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).
“Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience” (Copple & Bredekamp 2009). Early childhood education holds two main focuses; a child-based focus and a family-based focus. Early childhood education has positive outcomes on the child through their learning experiences, and their growth and development. Based on the family, the results of early education happen through the communication that the family has with the educators and by the encouragement they get from within themselves, and also from the educators. Children learn most of what they know through play.
Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences (Moore & Campos, 2010).
In this field there are four learning goals that early programs have for a young child. The four learning goals are: knowledge, skills, disposition and emotional states. With a successful care giving and early education, it can bring a positive outcome to a child’s life. What a child learns in their early years are things that will continue to help them along in their future in school and in the real world. When a child is introduced Not only does early education bring the benefit of interaction, it also lets the child feel loved and have trust in others.
Social and emotional developments are promoted through teacher- child interactions, child- child interactions through play, group participation, children forming attachments to primary care teacher, and children distinguishing themselves from other. The KDIs helps as a tool for teachers to help promote positive and strong relationships with adults and children. KDIs also help promote physical development through movement abilities, fitness, and healthy behavior in the classroom. High Scope helps to... ... middle of paper ... ..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education.
In National Association for the Education of Young Children Organization . Retrieved October 4, 2011, from http://www.naeyc.org/files/naeyc/file/positions/PSTECH98.PDF Scoter, J. V. (2001). Technology in Early Childhood Education: Finding the Balance (Series 17th ed., pp. 5-21). Portland, OR: Northwest Regional Educational Laboratory.
Self-regulation In recent years, self-regulation is one important competence that children should have as it set as a foundation for multiple areas of achievement. “Self-regulation is an important factor for effective learning, because they are many studies with students which demonstrate the relevance of this competence for learning and academic achievement” (Perels, Merget Kullmann, Wende, Schmitz & Buchbinder, 2009, p. 312). Self-regulation can be... ... middle of paper ... ...53554?accountid=29102 Rimm-Kauffman S. E., Curby, T. W., Grimm K. J., Nathanson, L. & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972.
In Preschool my students participate in various activities to develop skills in literacy, math, science, social studies, fine and gross motor, character building, safety, social and emotional play, and self-help. I feel confident in saying that I work very hard to prepare my students for Kindergarten, but I do often struggle with finding a student-friendly appro... ... middle of paper ... ...ducation and Human Development. (n.d.). Rowe Pre-K Reading Instruction. Retrieved August 22, 2010, from Vanderbilt Peabody College: http://peabody.vanderbilt.edu/x12317.xml International Reading Association,National Association for the Education of Young Children.