What Is The Community Of Learners Approach

It was in 1996 that the first UK curriculum was introduced which was called ‘Desirable Outcomes’. Within the document were learning outcomes to be achieved by all children by the age of five and being a centralised system, an inspection scheme was also introduced. In this article Soler and Miller (2010) highlight how these changes were perceived to be shaping the early childhood curriculum from the outside rather than from within the early childhood community.

As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.

This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning.

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

Early years frameworks in the U.K emphasise the importance of a personal and individual approach to learning and development:

It is agreed that educator’s philosophy, pedagogical practices and believe about topics such as gender and sexuality, socio-cultural factors and cultural diversity will influence how the Australian Curriculum and Early Years Learning Framework (EYLF) is reflected in the classroom. For example, cultural competence which is one of the eight main practices that EYLF focuses on to support children’s learning.

A holistic approach to learning and development implies that one must look at the child as a whole, as well as the way in which they interact with their surroundings. It recognises that children develop in their own time and are creative, competent and independent thinkers. The Early Years Foundation Stage (EYFS) Development Matters government document provides statutory requirements that early years practitioners must implement (Early Education, 2001, p.1). The document states that there are 4 themes of the EYFS which reinforce the guidance given. These include: the unique child, positive relationships and enabling environments. See Appendix 1. If each theme is successfully practiced, then there will be effective learning and

Inclusive practice is about the ways in which Early Years Provisions design and develop the learning

According to NAEYC (2003) “High-quality early education produces long-lasting benefits” (par. 1). Curriculum that is well-planned and intentionally implemented is beneficial to all students. It should also be culturally relevant and both supportive and challenging. There is much that goes into creating developmentally appropriate lesson plans and curriculum for young learners. Early childhood educators need to draw on many sources other than just their own knowledge in order to evaluate, create, and implement engaging and effective lessons. It is important that they have a deep understanding of content knowledge and how to access the many resources that are available so as to aid them in creating lessons that reflect accurate knowledge in all domains (Meschke, Peter, & Bartholomae, 2012). And, since it is the responsibility of all teachers to meet the needs of each of their students, they must also be able to effectively make adaptations as needed. Teaching is full of many responsibilities, roles, and challenges, by adhering to NAEYC’s standard number 5, early childhood educators will be better able to promote comprehensive developmental and learning outcomes for their young students.

Community based learning is the optimal learning experience for students. This is when practice can be put into action. Students can go to the store and practice finding their hygiene supplies where they are in located in the store. Also, students can go to the dentist. The dentist or the dental hygienist can have a lesson for the students on proper oral healthcare and explore different models of teeth. Another place for students to visit could be a beauty salon. There the students could learn the best basic skin care, basic learning of how to apply different makeup looks, and hair care routines. Students can learn to go to a department store and learn about the layout of the store and have them decide which department they need to shop in for their age. Then have them try on clothes, in the fitting room to ensure privacy, that are

Pedagogies, which are reflected in elements of teaching actions and practices, such as types of documentation and methods of grouping children, should be relevant to the context and consistent with the service’s philosophy and approaches to curriculum. This means that ‘…approaches and pedagogies will differ from one setting to the next as they take into account staff and family perspectives, the service philosophy and analysis of the context’s potential and challenges…’(USQ, 2016). As educators refine their philosophy they will also adjust pedagogies to reflect new approaches. Understandings of children and childhood should lead practitioners to continuously investigate how they transform approaches

The Early Childhood Education program at Carlow University focuses on educating children from birth to grade four in any context—school, family, or community. As a signature mark of the program, students learn how to honor diversity and form strong inclusive relationships between child and caregiver/teacher. They learn that a child’s environment needs to be rooted in trust; physically and psychologically safe. They learn that the caregiver/teacher relationship needs

The curriculum decision making process in an early childhood setting is “what children experience may be the result of something intentional or planned” (Goodfellow, 2009). What the children experience in each Early childhood setting will change depending on the centre and what curriculum they use whether that be the Early Years Learning Framework or the Queensland Kindergarten Learning Guidelines or a different framework/guideline. This assignment will critically evaluate Bright Beginnings Chermside West and how their curriculum adapts to the change in children’s learning. Bright Beginnings involve their staff members which includes the centre director when making decisions about changing or evolving the curriculum to best

These features are to help support staff and give guidance that supports sensitive and respectful approaches and ways of interacting that are beneficial to children and families. (Pre-Birth to Three Curriculum, 2010) Growing up in Scotland very much supports the features of Pre-Birth to Three Curriculum, their research has helped shape the guidance. It details the importance on play, learning and development of young children and clearly gives ways to ensure a professional approach in practice. It also refers to the significance of play, reflection and observing each child as an individual, to ensure the best provision for the children and that their individual needs are met. Pre-birth to three curriculum highly supports practices in promoting and providing the best start for every child and gives professional’s the knowledge and understanding of reflection, communication and knowledge within practice.

This report is on Te Whariki: Early Childhood Curriculum in which we follow as a framework for teaching in New Zealand. This report is going to cover the three broad age groups Te Whariki is based upon. It will explain the principles and strands of Te Whariki and the impact it has on a developing child. It will describe the purpose of Te Whariki and discuss ways it is used by early childhood education services throughout New Zealand. It will describe Te Whariki’s support for bi-culturalism throughout the early childhood sector. This report will discuss the importance of a partnership between home and the early childhood education settings, and will also discuss the Urie Bronfenbrenner’s ecological system theory and how