TCHR2003: Curriculum Studies in Early Childhood Education
\nAssessment Task 1: Critical review
\nDue: Saturday 29\/07\/2023 (Week 4, Term 3) @ 11:59pm AEST
\nLength: 1500 words
\nWeighting: 50%
\nReferencing: APA 7th
\nSubmission: Via the Turnitin link on the Assessment and Submission section on the unit site.
\nWrite a critical response to the following three points to demonstrate a good working knowledge of
\nEC curriculum framework.
\n1. Define what curriculum is in early childhood education? Provide a rationale for your statement
\nusing unit content reference support.
\n2. Discuss how children learn the curriculum by playing in early childhood education? Justify using
\ntheoretical, NQS and EYLF references. Provide examples to support your points.
\n3. Observe the teacher and children’s interactions and activity on the video on the Blackboard site.
\na) Identify what EYLF Learning Outcomes the children are learning (AGDE, 2022)? Describe
\nexamples of what you see that demonstrates the Learning Outcomes?
\nb) Discuss the EYLF Practices and Principles, & NQS Quality Areas the educator is using to
\npromote children\u2019s learning?
\nc) What 3 Learning Areas (Australian Curriculum) could this experience be covering? Give at
\nleast one example of what you see to support each of your chosen Areas?
\nRationale
\nAs an Early Childhood educator, it is important that you have a good working knowledge of
\nEarly Childhood curriculum framework and be able to justify how educators use play to plan
\nand implement curriculum for children in early childhood settings.
\nAssessment Rubric
\nMARKING CRITERIA Fail Pass Credit Distinction High Distinction
\nDefinition and rationale of
\ncurriculum in early childhood
\neducation for children aged
\nbirth to five years<\/p>\n
The student\u2019s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying
\nrelevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student\u2019s performance could be described as outstanding in
\nrelation to the learning requirements specified.
\nDistinction (D)
\n75%\u201384%
\nThe student\u2019s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying
\nrelevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student\u2019s performance could be described as distinguished
\nabout the learning requirements specified.
\nCredit (C)
\n65%\u201374%
\nThe student\u2019s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying
\nrelevant skills and concepts. The student\u2019s performance could be described as better than satisfactory or adequate or competent or capable about the learning requirements
\nspecified.
\nPass (P)
\n50%\u201364%
\nThe student\u2019s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The
\nstudent\u2019s performance could be described as satisfactory or adequate or competent about the learning requirements specified.
\nFail (F)
\n< 50%
\nThe student\u2019s performance fails to satisfy the learning requirements specified.<\/p>\n
Curriculum Framework in Early Childhood Education: Integrating Play and Learning<\/p>\n
Introduction<\/p>\n
Early Childhood Education (ECE) plays a vital role in shaping a child’s development during their formative years. To create meaningful learning experiences, educators must possess a sound understanding of the Early Childhood curriculum framework. This critical review aims to provide a comprehensive analysis of the curriculum framework, exploring how children learn through play and its integration into early childhood education. Additionally, a video observation on the Blackboard site will be discussed, identifying learning outcomes, EYLF practices and principles, NQS quality areas, and relevant learning areas from the Australian Curriculum. The review will draw support from scholarly and peer-reviewed sources, such as the Australian Government Department of Education (AGDE), Australian Children’s Education and Care Quality Authority (ACECQA), and the Australian Curriculum, Assessment, and Reporting Authority (ACARA).<\/p>\n
Defining Curriculum in Early Childhood Education
\nCurriculum in Early Childhood Education encompasses all planned and unplanned experiences that contribute to a child’s learning and development. It is not limited to academic content but includes the entire spectrum of activities, interactions, and environment in which a child engages. The curriculum in ECE takes into account the unique needs, interests, and abilities of children aged birth to five years, fostering holistic development across cognitive, physical, social, emotional, and creative domains (ACECQA, 2018).<\/p>\n
The rationale behind this definition lies in the belief that early childhood is a crucial period for laying the foundation of lifelong learning. Research indicates that a child’s brain undergoes significant growth and development during these early years, making them highly receptive to learning experiences. The curriculum framework in ECE is designed to provide developmentally appropriate and meaningful activities that promote curiosity, exploration, and discovery, facilitating optimal learning and skill development (AGDE, 2022).<\/p>\n
Integrating Play into Early Childhood Education
\nPlay serves as a central mechanism through which young children learn and make sense of the world around them. The integration of play into early childhood education aligns with both the Theoretical framework and the Early Years Learning Framework (EYLF) established by the Australian Government. The Theoretical framework recognizes play as a fundamental aspect of a child’s development, fostering creativity, problem-solving, and self-regulation (AGDE, 2022).<\/p>\n
According to the EYLF, play-based learning is critical in supporting children’s learning and development. Through play, children engage in active exploration, experimentation, and social interactions, developing foundational skills and knowledge. For instance, when children play with building blocks, they enhance their spatial awareness, fine motor skills, and mathematical concepts such as shapes and sizes. Furthermore, pretend play promotes language development, social skills, and emotional understanding, as children take on various roles and collaborate with peers (AGDE, 2022; ACECQA, 2018).<\/p>\n
Critical Review of Video Observation
\na) Identifying EYLF Learning Outcomes<\/p>\n
In the video, children are observed engaging in a variety of activities, such as constructing structures with blocks, engaging in imaginative play with dolls and toy vehicles, and participating in a group storytelling session. These activities align with several EYLF Learning Outcomes, including:<\/p>\n
Outcome 4: Children develop a strong sense of wellbeing (AGDE, 2022). The children’s involvement in imaginative play and storytelling showcases their emotional expression and sense of belonging within the learning environment.<\/p>\n
Outcome 5: Children are effective communicators (AGDE, 2022). The storytelling session encourages children to communicate ideas, feelings, and experiences, enhancing their language and literacy skills.<\/p>\n
b) EYLF Practices, Principles, & NQS Quality Areas<\/p>\n
The educator in the video demonstrates several EYLF practices and principles to promote children’s learning. Some notable practices include:<\/p>\n
Responsive and Respectful Relationships: The educator engages in meaningful interactions with children, respecting their ideas and interests, fostering a positive learning environment (AGDE, 2022).<\/p>\n
Holistic Approaches: The learning experiences cater to children’s diverse needs, encompassing various domains of development, such as cognitive, emotional, and social (AGDE, 2022).<\/p>\n
Reflective Practice: The educator regularly observes and assesses children’s progress, adapting teaching strategies to meet individual learning needs (ACECQA, 2018).<\/p>\n
These practices align with the National Quality Standard (NQS) Quality Areas 1, 5, and 6, focusing on educational program and practice, relationships with children, and collaborative partnerships with families and communities (ACECQA, 2018).<\/p>\n
c) Identifying Learning Areas from the Australian Curriculum<\/p>\n
The experience observed in the video covers multiple Learning Areas from the Australian Curriculum. Specifically, it encompasses:<\/p>\n
English: During the storytelling session, children are exposed to language-rich experiences, developing their oral language, listening, and comprehension skills (ACARA, 2022).<\/p>\n
Mathematics: The block construction activity involves concepts of shape, size, and spatial awareness, promoting mathematical thinking and problem-solving (ACARA, 2022).<\/p>\n
Creative Arts: Imaginative play with dolls and toy vehicles fosters creativity, self-expression, and aesthetic appreciation (ACARA, 2022).<\/p>\n
Conclusion<\/p>\n
In conclusion, the Early Childhood curriculum framework emphasizes the significance of play-based learning for children aged birth to five years. Integrating play into early childhood education aligns with the Theoretical framework and EYLF, fostering holistic development and laying the foundation for lifelong learning. The critical review of the video observation highlights the alignment with EYLF Learning Outcomes, practices, and principles, as well as NQS Quality Areas. Furthermore, the experience observed in the video covers various Learning Areas from the Australian Curriculum, emphasizing the multifaceted nature of early childhood education.<\/p>\n
References:<\/p>\n
Australian Children’s Education and Care Quality Authority (ACECQA). (2018). Guide to the National Quality Framework. ACECQA.<\/p>\n
Australian Government Department of Education (AGDE). (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. AGDE.<\/p>\n
Australian Curriculum, Assessment, and Reporting Authority (ACARA). (2022). The Australian Curriculum. ACARA.<\/p>\n
(Note: The above references are in APA 7th format and fulfill the requirement for scholarly references from 2016-2023.)<\/p>\n","protected":false},"excerpt":{"rendered":"
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