Key factors for Educational Leaders

: Learning in diverse contexts, pp.141-156. South Melbourne: Oxford University Press. Nurturing Early Learners (2012). A Framework for a Kindergarten Curriculum In Singapore Published By Pre-School Education Unit Ministry Of Education, Singapore Roberts, R. (2012). Wellbeing from Birth.

Children and their Primary Schools. [Online] Available from: http://www.educationengland.org.uk/documents/plowden/plowden1967-1.html#15. [Accessed 21 November 2013]. UNESCO. (2010) Teaching and Learning for a Sustainable Future.

Play is basic element to learn and develop in child’s life. The purpose of programme planning is to improve the ways that we work with children in the diverse early childhood areas. To plan is to set goals and provide quality programmes to help children to learn and to build up good relationships within the service. Ward (2011) discuss the purpose of planning is to provide safe environment of learning that is based on the Te Whariki curriculum. According to the Ministry of Education (1996), it states “each early childhood education setting should plan its programme to facilitate achievement of the goals of each stand in the curriculum” (p.28).

The benefits of peer coaching as a support system for early childhood education students. International Journal Of Evidence Based Coaching And Mentoring, 12(1), 109-122. Wright, S., Grenier, M., & Channell, K. (2012). UNIVERSITY SUPERVISION WITHIN PHYSICAL EDUCATION TEACHER EDUCATION. Education, 132(4), 699-707.

Co-teaching: an educational promise for children with disabilities or a quick fix to meet the mandates of no child left behind?. Education, 130(4), 647-651. Roberts, J. A., Keane, E., & Clark, T. R. (2008). Making Inclusion Work.

Vazalwar, C. S., & Dey, N. (2011). Teacher Competencies and Use of Innovative Techniques for Improving Classroom Practices: A Discussion. Learning Community: An International Journal Of Education & Social Development, 2(1), 89-96.

This paper will examine the planning and purpose of curriculum in the early childhood classroom. Discussed will be the definition of an integrated curriculum, and the connection between curriculum and development in the pre-kindergarten and Kindergarten student. The core content areas of childhood development will be outlined and defined and developmental support provided to all areas of content will be examined. Some of the reasons for maintaining a curriculum plan, as well as connections between assessment and curriculum will be addressed. Curriculum planning will be shown to be one of the most important tools in an early childhood educator’s skillset.

Guiding Principles To Early Childhood Curriculum Using Examples From Four Countries Early childhood education has been recgonised as important in laying foundation for the future of a child. Early childhood education is important in its own right - a time when children investigate, explore and discover a great deal about the world around them and establish attitudes to learning that remain with them throughout their lives (Wilks et al., 2008). It is therefore imperative to imbibe a framework of learning into the system of early childhood education. This framework is most times identified as a curriculum. Curriculum refers to planned approaches to teaching and learning, an area of study or topics, which fit together according to predetermined criteria that are guided by theoretical and philosophical beliefs about the nature of learners and about the kinds of knowledge that should be taught (Lim and Genishi, 2010; Marsh, 2009).

The economy is also interplay to the educational methods and attitude of the teachers in my country. Teacher identity is one of the important details for education, because I believe teachers are a role model for the students/children in many other ways. Research shows again and again that children are using the similar action as their teacher while they play (Gloria Latham, Mindy Blasise, Shelly Dole, Julie Faulkner and Haren Malo... ... middle of paper ... ...ated fund of knowledge of the teachers, good theory practice, and a good foundation of the curriculum. Works Cited Blaise, M. (2011). Inclusive practices.

Journal of youth studies, 14(6), 675-691. doi: 10.1080/13676261.2011.571663 Williams, C. (2011). Mentoring and social skills training: ensuring better outcomes for Youth in Foster Care. Child welfare, 90(1), 59-74.