Compare and Contrast: Early Years Foundation Stage Curriculum, and Te Whariki Curriculum
comparative Essay
2424 words
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs. As previously mentioned, the EYFS and Te Whariki differ in their curriculum styles. The EYFS is significantly more explicit and detailed in its framework compared with the Te Whariki curriculum, making it clearer for practitioners to follow and to use effectively during practice. There are many additional resources available to EYFS practitioners to assist in the provision of appropriate literacy experiences for children, for instance; a CD rom is included in the EYFS teaching pack showing useful video clips of teachers engaging in effective activities, which can further promote successful teaching in England (DCSF, 2008a). In contrast, however, the Te Whariki curriculum has minimal guidance on how teachers plan and assess their pupils, they are advised to ‘develop their own distinctive... ... middle of paper ... ...n, 1996. Te Whãriki: He whãriki mãtauranga mõ ngã mokopuna o Aotearoa. Early childhood curriculum. Wellington: Learning Media. National Early Literacy Panel, 2008. Developing early literacy. Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Palaiologou, I., 2013. The Early Years Foundation Stage: Theory and Practice. 2nd ed. London: Sage. Soler, J., & Miller, L., 2010. The Struggle for Early Childhood Curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education. London: Routledge. 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 Vygotsky, L.S., 1978. Mind in Society. Cambridge, MA: Harvard University Press.
In this essay, the author
- Compares the early years foundation stage curriculum in england and te whariki in new zealand.
- Explains that the eyfs and te whariki differ in their curriculum styles, as it is more explicit and detailed in its framework compared to the tewriki curriculum.
- Explains that literacy experiences are of great value and importance in a child's early and later development. the eyfs curriculum framework clearly displays this information for all early year practitioners to follow, demonstrating its importance.
- Explains that te whariki curriculum takes a sociocultural view of curriculum and childhood derived from vygotsky (1978).
- Compares te whariki's sociocultural view of the child with the eyfs' focus on the individuality of each child.
- Compares the eyfs and te whariki curriculums in england and new zealand. both have similar beliefs about the needs of young children.
- Explains that the learning outcomes of the eyfs focus on the abilities and capabilities of each year group, and create descriptive information about the educational outcomes for each age group.
- Compares te whariki and the eyfs curriculums in that they both focus on the importance of play in their frameworks.
- Argues that the eyfs curriculum was successful in ensuring that all children received the same support and education, regardless of the type of early years care they received.
- Compares the eyfs and te whariki curriculums, stating that both emphasize the need for play in early childhood education.
- Compares new zealand and england's curriculum guidelines for early literacy. carr, m., dunn, maconochie, and wolstenholme, c.
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- Explains kotter's suggestion that transformation should be communicated as a picture of the future which is easy to understand. the strategy would serve as connecting tissue to articulate the vision and make it achievable.
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- Explains that the pre-school aims to extend its opening hours from 9am to 12:30pm to a full day operations from 8am until 6:30pm. the changes will affect all the people involved and some may feel insecure or threatened in facing the change.
- Aims to give an in-depth analysis of strategies by applying kotter’s eight stage process framework on how change can be implemented successfully.
- Explains kotter's 8-step change model. the first step is to establish a sense of urgency for the change by presenting the current situation of the pre-school, the demand and needs of full-time working parents, and the consequences which may occur if it is not implemented.
- Explains that the pre-school would deal with the resistance to change using multiple approaches such as facilitation and support, or negotiation and agreement.
- Proposes a team of competent people who are influential and have strong leadership skills to convince the team that the extended hours would benefit all staff and students.
- Explains kotter's suggestion that transformation should be communicated as a picture of the future which is easy to understand. the strategy would serve as connecting tissue to articulate the vision and make it achievable.
- Opines that staff should feel guided and focused, which can arouse the desire to implement the change. they will employ an approachable and open channel of communication with the staff.
- Explains that the pre-school's vision will be communicated through daily communication, emails, meetings, and presentations. effective visioning requires a willingness to consider all the options and share information.
- Recommends that the pre-school's organizational structure be rearranged to fit the new functions in it. people resisting change will be identified and helped to remove the obstacles.
- Explains that each new activity or function will be broken down into several achievable steps in the whole process to embed the vision in them and encourage them to be committed to the change.
- Opines that it is important to highlight achievements and reward staff as part of extended hours, meals, new curriculums, and arrangements for sleep and rest are introduced.
- Opines that the new extended hours program must be promoted to potential parents and new enrollments by means of advertisements, newsletters, emails, and open days. staff who helps meet the targets should be given incentives and rewards.
- Explains how kotter's 8 step change model is used to implement the change. the pre-school started by establishing a sense of urgency and educating the staff.
- Explains that aubrey, d., byers, e. and taylor, w. (2004). early years management in practice.
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- Explains that dops 3 planning cycle system is important for programme planning in ece setting. observation helps staffs know where the child's strengths and weaknesses are.
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- Explains linda, m., and linda p.'s theories and approaches to learning in the early years.
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- Explains that early childhood education is important in laying the foundation for the future of a child.
- Explains that reggio emilia is a child-centered curriculum for young children developed by loris malaguzzi through the collaborative input of parent, teachers and the community.
- Describes te whäriki as a complex and rich experiential process arising out of the child's interactions with the physical and social environment. the curriculum agenda espouses progressive and sociocultural theories and beliefs.
- Cites anning, edwards, kelly, blaiklock, and moss.
- Compares the english foundation stage curriculum, te wha riki, and reggio emilia in the international journal of early childhood education.
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