Madelaine Evans ECE303: Curriculum and Programming in Early

Childhood
S127425 Assignment 1: Identifying Curriculum Position
Reflection question 1:
What do you want for children now and in the future? Where have your ideas come from?
Initial Ideas:
Children now and in the future deserve the best education possible. These ideas come from my own beliefs
and my observations of other teachers/classrooms.
As a mother, I know that I want the best possible education for my son so that he is able to operate as a
member of society and make informed decisions about what he wants in his life.

Core Position:
Based on research, I find parts of all positions fit with my own views; however my core position aligns
closest to that of ‘reforming society’:
- I believe that the early childhood curriculum should provide an education that produces
individuals who are capable of independent thought and self discipline; acting rationally rather
than emotionally.
- All children, irrespective of background, have the capacity and right to learn;
- Positive and trusting relationships with teachers are at the heart of learning;
- Sensory and experiential learning is natural for young children; play is a vehicle for a young child’s
learning.
- A young child learns best through their five senses and thus needs the opportunity for active
exploration of their natural environment;
- Formal education is inappropriate for young children, however structure should be provided to aid
their learning experiences and exploration; providing boundaries and limitations
- Curriculum content should be individualised and focused to each child’s specific developmental
needs and interests.
- Information gained through observations of children can and should be used to guide teaching and
learning decisions.
- Educating children to form a society that values human potential, relationships and the power
of imagination; developing the mind, verbal skills and cultivating their intelligence.

Changes:
- After reading the chapters on conforming, reforming and transforming society, my core positioned
simply strengthened my initial ideas, meaning there was no change.
- The reasons for this were simple:
o I believe that children should be educated in a way that allows them to be a part of society
and be capable of making decisions.
o Observations of children can be used to guide teaching and learning decisions.
o A wide range of teaching strategies should be implemented to cater for individual learning
styles and needs.

Reflection question 2:
What do you believe the role of early childhood education in society should be? What does this mean you
will emphasize in your curriculum/program?

Initial Ideas:
Early childhood education is the most important part of a child’s education; it is during these years that
children are at their most ‘malleable’ and are taking in their surroundings and developing skills that will stay
through them for the rest of their lives. For example: social skills, reading and writing.

In my programming I include a lot of hands on activities that cover all areas of the curriculum. Children
need to be exposed to as many different experiences as possible during the early formative years. (Bearing
in mind they should not be overloaded, different topics need to be covered appropriately and given the right
amount of time to explore so that the learning/knowledge sticks)

Core Position:
- My core position aligns closely to ‘reforming society’. My initial ideas on what to include in the
curriculum fit with the ‘practical’ curriculum which is referred to and explored as a reformist
approach in Shaping Early Childhood (2003).
Madelaine Evans ECE303: Curriculum and Programming in Early
Childhood
S127425 Assignment 1: Identifying Curriculum Position
- While no single curriculum or pedagogical approach can be defined as the ‘best’, children who
attend well planned, high quality early childhood programs in which curriculums aims are specified
and integrated across domains tend to learn more and are better prepared to master the complex
demands of formal schooling. (National Research Council on Early Childhood Pedagogy, Eager to
Learn: educating our preschoolers, 2001)
- As an educator, our role is to prepare students for the life they will lead when they leave school
- Even when children are of a young age, parents worry about what will happen to their children
when they can no longer care for them
- Children are born with amazing potential and capacity:
o Curiosity
o Drive to understand
o Ability to wait
o To wonder and be amazed
o Express themselves in many ways
o Desire to form relationships with others and the physical world
- Decisions made by early childhood educators and children’s families have implications for their
quality of life in later years
- If early care and education reflects only the values of the dominant culture, parents may be
concerned about the practices used; hence the need for a culturally sensitive approach to early
childhood (actually all levels of) education
- Maintain and encourage harmonious relationships as these support the development of
interpersonal skills
(Deiner, P. Inclusive Early Childhood Education: Development, Resources and Practice, 2009)
- Things I will emphasise in my classroom:
o Inclusive education – all children participate in the curriculum
o Educators know techniques to educate all children
o Developmentally appropriate practices are important for all children in the classroom, and
what happens in the classroom is about children and their learning experiences.
o Reggio Emilia – parts of the practice are valuable in a classroom. This approach requires
children to be seen as competent, resourceful, curious, imaginative, inventive and
possess a desire to interact and communicate with others.
o Environments teach children; spaces should be available or children to play with work
tables for children from different classrooms to come together and explore. This
encourages children to explore and problem solve, in small groups or independently,
providing opportunities to cooperate/negotiate.
o A playful atmosphere with documentation of children’s work, plants and collections
displayed where both children and adults are able to see.
(Reggio Emilia Australia Information Exchange, 2010)
o Extensive language development such as exposure to rich vocabulary and listening
comprehension activities are beneficial to early literacy learning and skill
development. (National Research Council on Early Childhood Pedagogy, Eager to Learn:
educating our preschoolers, 2001)

Changes:
- After research, my initial ideas have not changed. This is supported by the similarities
between my core position and initial ideas on curriculum/programming.
For example:
o Preparing students for life when they leave school
o Exposing children to a wide range of experiences and activities

Reflection question 3:
For what aspects of your day with young children do you believe you need to plan in advance?

Initial Ideas:
All children respond well to structure and routine (or so I have observed/experienced to date). Because of
the unpredictability that often comes with early childhood classes, it is important to have each day planned
as much as possible e.g. Morning messages, roll, literacy, maths, silent reading, library visit etc. In fact,
Madelaine Evans ECE303: Curriculum and Programming in Early
Childhood
S127425 Assignment 1: Identifying Curriculum Position
planning each week is more than appropriate and means that students have an idea of what is happening
each day.
My last practicum was in an early childhood classroom and the children responded well to knowing what
their day was going to include. It is also important to have back up plans e.g. if release time is cancelled,
have something planned for the children just in case.

Core Position:
- For more than 30 years, most early childhood professionals have been observing and
planning for children’s learning in early childhood settings. (Fleer, M, Richardson, C.
Observing and Planning in Early Childhood Settings: Using a Sociocultural approach, 2004)
- It is in the early years that the fundamentals of children’s emotional, intellectual, social and
physical development are laid. (Vargas-Baron, E. Planning Policies for Early Childhood
Education: Guidelines for Action, 2005) This emphasises the importance of planning each
day, as without a plan it is difficult to cover the curriculum areas you want to focus on.
- While plans always change, it is best to have an idea of the way the day should flow.
Providing structure means children know what to expect and are not in a ‘state of flux’.
- Young children benefit from a consistent routine or daily schedule in the early childhood
classroom. Critical Issue: Organising for Effective Early Childhood Programs and Practices.
- It is important to plan for play; playful encounters sustain and develop children’s self
awareness and their knowledge.

Changes:
- My core position has not changed from my initial ideas; I believe this is because of my background
working in schools. This has given me the opportunity to develop my ideas on the curriculum and
how I would plan for a class.

Reflection question 4:
What do you think are the best ways to study children?

Initial Ideas:
One of the best ways to study children is through observations- especially in the early years. Through
watching the way a child responds to requests and completes tasks it gives insight into their level of ability
and gives a guide for planning/programming to meet their individual needs.

Core Position:

- Assessment and observation – there is great potential in the use of assessment to support
learning. It allows us to evaluate and enrich the curriculum we offer. In an early childhood
classroom, there are many opportunities to assess via observation though children’s
development can change on a daily basis. Based on this it is important that teachers have an
understanding of early childhood development and conduct their assessment accordingly;
assessment and instruction are inseparable parts of quality pedagogy. (Nutbrown, C.
Research studies in early childhood education, 2003)
- Observations can include conversations with children, watching them work, play and interact
with other students.

Changes:

- My position on the best way to study children has not changed. As stated earlier, I think is because
of my background working in schools and early childhood classrooms; this has provided me with
an opportunity to observe experienced early childhood teachers.

References:
Madelaine Evans ECE303: Curriculum and Programming in Early
Childhood
S127425 Assignment 1: Identifying Curriculum Position
- Deiner, Penny. Inclusive Early Childhood Education: Development, Resources and Practice, 2009
- MacNaughton, Glenda. Shaping Early Childhood: Learners, Curriculum and Context, 2003
- Reggio Emilia Australia Information Exchange, 2010
Retrieved from: http://www.reggioaustralia.org.au/index.php?
option=com_content&view=article&id=78&Itemid=37
- National Research Council on Early Childhood Pedagogy, Eager to Learn: educating our
preschoolers, 2001
- Nutbrown, C. Research studies in early childhood education, 2003
- Fleer, M & Richardson, C. Observing and Planning in Early Childhood Settings: Using a
Sociocultural approach, 2004
- Vargas-Baron, E. Planning Policies for Early Childhood Education: Guidelines for Action,
2005
- Critical Issue: Organising for Effective Early Childhood Programs and Practices.
Retrieved from: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea100.htm
Last updated: 1999
- Blenkin, G. Early Childhood Education: a developmental curriculum, 1996