some
In the text, Becoming a Teacher, the author reflects on why gender is included as a dimension of multicultural education, which is defined by Parkay (2016), “multicultural education is committed to the goal of providing all students – regardless of socioeconomic status; gender; sexual orientation; or ethnic, racial, or cultural backgrounds – with equal opportunities to learn in school” (p. 291). These cultural dissimilarities between the genders are created by the expectations society stereotypes them to follow. As Parkay explained in the text, “through sex role stereotyping, families, the media, the school, and other powerful social forces condition boys and girls to act in certain ways regardless of ability or interests” (2016, p. 296). According to this, students are categorized by society standards, which
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
Education was sex segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into “coeducational” schools. Males and females had separate classrooms, separate entrances, separate academic subjects, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
This has led to children having a poor start to life, which carries on through their learning and is the leading cause of behavioural or emotional problems (Commonwealth of Australia, 2015). Therefore, the Australian Government inaugurates an ECE and care reform agenda. The key components: • Australian Early Development Census (AEDC) • Early Years Learning Framework (EYLF) • Early Years Workforce Strategy •
The Children’s Act 2005 certifies 5 outcomes; be healthy, stay safe, enjoy and achieve, make a positive contribution; and achieve economic well-being. A little over a decade ago we were not aware of the requirements of early childhood teaching. The Early Years Foundation Stage (EYFS) curriculum was introduced in 2008 in England and a revised version came into effect in September 2012. It is a ground-breaking introduction covering all early years centers who take care of children between 0-5 years of age. The objective of this framework is to ensure that all children get a good social and academic start in life.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
Moreover, the educators followed the Early Years Learning Framework (2009), they interacted with families to learn individual child’s routine at home, tried to help children to transit from home to the settings smoothly. These educators are considered to have the right motive, as they showed their interests to know more about children’s home experience to better assist them to be familiar with the setting’s routines. They recognised children’s individual styles of being, belonging and becoming so that they respected them by communicating with the families (DEEWR,
...appy. With the difference in gender, both a male and female teachers' exposure to society's youth is critical, and male teachers are just as important as females in the educational field.
Care and education have become a part of children’s daily lives in Ireland and England outside the home in childcare services. The Early Years Foundation Stage (EYFS) is the statutory curriculum framework for children up to the age of five in England. It was first introduced in 2008 and on the 1st of September 2012 a new revised document was published. Aistear, published in 2009, is Ireland’s first early year’s curriculum framework for children from birth to six years of age. A curriculum framework is a scaffold or support for the development of a curriculum that can be used in childcare settings. A curriculum framework can also be used in partnership with parents when developing a curriculum. This paper will compare and contrast these two curriculum frameworks in relation to philosophy, content, pedagogical practices and expected/targeted outcomes for children. Due to the limits of this paper, it will only be possible to develop an overview of the similarities and differences.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and