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Stages Of Child Development
Child development
Stages Of Child Development
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A curriculum can be seen as subjects and courses offered by a school, college or educational body. It may be determined by an external body with authority, for example The National Curriculum. The National Curriculum is organised into blocks of years called 'key stages'. There are four key stages as well as an Early Years Foundation Stage (EYFS). The EYFS covers education for children before they reach five years.
For each National Curriculum subject, there is a programme of study. The programmes of study describe the subject knowledge, skills and understanding pupils are expected to develop during each key stage. Children develop at different rates, but National Curriculum levels can give you an idea of how your child’s progress compares to what is typical for their age. For example, by the end of Key Stage 1, most children will have reached level 2, and by the end of Key Stage 2, most will be at level 3 or 4.
In my nursery we follow the Foundation Stage of early education. This is an introduced scheme aimed at children aged from birth to five years of age, and ensures that, wherever in the country children are, they will all get the same basic learning approach. There are six Early Learning Goals within the Foundation Stage, which means that children learn new skills and experiences in six main areas. These are:
Communication, Language and Literacy. (CLL)
Mathematical Development. (PSRN)
Personal and Social Education Development. (PSED)
Knowledge and Understanding of the World. (KUW)
Physical Development. (PD)
Creative Development. (CD)
All of these six goals are taught through a wide range of fun and enjoyable play activities. For example, a typical session of learning will consist of time when children can play on th...
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...9) Communicative approaches and communicative processes. Oxford: Oxford University Press.
Johnson, K. (1982). Communicative syllabus design and methodology. Oxford: Oxford University Press.
Johnson, K. (1984) Skill psychology and communicative method. Paper presented at the RELC seminar, Singapore.
Littlewood, W. (1981).Communicative language teaching. Cambridge: Cambridge University Press.
Littlewood, W. (1984) Foreign and second language learning. Cambridge: Cambridge University Press.
Maclure, S. (1990) ‘Beyond the Education Reform Act’, Policy Studies, London: HMSO.
Ofsted (2001) Inspecting Subjects 3 - 11: English as an Additional Language. London: Ofsted.
Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.
Vygotsky, L.S. (1962) Thought and Language. Cambridge, MA: MIT Press.
In terms of historical context, the National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 (DES, 1988). From its establishment, the curriculum was then divided into its primary (Key Stage One and Two) and secondary (Key Stage Three and Four) form.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The Australian curriculum has been designed for children in their schooling years from foundation to year twelve. Currently the curriculum has covered four learning areas (English, Mathematics, Science and History) from kindergarten to year ten. “The Australian Curriculum describes knowledge, skills and understanding organised by learning areas.” (ACARA, 2010 d). Each learning area contains a: rationale – describing the nature of learning, aims – the intended result of learning from the curriculum, year level description, strands – interrelated broad organisers for the content in each learning area, content descriptions – describe what teachers are expected to teach, content elaborations – content description sup...
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
The Australian Curriculum is organised in a few different ways. There are two main design elements, Curriculum content (what the teacher is to teach) and Achievement standards (what the student is to learn). There is also Reporting Framework which incorporates elements of both areas. These elements were designed to provide guidelines as to what would be included in the Australian Curriculum. The Curriculum Content is organised into categories (strands), and are presented with descriptions to report and describe what is to be taught at each year level. Together, these descriptions form the scope and sequence across all covered years of schooling (Foundation to Year Ten). The areas of study covered in each year build upon the previou...
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
Veale, F. (2013). Early years for Level 4 & 5 and the Foundation Degree. London: Hodder Education.
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
When it comes to implementing a curriculum everyone has an opinion. Whether it is the organization of the curriculum or the evaluation of the curriculum, everyone from administers, teachers, and parents will have their opinions on the new curriculum. The curriculum development group has many difficult decisions to make. They have to decide when and how to implement, who will be in charge, what data will be collected, and how will the curriculum be evaluated.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Behrens, Laurence and Rosen, Leonard J. Writings and Readings Across the Curriculum. New York: Longman, 2000. Pgs. 351,355, 343, 341, 352
However, we shouldn’t just dismiss the parts that bring up questions, Piaget admits that the stages do not have to correlate with the ages unintended and instead it is a rough guide. A guide that can help educators adapt lessons to the needs of children who may be in one stage compared to some in another, we need to think about how our children learn and the best way for us to ensure that every child reaches their potential by giving them work at the right level and challenging them, asking them questions and interacting with them during play. To aid them accommodate new knowledge, but not in a way that crowds their own personal learning
In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.