An educators’ predetermined images of children influence and develop the way they enact the curriculum, as the learning experiences delivered may be teacher-directed or student-centred (Malaguzzi, 1993, p. 1). However regardless of this every child should be given the rights to feel safe secure and supported through their lives and education. This is considered the “whole child”. An educator 's view of the child shapes how they relate to children and what they do with them in the learning context. McLachlan, Fleer & Edwards (2010) point out that educators interpret the official curriculum from their own perspectives - informed by philosophies on children 's learning and their world views, attitudes and beliefs. “There are hundreds of different images of the child. Each one of you has inside yourself an image of the child that directs you as you begin to relate to a child. This theory within you pushes you to behave in certain ways; it orientates you as you talk to the child, listen to the child, observe the...
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As we look back through this unit’s reading we see how they explored a variety of issues through different context like the importance of the educator and how they think about, interpret and use curriculum, and therefore how they facilitate the learning of children. In order to facilitate children’s learning it’s important to look at all the issues that may surround them, how an educator interprets this information will greatly reflect how they implement the curriculum and how they see and value each of the children in his or her class. With all the information discussed in the unit readings combined it leads to the understanding that the curriculum is more than just subjects to be taught it assists educators to see the current curriculum in more complex ways. This will enable educators and teachers to incorporate and cater to many different types of learning.
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