Curriculum is addressed as the entire learning experience students’ encounter at school, ideally based on the characteristics of society and the students themselves (Blaise & Nuttall, 2011, p. 82). The atmosphere you build around you and the children also reproduces this image you have about the children’. The children’ learning environments should be based on the growth and value of your’ and the child’ connection. Both children and adults need to feel active and important — to be rewarded by their own efforts, their own intelligences, their own activity and energy. When a child feels these things are valued, they become a fountain of strength for him. He feels the joy of working with adults who value his work and this is...
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...e the importance of incorporating cultural differences, values and beliefs into the curriculum is beneficial as it broadens children’s understanding of these cultures and will potentially limit racial activities.
Enforcing positive reflections and evaluations on children’s view of the room forms a comfortable and family orientated learning space. Children will only come out of their shell when they feel entirely contented with their surroundings and whom they feel anodyne around. It is important to connect to children’s environments just as much as we connect to our own so that we can visualise how they see it and feel in it. Curriculum development has an extensive latitude because it is not only about the school, the learners, and the teachers. It is also about the expansion of culture in general.
“Life attracts life” Jacobs (1992, cited in Robertson, 2006, p. 26).
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