EDUC25436 Curriculum Theories and Approaches in ECEC
\nResearch Paper: International Curriculum Frameworks – 25%<\/p>\n
Choose an international curriculum framework to research from the folder on SLATE. Note that this is NOT a paper about a country and its ECE program \u2013 but rather a paper about a specific framework. Please note that if you choose to write about a country that is not listed, please check with your professor first since not all countries have a clearly identified framework and if you instead write generally about ECEC in that region, you will receive a poor grade.<\/p>\n
Your paper will include:
\n1. Introduction
\nYour first paragraph should tell the reader an outline of the topic (sample nursing essay examples by the best nursing assignment writing service)s that you will address in the paper. Provide an overview of the country that describes important cultural, political, demographic or historical information related to the ECEC curriculum framework. What kind of government does the country have and are there any political factors that influence ECEC Describe the population, whether there are indigenous populations or minority populations. Do not provide \u201ctourism\u201d information about the country.
\n2. ECEC Framework Description
\nDescribe the framework: the name; the way it is organized; a summary and discussion of the values and goals, and other important considerations; and provide a summary of the important ideas. Use your own words to summarize rather than copying large sections of the framework.
\n3. ECEC Framework Analysis
\na. Image of the child: what image of the child is described or implied Provide evidence from the framework that supports your ideas about how they work with children.
\nb. Infant School vs. Social Pedagogy: discuss the orientation of the framework in relation to the continuum of pre-primary (infant school) or social pedagogy. This is your opinion but you must provide examples that support the theory discussed in class.
\n4. Theorists
\nIdentity the theoretical influences that shape the framework. Provide evidence from the framework and support it with references to your text (or other sources). Do you see evidence of Montessori\u2019s influence Are Dewey\u2019s ideas represented
\n5. Conclusion
\nYour brief conclusion will summarize your learning and will contrast what you learned about ECEC in your selected country to what you know about ECEC frameworks in Canada \/Ontario. How does it compare to How Does Learning Happen Similarities, differences What were your significant learnings<\/p>\n
The paper should be about 8 pages, and meet APA standards and format. You may choose to use the five headings above to help you organize your paper. The writing should be your own, with your own \u201cvoice\u201d (style) evident. The paper may contain excerpts quoted directly from the framework document which is permissible as long as they are cited correctly. This paper should briefly highlight the research but it is also important to share your views and opinions in each section and in the conclusions. You are required to research other information in addition to the framework itself. This may be an article or the OECD report or UNICEF report card that provides some comparison. Look at the Course Resources on SLATE as well as https:\/\/monkessays.com\/write-my-essay\/children.gov.on.ca\/htdocs\/English\/topic (sample nursing essay examples by the best nursing assignment writing service)s\/earlychildhood\/early_learning_for_every_child_today.aspx#appendix1 and other sources to help get you started.
\nName: ___________________________________ Date Submitted:_____________________
\nCriteria Need improvement Meet Expectations Exceptional
\nIntroduction: \/4 0-2 marks
\nLimited or unclear introduction. Overview includes too little or irrelevant information. Little context for the paper is provided. 2.5-3 marks
\nProvides an overview description of the country with some important information regarding cultural, political, demographic information with minimal historical information relevant to ECEC. Some information is irrelevant. 3.5-4 marks
\nDescribes the purpose and topic (sample nursing essay examples by the best nursing assignment writing service)s covered in the paper. Provides a clear and meaningful overview description of the country or province that highlights important cultural, political, demographic and historical information relevant to ECEC and provides a context for understanding.<\/p>\n
ECE Framework Description: \/5 0-2.5 marks
\nDescription of framework is unclear, is missing critical elements without explanation. Does not provide a summary of the important ideas. 3-3.5 marks
\nProvides a description of the curriculum framework: the name, the driving factors behind its development; the way it is organized, a summary and discussion of the values and goals, including other important considerations, provides a summary of some of the important ideas. 4-5 marks
\nProvides a clear and complete description of the curriculum framework: the name, the driving factors behind its development; the way it is organized, a summary and discussion of the values and goals, including other important considerations, providing a clear, concise summary of the important ideas.<\/p>\n
ECE Framework Analysis: \/6 0-3 marks
\nProvides minimal analysis of the framework that demonstrates understanding of:
\na) Image of the child: does not identify the image of the child (identified or implied) AND \/ OR demonstrates little understanding of the image of the child.
\nb) Infant school vs. Social pedagogy: does not identify the orientation of the curriculum framework or is confused or unclear. 3-3.5 marks
\nProvides an analysis of the framework that demonstrates understanding of:
\na) Image of the child: identifies the image of the child (identified or implied) Demonstrates some understanding of how this image is supported in the framework.
\nb) Infant school vs. Social pedagogy: identifies the orientation of the curriculum framework in relation to this continuum and provides some evidence to support the theory discussed in class. 4-6 marks
\nProvides a clear, concise analysis of the framework that demonstrates in-depth understanding of:
\na) Image of the child: identifies the image of the child (identified or implied) Demonstrates clear evidence and insightful description of how this image is supported in the framework.
\nb) Infant school vs. Social pedagogy: identifies the orientation of the curriculum framework in relation to this continuum and provides clear evidence and understanding to support the theory discussed in class.<\/p>\n
Theorists: \/2 0 marks
\nLittle or no discussion of influence of theorists found in framework. No evidence. 1 mark
\nSome discussion of influence of theorists found in framework but little or no evidence. 1.5 – 2 marks
\nClear and insightful discussion of influence of theorists found in framework supported by evidence.
\nConclusion: \/4
\n1 mark
\nConclusion provides a very brief summary of the student\u2019s learning. Demonstrates a limited understanding of the contrast from your selected country to what you know about the ECEC in Canada. Little or no contrast to Ontario\u2019s framework How Does Learning Happen. 2-3 marks
\nConclusion provides a brief summary of the student\u2019s learning. Demonstrates some understanding of the contrast from your selected country to what you know about the ECEC in Canada. Simplistic comparison to Ontario\u2019s framework How Does Learning Happen. 4 marks
\nConclusion is clear and concise, summarizing the student\u2019s learning. Demonstrates a clear understanding of the contrast from your selected country to what you know about ECEC in Canada. Comprehensive comparison to Ontario\u2019s framework How Does Learning Happen.
\nWriting: \/3 0-1.5 marks
\nPaper is 2 marks
\n2.5 – 3 marks<\/p>\n
APA \/1
\nFailure
\nDoes not follow APA style
\nNote: Papers that do not provide proper in text citations and references will be considered plagiarized and receive a grade of 0. 0
\nAPA followed but some errors in APA style and\/or writing issues 1
\nAPA style followed with no (or few minor) errors in style or writing.<\/p>\n
Comments :<\/p>\n
The Jamaica Early Childhood Curriculum
\nFor Children Birth to Five Years
\nA Conceptual Framework
\nDudley Grant Memorial Trust in Collaboration with the Ministry of Education
\nRose Davies, Ph.D.
\nMain contributor
\nThe Jamaica Early Childhood Curriculum For Children Birth to Five Years
\nA Conceptual Framework
\nPublished by The Dudley Grant Memorial Trust
\n5 Gibraltar Camp Way, U.W.I. Mona Campus, Kingston 7, Jamaica W.I.
\nCopyright \u00a9 2008 by The Dudley Grant Memorial Trust
\nAll rights reserved
\nISBN 978-976-610-824-3
\nEditors: Cecille Maye-Hemmings and Masie Wint
\nGraphic designer\/Page layout: Suzette Royal – Suzi Design
\nThe Phoenix Printery Limited, 139-141 East Street, Kingston, Jamaica
\nFinancial support for this project ( help with nursing paper writing from experts with MSN & DNP degrees) was provided by the Ministry of Education, Jamaica; the CHASE
\nFund; UNICEF; and the Social Conflict and Legal Reform Project.
\nIII
\nCONTENTS
\nPreface V
\nAcknowledgements VIII
\n1. Introduction to the Early Childhood Curriculum 1
\nPurpose and Definition of Curriculum 1
\nRationale for the Curriculum 1
\nConsiderations Influencing the Curriculum Development and Design 2
\nThe children 3
\nThe early childhood practitioners 3
\nThe learning environment 4
\nThe parents\/community 5
\nLessons learned from international models of best practices 5
\n2. The Guiding Principles of this Curriculum 7
\nLearning Through Play 7
\nSequenced Learning 9
\nIndividual Learning 9
\nThe Practitioner\u2019s Multiple Roles 11
\nInclusion of All Children 14
\nIntegrated Curriculum and the Domains of Development 15
\nSkills in the affective domain (personal, social-emotional skills) 16
\nSkills in the creative\/expressive domain (the aesthetic skills) 17
\nSkills in the cognitive domain (intellectual, language & literacy skills) 17
\nSkills in the psychomotor domain (physical\/motor skills) 17
\nIntegrated learning for infants, toddlers and preschoolers 18
\nThematic curriculum content 19
\nThe Learning Environment 20
\nDevelopmentally appropriate learning environments 20
\nIV
\nLearning environments for infants and toddlers 21
\nLearning environments for preschoolers 21
\nSpecial considerations for adapting the learning environment 22
\nAssessment in Early Childhood 23
\nInvolving Parents and Community 24
\n3. Developmental Goals and Learning Outcomes For Children Birth to Five Years 26
\nLearning Outcomes for Young Children 26
\nWellness 26
\nEffective communication 26
\nValuing culture 27
\nIntellectual empowerment 27
\nRespect for self, others and the environment 27
\nResilience 28
\n4. The Role of the Curriculum in Supporting Children\u2019s Achievement of 29
\nDevelopmental Goals and Learning Outcomes
\nReferences 31
\nAppendix 33
\nTheoretical Influences on Early Childhood Curriculum 33
\nV
\nPreface
\nBackground to Early Childhood Curriculum Development in Jamaica
\nThe care and education of young children in group settings emerged in Jamaica in response to the need
\nof working parents in the post-World War II era of rapid industrialization and employment opportunities
\naway from home. Early childhood informal \u201cschools\u201d were usually set up by home-based grandmothers,
\naunts or neighbours, on verandahs, in backyards or other available spaces and provided largely custodial
\ncare of children and limited educational content, e.g. rote learning of rhymes and Bible verses.
\nThe first recognizable \u201cbasic school\u201d as we know it today, was established in 1938 by Rev. Henry
\nWard in Islington, St. Mary. As the number of these schools increased throughout Jamaica, so did the
\nneed for organized training of the mostly untrained teachers. In 1967, Mr. Dudley Grant of the Institute
\nof Education, University of the West Indies at Mona, initiated the Project for Early Childhood Education
\n(PECE) with support from the Bernard van Leer Foundation. The aim of this project ( help with nursing paper writing from experts with MSN & DNP degrees) was to develop a
\ncurriculum manual for use with four- to five-year-olds in basic schools and to provide complementary ongoing
\ntraining of teachers in the use of the curriculum and its accompanying resources.
\nThe first written Jamaica pre-school curriculum was completed in 1973 through the collaborative
\neffort of a team of teacher trainers led by Mr. Grant himself. The \u201cPECE Manual\u201d, as it was called, was
\na very detailed instructional guide comprising 24 volumes totaling 4,988 pages. It provided a step-bystep
\napproach for presenting content from traditional subject areas. The detailed format was considered
\nnecessary because the teachers were inexperienced and lacked in-depth knowledge of essential child
\ndevelopment and education principles and practices. Regular fortnightly workshops by the teacher trainers
\nwere established to develop the teaching skills of the para-professional teachers, while familiarizing them
\nwith the use of the curriculum manual.
\nIn 1979, a survey carried out by the Early Childhood Unit of the Ministry of Education, revealed that
\nthe on-going fortnightly training workshops were reaping rewards as teachers were becoming increasingly
\nbetter trained and better qualified for their teaching roles. The teachers themselves called for the PECE
\nmanual to be reviewed and rewritten in a format that was much less prescriptive and allowed greater
\nflexibility in interpreting and implementing the curriculum in their individual classrooms. Subsequently,
\nthe curriculum was redesigned and redeveloped in 1983 into two volumes: Readiness Programme for
\n4 Year Olds and Readiness Programme for 5 Year Olds. The new \u201cReadiness\u201d curriculum replaced the
\nsubject-based structure of the PECE manual with an integrated curriculum approach. This model placed
\nmore emphasis on skills development across the child\u2019s developmental domains through an integrated
\nprogramme of appropriate activities organized around themes familiar to the children. While some teachers
\nVI
\nwelcomed the more flexible format of the revised curriculum, others thought that too many of the resource
\nideas contained in the PECE manual had been lost to the cause of producing a smaller document. This was
\nseen as a disadvantage for newer and less experienced teachers.
\nIn 1990, a survey commissioned by the Early Childhood Unit in the Ministry of Education was
\nundertaken by the University of the West Indies-based Centre for Early Childhood Education (CECE),
\nwhich later became the Dudley Grant Memorial Trust, to establish the extent to which both the PECE
\nand the \u201cReadiness\u201d manuals were being used in pre-primary schools throughout Jamaica. The survey
\nalso gathered ideas and recommendations for redesigning the Readiness curriculum to represent a better
\nbalance between the detail of the older PECE manual and the flexibility of the \u201cReadiness\u201d manual. This
\nis one of the considerations that informed the current re-design of the curriculum.
\nIn Jamaica, organized programmes for children from birth to three years only emerged after the
\ndevelopment of a curriculum for four- to five-year-olds, as children in this age group were mostly cared
\nfor within the home setting. In the 1950s the Child Welfare League operated a few day care centres that
\nprovided mainly custodial and health care for infants. Over the decades of development of the Jamaican
\nearly childhood system, day care provisions have lagged behind that of basic and other pre-schools in
\ncoverage, public financing and resources, caregiver training and adequacy of learning environments.
\nServices for the birth to three-year-old age cohort are still largely provided by private owners. Day care
\ncentres experienced their highest peak in development during the 1970s when the incumbent government
\ninstituted policies in support of organized, publicly funded day care centres to facilitate working mothers.
\nHowever, only a few day care centres in the country are publicly funded.
\nAlthough this much needed attention brought about improvement in the quality of facilities and
\ntraining of personnel at the time, there was no national focus on curriculum for birth to three-year-olds, and
\ninstitutions operated independently of each other in this regard. The situation with regard to curriculum for
\nbirth to three-year-olds remains the same today, in spite of the growing recognition of the importance of
\nthe first three years of a child\u2019s development, and the variety of programme models that now exist, such as
\ncentre-based programmes, home-based nurseries, and other early stimulation programmes. The re-design
\nof the curriculum will result in the development of the first national early childhood curriculum for birth
\nto three-year-olds, and a revised curriculum for the four and five-year-olds.
\nThe documents
\nThe Jamaica Early Childhood Curriculum for Children Birth to Five Years is comprised of four
\ndocuments.
\nDocument 1 is the Conceptual Framework which outlines the purpose, rationale and guiding philosophical
\nprinciples of the curriculum and also the developmental goals and learning outcomes desired for Jamaican
\nchildren. It provides the rationale for the development of the curriculum guide for birth to three years,
\nVII
\nand the review of the four- and five-year curricula. A synopsis of child development theories that have
\ninfluenced the curriculum development process is presented in the Appendix.
\nDocument 2 is the Scope and Sequence which comprises the developmental objectives that children would
\nbe expected to achieve by the end of each age phase. The document is divided into two parts.
\nPart I – For children Birth to Three Years. Part II – For children Four and Five Years. The development
\nof skills in the four (4) developmental domains \u2013 cognitive, affective, creative and psychomotor \u2013 are
\nreflected in the learning outcomes within this document. The learning outcomes are detailed under the
\nheadings: wellness; effective communication; valuing culture; intellectual empowerment; respect for self,
\nothers and the environment; and resilience.
\nDocument 3 is the Curriculum Guide which early childhood practitioners will use in the planning,
\npreparation and implementation of daily programme activities. The guide is divided into two parts.
\nPart 1 \u2013 Birth to Three is Key presents foundation curriculum for the birth to age three stage. It explains
\nthe developmentally appropriate concepts, skills and activities for children at this stage. Part II \u2013 Four and
\nFive: Getting Ready for Life builds on this foundation, and includes important elements of appropriate
\ncurriculum for the four and five year olds. The component parts and structure of the curriculum are
\nexplained in each guide to facilitate easy interpretation and use by practitioners. Also included are aspects
\nof daily curriculum implementation processes such as scheduling the day, thematic unit planning and
\nlesson planning, organizing for instruction, and helpful strategies for practitioners and parents.
\nDocument 4 is the Resource Book which acts as a supplement to the Curriculum Guide and provides
\nadditional developmentally appropriate activities for the various age groups.
\nVIII
\nAcknowledgements
\nThe Dudley Grant Memorial Trust, as the lead coordinating agency for the national Early Childhood
\nCurriculum Project, wishes to acknowledge with great appreciation the contribution and hard work of all
\nthe participating individuals, groups and agencies.
\nThe task involved the revision of the existing curriculum guide for the four- and five-year-old age
\ngroups and the development of a guide for the birth to three-year-old age cohorts. Development of the
\nsupporting documents such as the Scope and Sequence and the Conceptual Framework for the age-range
\nbirth to five years was also a vital part of the process.
\nMany Early Childhood professionals have contributed to the development of these documents. While
\nit would be difficult to mention everyone by name, we must acknowledge some key individuals and
\ngroups who made significant inputs into the production of the documents.
\nWe acknowledge the leadership, coordination and curriculum writing contributions of Dr. Rose Davies,
\nSenior Lecturer at the Institute of Education, University of the West Indies and chief consultant to the
\nProject.
\nWe thank especially the following outstanding contributors:
\n\u2022 Mrs. Joyce Jarrett for her vision and enormous generosity in sharing her time and expertise in the
\nrevision and development of the birth to two-year-old section of the Curriculum Guide;
\n\u2022 Mrs. Eugena Robinson for her significant contribution in the development of the Curriculum Guide;
\n\u2022 Dr Donna Chin Fatt for her special contribution in reviewing the Scope and Sequence document and
\nwriting aspects of the Curriculum Guide;
\n\u2022 Mrs. Lorna Thompson for her commitment, leadership and expertise in the areas of curriculum
\ndevelopment and numeracy;
\n\u2022 Mrs. Jennifer Silvera for her commitment, contribution and expertise in the area of literacy;
\n\u2022 The Education Officers and Administrators of the Ministry of Education, in particular partners in
\nthe Early Childhood Resource Centres and in the Early Childhood, Core Curriculum and Special
\nEducation Units;
\n\u2022 The parents, early childhood practitioners and children who provided pictures and gave valuable
\nfeedback throughout the pilot phase of the curriculum development process.
\n\u2022 The Early Childhood Commission; HEART\/NCT-VET; Social Conflict and Legal Reform Project;
\nUNICEF; McCam Child Development Centre; Shortwood, Sam Sharpe and St. Joseph\u2019s Teachers\u2019
\nColleges; Ministry of Health; PALS; CHASE Fund and the Barita Foundation;
\n\u2022 Members of the George Brown College, Toronto, Canada for their Helpance in reviewing the
\ndocuments;
\n\u2022 Members of the Review Teams for their guidance and time;
\n\u2022 Members of the Lead Group for their leadership in, dedication and commitment to the process;
\n\u2022 Members of the Technical Monitoring Committee for their support and leadership.
\n1
\n1 INTRODUCTION TO THE
\nEARLY CHILDHOOD CURRICULUM
\nPurpose and Definition of Curriculum
\nA curriculum acts as a dynamic force in the development of young children and must be reviewed
\nperiodically to remain relevant and effective in preparing children for life in a rapidly changing world.
\nCurrent early childhood curriculum practices throughout the world are increasingly influenced by new
\nknowledge emerging from the growing body of research on brain development and early learning, and the
\ntype of learning environments that best promote children\u2019s development and learning in ways that are age
\nappropriate.
\nThe primary purpose of the early childhood curriculum is to provide a \u2018blueprint\u2019 or \u2018master plan\u2019
\nof the why, what and how of care giving and teaching based on a philosophy of how children develop and
\nlearn. The National Association for the Education of Young Children (NAEYC) [USA] defines curriculum
\nas \u201can organized framework that delineates the content children are to learn, the processes through which
\nchildren achieve the identified curricular goals, what teachers do to help children achieve these goals and
\nthe context in which teaching and learning occur\u201d (NAEYC, 1991, cited in Catron and Allen, 2003).
\nThe effective curriculum provides specific guidance that gives clear direction to the user but
\nallows for flexibility in adapting to special situations as needed. A written curriculum document generally
\nincorporates the guiding philosophy of the programme; goals, learning objectives and desired outcomes
\nfor children\u2019s development; teaching\/learning activities incorporating appropriate content knowledge;
\nexamples of supporting resources; assessment strategies; and guidelines for planning the learning
\nenvironment and relating positively with children.
\nRationale for the Curriculum
\nRecent research studies on the development of the human brain highlight the fact that the early years are
\nthe most important for the \u201cwiring\u201d or building of brain capacity. The \u201cwiring\u201d of the brain is affected by
\nthe environmental circumstances in which children develop from birth and continues through the early
\nyears. Nutrition, health, physical care, relationships with parents or caregivers, and the level of mental
\nstimulation received are some of the environmental factors that can affect the building of brain capacity.
\nThe more stimulating the environment and experiences that children are exposed to, the more likely
\nthey are to develop greater brain capacity. Research also shows that inadequate care and stimulation
\nor stressful and traumatic experiences can undermine or impair a child\u2019s brain function, given that
\n2
\nunder-stimulated brain cells thin out and are lost over time. Children from poor families living in
\ndeprived surroundings are those most at risk of having underdeveloped brains. However, international
\nstudies have shown that deprived children, when they have the benefit of good early childhood programmes,
\nachieve cognitive gains on par with their better-off peers. The quality of the curriculum offered in early
\nchildhood programmes is a major factor in determining developmental outcomes for children.
\nThis curriculum is designed to promote and support children\u2019s development in a broad range of
\nprogramme types for children birth to five years in the various early childhood institutions (day care
\ncentres, basic, infant, and private preparatory schools as well as kindergarten departments). Basic schools
\naccount for the largest proportion of the over 98% coverage rate among the three- to five-year-olds enrolled
\nin pre-primary institutions in Jamaica. It is widely known that these basic schools cater to the country\u2019s
\nmost disadvantaged children. Day care facilities cover a much smaller percentage (approximately 15%)
\nof the eligible children in the birth to 36-month age group. The quality of care delivered in many day care
\ncentres varies with the cost charged for the service. Families with fewer economic challenges enrol their
\nchildren in higher quality and more costly private day care facilities, while families with greater challenges
\nuse less expensive facilities where the quality may not be as good, given the generally strong emphasis on
\nproviding mainly custodial care. For all of the above reasons, this new curriculum embraces the concept of
\nholistic development for all young children including those with special developmental challenges, within
\nenriching learning environments that promote developmentally appropriate practices.
\nConsiderations Influencing the Curriculum Development and Design
\nFour important considerations have guided the development and design of this curriculum. These include
\nthe need to:
\n1. provide early childhood practitioners with a curriculum guide that is current, based on
\nsound principles of child development and learning, easy to understand and interpret for easy
\ntransfer of knowledge into practice;
\n2. emphasize holistic development and integrated curriculum approaches that allow children
\nto express themselves creatively, using all their senses to acquire new knowledge, skills and
\ncompetencies and engage in independent learning;
\n3. provide an enriching learning environment that can significantly reduce or eliminate the
\ndisparities that are apparent among children from different socio-economic backgrounds
\nwhen they reach the Grade 1 level;
\n4. emphasize and reinforce pro-social cultural values and practices that are important to
\nchildren, their families and the wider community.
\nAn effective curriculum is characterized by the \u201crightness\u201d of fit between several elements:
\nchildren\u2019s needs and interests; parental values and expectations; teacher characteristics and abilities;
\nand community traditions and culture. The curriculum design therefore must take into account the
\nspecial characteristics of:
\n3
\na. the children who will benefit from it;
\nb. the early childhood practitioners who will implement it;
\nc. the learning environment (indoor and outdoor) within which it will be implemented;
\nd. the parents and community who will support it;
\ne. the lessons learned from international models of best practices in early childhood development.
\nThe children
\nThis curriculum is designed for use with children from all social strata of the Jamaican society. It seeks
\nto reinforce and build on the developmental and behavioural strengths that Jamaican children have been
\nshown to have. Research done on Jamaican children (Grantham-McGregor and Back, 1971) shows that
\nmotor skills development occurs earlier and is more advanced than for equivalent peer groups of children
\nin the U.S.A. Jamaican children, from a fairly early age, demonstrate a high level of motor coordination
\nand physical prowess in walking, running, dancing and other physical activities.
\nOpportunities should be provided in the daily curriculum activities to practise and refine these skills to
\nthe highest level of achievement within the ability range for respective age groups. Research has also
\nshown that compared to children in the U.S.A., Jamaican children are generally more self-reliant (taking
\ncare of self, going on errands
\nindependently, etc.) at an
\nearlier age and are more
\nadvanced in some cognitive
\ntasks, such as learning
\nmathematics and reading,
\nthan their American peers
\n(Samms-Vaughan, 2004). The
\ncurriculum should therefore
\naim not only to compensate
\nfor weaknesses in children\u2019s
\ndevelopment and learning,
\nbut also to simultaneously
\nidentify and reinforce the
\nstrengths that they naturally possess.
\nThe early childhood practitioners
\nGenerally, the practitioners who will use this curriculum are better trained than their counterparts of earlier
\nyears. In the present early childhood system, practitioners range in age from 18 to 60-plus years and their
\nPlaying with balls at an early age helps in gross motor development
\n4
\nskills and abilities range from pre-trained to many years of experience as trained teachers. The practitioners\u2019
\nunderstanding and interpretation of the curriculum is critical to its effective implementation. They must
\nunderstand and agree with the underlying philosophy of the curriculum and have adequate knowledge
\nof child development and of how children learn. Therefore, this curriculum is presented in a format to
\nfacilitate understanding, interpretation and transfer into practice by the least experienced among its users.
\nThe guiding philosophy, goals and approaches to practice are clearly outlined and will serve as a guide for
\ntraining practitioners to use the curriculum. A practitioner\u2019s attitude and behaviour are critical influences
\non the achievement of curriculum goals, as it is the quality of the adult\u2019s interaction and relationship with
\nchildren that promotes the young child\u2019s emotional well-being and positive sense of self. This aspect of
\ndevelopmentally appropriate practice is strongly emphasized in the curriculum.
\nThe learning environment
\nConditions in Jamaican early childhood settings vary in quality, depending on the resource base of the
\nfacility. Local research studies have noted inadequacy of appropriate play equipment (indoor and outdoor)
\nand teaching\/learning materials as two major weaknesses of many Jamaican early childhood programmes
\n(McDonald and Brown, 1993). In addition, large groups and crowded spaces do not allow much opportunity
\nfor children to move about freely and independently to pursue their individual interests. These circumstances
\nmay frustrate practitioners, the children and the achievement of the overall curriculum goals. For example,
\ncurriculum emphasis on independent and self-directed learning demands a wide array
\nPreschoolers enjoy exploring the outdoor environment
\n5
\nof equipment and materials from which children from as early as a few months old, can make individual
\nchoices and engage in meaningful, independent learning. A practitioner attempting to achieve this objective
\nmight be completely frustrated when faced with severe limitations of materials and cramped environmental
\nconditions. This curriculum is designed for easy adaptation to varied early childhood learning settings,
\nas most of the activities included require low-cost materials that can be collected easily and transformed
\ninto valuable teaching\/learning aids. Emphasis is also placed on making use of the \u201cgreat outdoors\u201d that
\nattract children so naturally, as well as adapting and making the best use of available indoor space to
\naccommodate meaningful, developmentally appropriate activities and experiences.
\nThe curriculum places emphasis on development of appropriate skills at the infant and toddler stages
\nand on enhancing the preschool child\u2019s total development and readiness for primary school. Practitioners
\nshould therefore provide warm, caring and stimulating learning environments that engage children in
\nlearning activities.
\nThe parents and community
\nParents are the child\u2019s first and most important teachers, hence, a significant feature of effective early
\nchildhood programmes is the strong partnership that exists between early childhood practitioners and
\nthe parents. Research has shown that the stronger the level of parent involvement in a programme, the
\ngreater the benefits to the child. Positive relationships and interaction between parents and practitioners
\nhelp to build trust and to make children, in particular infants, secure and supported in the group setting
\nas both parties work together in the best interest of the child. Jamaican parents generally place a high
\nvalue on early education for their children. Among poor families, adults believe it is especially important
\nfor children to achieve academically in order to have a chance of becoming more successful than they,
\nthe parents. Although Jamaican parents are becoming more sensitized to the value of play in the early
\nyears, they are still more inclined to support early childhood programmes that benefit their children\u2019s
\ndevelopment overall, but are also strong in advancing the academic skills. This curriculum strives to
\nmaintain an appropriate balance in the importance placed on children\u2019s development in all the domains
\nof learning, in keeping with its underlying philosophy of developing the whole child. Emphasis is also
\nplaced on increasing parents\u2019 understanding of and support for the curriculum process by encouraging
\nactive involvement in their children\u2019s learning from infancy onward.
\nLessons learned from international models of best practices in early childhood
\ndevelopment
\nAn additional source of influence on the design and development of the curriculum derives from lessons
\nlearned from a review of early childhood development theoretical perspectives and of local and international
\nprogramme models exemplifying developmentally appropriate practices. These lessons are integral to the
\nnine fundamental principles of the curriculum and are summarized below.
\n6
\n\u2022 Play is central to curriculum practice, allowing children to be active learners, interacting with a
\nwide variety of materials and engaging with project ( help with nursing paper writing from experts with MSN & DNP degrees)s and learning centres in the process. Varied
\napproaches to play and different methods of learning are encouraged, with information technology
\nas a visible part of the process.
\n\u2022 Learning is guided by planned, integrated curriculum with identified developmental outcomes
\nthat are age and stage appropriate and take into account the development of the \u201cwhole\u201d child;
\nthe creative and affective skills are highlighted; the invisible and visible curriculum are equally
\nimportant and culturally relevant content is emphasized.
\n\u2022 Adults and children share positive, caring relationships; children\u2019s individuality and uniqueness
\nare acknowledged; children with special developmental needs are fully included; adults serve as
\nmodels for children\u2019s learning and skills development and provide scaffolding to help children
\nadvance in their various learning activities.
\n\u2022 Parents and families are approached as important partners in children\u2019s development and learning
\nprocess.
\n\u2022 Assessment of children\u2019s learning is appropriate and authentic and involves little or no standardized
\ntesting.
\n7
\n2 THE GUIDING PRINCIPLES OF
\nTHIS CURRICULUM
\nQuality in early childhood development is measured by evidence of developmentally appropriate practices
\nin all aspects of a programme. Developmentally appropriate practices are based on sound theoretical
\nprinciples of how children develop and learn. This curriculum is eclectic in approach, in that it weaves
\ntogether elements of selected theories of development and internationally acknowledged best practices
\nin early childhood programming, into a framework that is appropriate to the needs and learning contexts
\nof Jamaican children in the birth to five age range. The guiding principles of the curriculum and the
\ntheoretical influences are outlined below.
\nLearning Through Play
\nPrinciple #1: Children learn best through their play and interaction with the environment.
\n(Principal guiding theorists: Piaget, Vygotsky, Dewey, Montessori. See Appendix)
\nChildren learn best through play
\n8
\nPlay is central to constructivist, developmentally appropriate curriculum practices as it is during play
\nthat children engage in \u201chands-on\u201d interaction with objects and act out real life experiences. As young
\nchildren of different ages manipulate things, interact with people and participate in various events, they
\nare able to engage in critical thinking and construct their own understandings and knowledge of the world.
\nDuring play, children refine their motor skills, learn how to deal with their own feelings and emotions,
\nthink critically about a range of new experiences, interact sociably with others and resolve conflicts in
\nappropriate ways. Children also develop their imagination and creativity as they experiment, discover and
\ndramatize what they see happening around them.
\nInfants enjoy interactive play and develop a sense of security with the caregiver
\nPlay is the main vehicle through which children integrate knowledge in a meaningful way, learn selfexpression
\nand gain a sense of competence. Play is enjoyable activity and therefore fosters a positive
\ndisposition and love of learning in children. The activities outlined in this curriculum represent a rich
\nresource of developmentally appropriate ideas that practitioners can use to interest and engage children in
\nlearning through play.
\n9
\nSequenced Learning
\nPrinciple #2: Children develop and learn in an orderly sequence, moving from simple to more
\ncomplex knowledge and skills and they do so at their own individual pace and timing.
\n(Principal guiding theorists: Gessell, Piaget, Montessori. See Appendix)
\nChildren grow in a predictable and sequenced way. Changes take place in the different domains (physical,
\naffective, cognitive, creative) in a similar pattern for all children throughout the world. However, different
\ncultures might attach different meanings to these changes and respond differently to them. For example,
\nsome cultures might interpret the typical behaviour of the \u201cterrible twos\u201d as \u201cbad\u201d behaviour that must
\nbe punished and controlled early, while other cultures are more tolerant and permissive of children at
\nthat stage. The developmentally appropriate curriculum is guided by a scope and sequence framework of
\nthe skills children develop at different stages from birth to age five years, and the appropriate level and
\nsequence of content they can learn from the traditional knowledge disciplines. Children are introduced
\nto these skills and content as appropriate for their age and stage of development. Recognition is also
\ngiven to the fact that children are individuals with their own timing and pace of development. Not all
\nbabies, toddlers and preschoolers demonstrate the same level of skills and knowledge expected for their
\nage. Some may be more advanced than their average peer group and others less so. Therefore, activities
\nprovided should move from simple to complex and from the known to the unknown. The curriculum
\nmakes allowance both for children who are gifted and developmentally challenged.
\nIndividual Learning
\nPrinciple # 3: The individual child\u2019s needs, interests, style and pace of learning must be respected and
\nnot sacrificed to group demands. (Principal guiding theorists: Erikson, Dewey, Vygotsky,
\nGardner, DAP Framework. See Appendix)
\nAlthough, universally, children follow the same recognizable stages with typical behavioural patterns of
\ndevelopment, there is wide variation in the actual age at which the individual child arrives at each successive
\nstage. Each child is a unique individual who enters the world with a different mix of genetic ability,
\npersonality, temperament, learning style (Intelligences) and pace of development. Gardner\u2019s Multiple
\nIntelligences theory (see Appendix) suggests that children learn in different ways and have different
\nstrengths. They learn through response to music, visual stimulation, physical activity and intellectual
\nexercise. Furthermore, each child experiences different conditions of growing up within families and
\ncommunities. Each child who enrols in an early childhood programme, therefore, comes with differences
\nin his or her individual strengths, needs, interests, family background, values and demands.
\n10
\nToddlers are provided the opportunity to choose their activities
\nA developmentally appropriate programme supports individuality and makes plans to ensure that children
\nare not always subject to the considerations of the large group. This is particularly important in day care
\nsettings. Therefore group size and adult-to-child ratio should be maintained at a level that allows the adult
\nto give the individualized attention that each child requires on a daily basis.
\nThe learning environment provides a range of activities appropriate to the developmental levels
\nof individual children, so that their needs can be addressed. The child should be made to feel accepted
\nfor who he or she is and should never be compared to others or pressured to achieve beyond his or her
\nnatural ability. Some practitioners work in challenging circumstances with more children in a group than
\nis desirable. However, in such circumstances, making each child feel that he or she is a special individual
\nis not an impossible task. Getting to know each child well allows the practitioner to devote time relative
\nto a child\u2019s particular need. Some children are happy with a simple acknowledging touch or smile from
\nthe adult, whereas others need further reassuring hugs and conversation. Recognizing and responding to
\nchildren\u2019s individual needs is particularly important for young infants, toddlers and children with special
\ndevelopmental and learning needs. Also, practitioners must be mindful of the gender differences in how
\nchildren learn, their interests and performance levels. They must be sensitive to the difference in the
\nlearning needs and styles of boys (who generally tend to have lower achievement rates than girls) and try
\nto keep them focused and motivated to learn. However, girls and boys alike must be encouraged to pursue
\ntheir individual interests and engage in learning activities without the limitations imposed by gender
\nstereotyping.
\n11
\nThe Practitioners\u2019 Multiple Roles
\nPrinciple # 4: Children thrive and learn best in environments with warm, nurturing and caring adults
\nwho perform a variety of roles to ensure that children grow and develop healthily and
\nfeel safe, respected, loved and happy.
\n(Principal guiding theorists: Dewey, Piaget, Vygotsky, Erikson, DAP Guidelines. See
\nAppendix)
\nPractitioners who work in early childhood settings have a critical role to play in helping children achieve
\nthe developmental goals and outcomes as outlined in the curriculum. This is so because children receive
\nsignificant messages from adults in seemingly simple ways such as: how adults position themselves to
\nspeak to children; how adults interact with children during routines or learning periods and transitions; how
\nadults respond to children\u2019s efforts and how adults make them feel about themselves. The more positively
\nchildren are made to feel about themselves, the more likely they are to achieve their developmental goals.
\nEarly childhood practitioners perform many different roles as discussed below.
\nNurturer
\nThe early childhood practitioner must have a love for and enjoy being with children, as his or her key
\nrole is to be a nurturer of children. Young children need to be touched, hugged, cuddled and rocked
\nappropriately in order to feel loved, comforted or reassured. This is particularly important at the infant
\nand toddler stages, as new research evidence points to the positive effects of touch on children\u2019s early
\nsocial-emotional development (Carlson, 2006). Adult nurturers must model what \u201cgood touches\u201d are by
\nthe genuine and positive ways in which they physically respond to young children in their care.
\nIt is important to have practitioners who are sensitive to the needs of children
\n12
\nProtector and planner
\nChildren thrive best in environments in which they feel protected and safe. Protecting children\u2019s best
\ninterests go hand in hand with planning. The practitioner has to be a planner who organizes and arranges
\nthe physical environment to ensure children\u2019s safety at all times. The practitioner plans the daily schedule
\nso that children have adequate time to interact with a variety of play materials, learn and carry out personal
\nand self-help tasks as they are able, benefit from rest and nourishing meals, engage in self-selected and
\nindependent play activities and participate in periods of organized play or systematic instruction as
\nappropriate for age. The practitioner also has to be able to plan appropriate physical spaces and provide
\ninteresting and developmentally appropriate materials and props to support learning through play at the
\ndifferent stages of development. These are aimed at developing the critical readiness skills needed to
\nsucceed in later schooling.
\nFacilitator and observer
\nThe practitioner should be a facilitator and supporter of children\u2019s learning. Although we know that
\nchildren can learn much on their own, adults sometimes have to intervene, especially if children\u2019s
\nnatural curiosity and initiative have not been sufficiently stimulated. The practitioner must be a
\nkeen observer of children in order to know their individual levels of ability and what activities do
\nor do not challenge them.
\nThe practitioner must be able to achieve a balance between helping children too much and helping
\nthem too little as they engage in their different activities. Being able to \u201cscaffold\u201d children\u2019s learning
\nmeans being able to detect when a child has the potential to reach the next level of understanding with
\na little help, and providing that help to the child. For instance, the adult can demonstrate to a child how
\nto carry out a particular task that poses a challenge, then allow him or her to practise the skill until it is
\nmastered, as opposed to leaving the child to struggle alone to the point of frustration and abandonment of
\nthe task. The observant practitioner identifies the \u201cteachable\u201d moments during children\u2019s play, by asking
\na question or introducing an idea that can help children to achieve higher levels of thinking and learning.
\nThe practitioner facilitates children\u2019s play and learning by also being playful. Children enjoy when their
\nadult caregivers can share some humour, laugh and have fun with them.
\nGuide
\nAs guide, the practitioner helps children learn how to manage their emotions and behave in pro-social
\nways by adopting a positive guidance approach. In the process of growing up and maturing, children make
\nmany mistakes and misjudgments in their conduct and many of these are interpreted as \u201cmis\u201d behaviour.
\nToddlerhood is a particularly challenging time when the child\u2019s desire for independence comes into conflict
\nwith the adults\u2019 charge to protect him\/her from danger. Practitioners will need to show understanding and
\npatience and try to divert the toddler\u2019s attention from undesirable activities or behaviours. As children
\n13
\ngrow and become more mature, they will continue to need positive guidance from patient, caring and
\nrespectful adults, who will listen to, reason with and explain to them the course of action to be taken when
\nthey make mistakes. Physical punishment of children is illegal in early childhood institutions according
\nto the Early Childhood Act 2005. The purpose of the positive guidance approach is to help children build
\ninternal controls that will help them to behave appropriately without external punishments and threats
\nfrom an adult. The role of guide also extends to helping children learn to cope when they face stressful
\nand frightening situations. In addition to regular family difficulties such as divorce or death of a parent
\nor close relative, other stressful experiences result from the dislocation caused by natural disasters such
\nas hurricanes, flooding and earthquakes. Violence is also a significant stress factor on young Jamaican
\nchildren. The practitioner can help children to cope with their challenges by providing the necessary play
\nprops that they can use to act out their particular experiences. For example, if a child\u2019s parent or close
\nrelative has to be hospitalized for injury caused by violence, accident or a natural disaster, props that
\nchildren can use to engage in \u201chospital\u201d play will help them to act out their fears about the situation and
\nbe better able to cope with it.
\nCommunicator
\nThe practitioner\u2019s role as communicator involves speaking with, speaking about and speaking for (on behalf
\nof) children. Many young children entering preschools are fluent in Jamaican Creole (patois). English is
\nthe language of education and business in Jamaica, hence one of the primary goals of education at all
\nlevels is for children to achieve some level of proficiency in using the English language. In communicating
\nwith children, this situation presents certain challenges, as in some instances the use of Jamaican Creole
\nis frowned upon by some adults and children are constantly corrected in their speech. Children will only
\ndevelop confidence in self-expression if they feel that the way they speak is respected. The practitioner can
\nencourage children to express their feelings, opinions and needs, and must affirm their use of Creole if
\nthat is what the children are most comfortable with. However, the practitioner also has a responsibility to
\nteach children Standard Jamaican English speech patterns and expressions that are the equivalent of those
\nused in the home language, by consistently modeling speech patterns that they want children to learn.
\nPractitioners should refrain from using \u201cbaby talk\u201d with infants as they are able to understand adult forms
\nof language long before they can speak it themselves.
\nLearning how to speak with children is also a skill that practitioners must develop. Adults should
\nspeak to children in very clear, simple statements that emphasize what they \u201ccan\u201d do rather than what they
\n\u201ccannot\u201d do. For example, \u201cPlease walk when you are inside the classroom\u201d is a more positive statement
\nthan \u201cDon\u2019t run in the classroom\u201d. During communication between adults and children, children will
\nknow that their feelings and views are respected when adults position themselves at the child\u2019s eye level.
\nThe adult should also maintain eye contact and focus intently on what the child is saying, or on what they
\nare saying to the child.
\n14
\nPractitioners sometimes need to speak for children, not only to advocate for them or defend their
\nrights, but to help them to express what they want to say when they are not able to. Sometimes when
\ntoddlers throw tantrums, they do so because of the built-up frustration of not being able to express what
\nthey want to say in words. Practitioners play a vital role when they speak for a child by saying in words
\nwhat they think the child is feeling at a particular moment. Over time, this strategy helps children to learn
\nhow to express their feelings in acceptable ways.
\nThe practitioner can help the child learn to communicate by encouraging him or her to speak
\nabout his or her work. For example, when a child does a drawing or painting, the practitioner should allow
\nthe child to describe what he or she has done. The practitioner should never judge the quality of a child\u2019s
\nproduction, but should give positive feedback on the effort. When adults speak about children or their
\nwork it should be with honesty, since children can tell when comments are honest. If a child does not have
\ntrust in the adults who care for them, behavioural problems are likely to arise.
\nPractitioners can pass on valuable knowledge, values and attitudes to children through their role as
\ncommunicators. They can convey attitudes of national pride by the way they talk about Jamaica\u2019s strengths
\nsuch as music and sports, and engage children in discussions about national heroes and famous Jamaican
\nmusicians, sportsmen and sportswomen and other local heroes. Practitioners can also model inclusive
\nbehaviours by communicating attitudes of tolerance and kindness toward persons who are different in any
\nway or who are from different cultural backgrounds. The role of communicator can be effectively used to
\nhelp children come to value themselves, their country and their cultural heritage.
\nInclusion of All Children
\nPrinciple # 5: The curriculum ensures that the rights of all children, including those with special
\nneeds, are fully respected and appropriate adaptations made where necessary to ensure
\ninclusion of all children in all activities. (Principal guiding theorists: Piaget, Vygotsky,
\nMontessori, Gardner. See Appendix)
\nJamaica\u2019s legislative framework for the operation of early childhood facilities supports full integration
\nof children with special needs into regular programmes, according to the Early Childhood Act 2005. The
\nlaw requires that all new early childhood facilities be built to accommodate children with special needs.
\nInclusive early childhood programming recognizes that all children have the right to quality early care and
\neducational opportunities as mentioned in the United Nations Convention on the Rights of the Child (1989).
\nPlanning for inclusive programming requires the collaborative efforts of parents, practitioners, medical
\nand educational specialists working in the interest of the child as an individual. Inclusion means that
\nyoung children, whether challenged or gifted, can participate in the same early childhood programme.
\nInclusion means that staff and parents together set goals to meet the individual child\u2019s particular
\ndevelopmental needs and work together in supporting the child to achieve these goals. Inclusion means
\nmaking an effort to provide flexible learning environments that can be readily adapted to respond to the
\ndifferent kinds of developmental challenges or giftedness of young children. Outdoor and indoor play
\n15
\nareas must be made accessible for children with disabilities. Such areas must be designed and arranged to
\nencourage the children to explore and interact with others.
\nInclusion requires that practitioners receive training to increase their knowledge and understanding
\nof childhood giftedness, disabilities and developmental challenges. They should be able to provide a wide
\nrange of curriculum activities and opportunities that accommodate the interests and needs of all children
\nwithin a particular group.
\nIntegrated Curriculum and the Domains of Development
\nPrinciple # 6: Children learn best when the curriculum integrates content from various disciplines
\nand skills from the developmental domains in a way that is consistent with their
\nholistic view and experience of the world. (Principal guiding theorists: Dewey, Piaget,
\nVygotsky, DAP Framework. See Appendix)
\nThe integrated curriculum approach is one in which the developmental goals for children address learning
\nin all the domains of development. Equal emphasis is placed on the development of personal, socialemotional
\nskills and spirituality (affective domain), aesthetic\/expressive skills (creative domain), intellectual
\nand language skills (cognitive domain), and fine and gross motor skills (psychomotor domain). All the
\ndomains of development are closely related and inter-connected and the way the child functions in one is
\nlikely to affect how he or she functions in the others. Children who are physically ill or undernourished
\nare unlikely to feel very good about themselves emotionally and feelings of self-doubt are very likely to
\nimpact negatively on a child\u2019s cognitive and creative functioning.
\nThe figure below provides a graphic illustration of the domains of development relative to the child.
\nThe Domains of Development
\nPsychomotor domain
\n(Fine and gross motor
\nskills)
\nCreative domain
\n(Aesthetic skills)
\nThe child
\nDomains of
\nDevelopment
\nCognitive domain
\n(Intellectual skills )
\nAffective domain
\n(Social-emotional skills)
\n16
\nSkills in the affective domain (social-emotional skills)
\nDevelopment in the affective domain covers the range of skills children use to cope with their internal
\nemotional drives and personal needs (intra-personal) and those they use in establishing relationships with
\nothers (interpersonal). Moral and spiritual development also fall within the affective domain.
\nIntra-personal skills include:
\n\u2022 personal care skills, such as dressing, toileting, and eating, which build feelings of competence
\nand self confidence;
\n\u2022 persevering at tasks;
\n\u2022 demonstrating resilience to \u201cbounce back\u201d from failure;
\n\u2022 coping effectively with emotional frustration, i.e. learning to control antisocial impulses and
\nfinding acceptable ways of getting what is desired;
\n\u2022 demonstrating confidence in making independent choices and decisions;
\n\u2022 differentiating between right and wrong behaviour;
\n\u2022 taking responsibility for one\u2019s own actions;
\n\u2022 showing appreciation for the natural environment and beauty of the universe.
\nInterpersonal skills include:
\n\u2022 cooperating with others at play;
\n\u2022 sharing and taking turns;
\n\u2022 sharing in classroom discussions and duties;
\n\u2022 extending help to others when needed;
\n\u2022 showing trust in, respect, sympathy and affection for others;
\n\u2022 respecting the property and rights of self and others;
\n\u2022 showing respect for other persons\u2019 traditions and cultural heritage;
\n\u2022 showing respect for religious worship where required and where there is no conflict with
\npersonal or family beliefs and traditions;
\n\u2022 showing respect for others who may be different in any way.
\n17
\nSkills in the creative domain (the aesthetic skills)
\nIn the curriculum, fostering children\u2019s creativity is given special focus and is recognized as a special
\ndomain of development to ensure balance with the cognitive domain. This does not mean, however,
\nthat creativity is not an inherent aspect of all the other domains as well. For example, children express
\nthemselves spontaneously and effectively through speech, when they make up rhymes and verses; through
\ndance, when they use their bodies to imitate or represent various formations of human, plant and animal
\nlife; through drama, when they portray happenings and events in their environment, as well as their own
\npersonal experiences and inner moods and feelings. Through their interaction with technology and by
\nusing computers and other multimedia children may make designs, enhance story-telling or create songs
\nand rhymes. In addition when children solve problems in the cognitive domain, they are also demonstrating
\ncritical thinking by the creative use of their intellect.
\nSkills in the cognitive domain (intellectual skills)
\nIn this domain, children learn the skills that help them to organize and make logical sense of the world.
\nThese skills involve using all the senses: seeing, hearing, tasting, smelling and feeling, to perceive and
\nprocess information and come to understand the meaning of things, events and relationships. Cognitive
\nskills involve mental activities such as critical thinking, matching and discriminating, ordering (seriation),
\nimitating, sorting and classifying, understanding and interpreting. Language development is usually
\nassociated with the cognitive domain as it involves much mental activity. Children gradually learn
\nlanguage by listening, imitating sounds, deciphering meaning, speaking and producing relevant sounds in
\ncontext. Language is best learned by the young child in \u201clanguage-rich\u201d and \u201cprint-rich\u201d environments.
\nThe youngest infant responds to words and sounds with a turn of the head even when she or he is unable to
\nreproduce an equivalent sound. The more interaction children have with language, the more quickly they
\nwill learn to understand and use it. The language that is used by the child is called expressive language,
\nwhile the language that is understood by the child is called receptive language. The integrated curriculum
\napproach provides numerous opportunities for children to practise and develop their cognitive skills as
\nthey acquire and relate new information about their environment.
\nSkills in the psychomotor domain (fine and gross motor skills)
\nPhysical development is a very important aspect of young children\u2019s growth and maturation. It is most often
\nassociated with a child\u2019s good health even though we know that mental and emotional health are equally
\nimportant indicators of total well-being. Development in the psychomotor domain involves learning to
\ncoordinate gross and fine motor movements and demonstrating physical capabilities appropriate to the
\nchild\u2019s stage of development. Fine motor development is of particular significance in helping children
\nacquire the readiness skills for literacy and numeracy competence. Many of the skill areas of the creative
\nand physical-motor domains overlap, such as dance, movement and physical exercise. Overlapping of
\n18
\nactivities of the different domains is a characteristic feature of the integrated curriculum. Children from
\nbirth onward must have opportunities to engage their muscles while developing their gross and fine motor
\nskills through play in well-planned spaces, both outdoors and indoors.
\nIntegrated learning for infants, toddlers and preschoolers
\nFor infants and young toddlers, integrated learning happens every moment that they manipulate and interact
\nwith age-appropriate play materials, engage in simple games with playmates and adults, and have any
\nsensory experiences. Older toddlers and preschoolers can begin to appreciate learning through exploration
\nof interesting themes and project ( help with nursing paper writing from experts with MSN & DNP degrees)s that are meaningful to them. The integrated thematic approach is widely
\nused in early childhood curriculum practice as it makes the curriculum more meaningful for young children.
\n\u201cIntegration is a strategy that allows learners to explore, interpret, and engage in activities surrounding a
\ntopic (sample nursing essay examples by the best nursing assignment writing service) within their range of experience while drawing on goals from one or more subject matter disciplines\u201d
\n(Krogh and Morehouse, 2008). This curriculum supports the integrated thematic approach for toddlers
\nand preschoolers as it enables children to make meaningful connections across the subject disciplines and
\nadvance their skills in the developmental domains. For example, from the theme \u201cTransportation\u201d, children
\nare exposed to social studies concepts about the many ways people can travel, including by foot, bicycle,
\ntruck, car, plane, boat and using animals. The children can practise their sorting skills by putting models or
\npictures of vehicles in groups such as \u2018trucks\u2019 or \u2018cars\u2019. At the same time, they strengthen their language
\nskills in speaking, listening,
\nidentifying letters, and describing
\nand interpreting pictures relevant to
\nthe theme. They become acquainted
\nwith mathematical non-numeral
\nconcepts such as \u201cbigger than\u201d or
\n\u201clonger than\u201d, and can practise the
\nskill of counting and understanding
\nnumbers, e.g. 1 steering wheel, 2
\nwindshield wipers, 4 wheels, etc.
\nScience concepts might include
\nspeed or movement of vehicles, or
\npush and pull. Creative activities
\ncould involve dance, music, drama,
\nand the visual arts, by relating to the
\ndifferent modes of transportation.
\nMeal time provides opportunity for integrated learning
\n19
\nThe integrated approach to learning is interesting and engaging for young children as it is in
\nkeeping with their holistic view of the world. In summary, this approach to curriculum is developmentally
\nappropriate for use with young children as it:
\n\u2022 helps children make the connections and linkages across traditional subject disciplines and thus
\nsubscribes to the holistic nature of knowledge about the world;
\n\u2022 promotes children\u2019s active involvement in planning and implementing curriculum activities;
\n\u2022 makes allowance for a range of activities, skills and levels of performance as children engage in
\nexploring various themes;
\n\u2022 lends itself to many opportunities for children\u2019s creative expressions, allowing for individual
\nlearning styles and multiple intelligences;
\n\u2022 facilitates the flow of meaningful activities across blocks of time in the daily schedule. Scheduling
\nthat supports integrated learning is organized in large blocks of time rather than in the short
\nperiods used in the subject-based curriculum approach.
\nChildren can pursue more meaningful learning when they are able to complete a task and not be
\nforced to endure regular transitions from one discrete lesson to another, such as leaving a science
\nlesson unfinished to move on to a mathematics lesson.
\nThematic curriculum content
\nAlthough it is important to emphasize the development of critical skills in the different domains at the
\nearly childhood stage, children can and should learn valuable content and concepts about things and
\nevents that are relevant to their daily lives. In the birth to twenty-four months curriculum the emphasis
\nis on providing non-thematic activities focused on the development of different skills. In the curriculum
\nfor the two- to five-year-olds, children are appropriately introduced to thematic integrated curriculum
\nunits. Appropriate coverage must be given to the content so that it increases children\u2019s awareness about
\ntheir world, their country and culture, and enhances their sense of well-being and self-empowerment.
\nThe selection of curriculum content must take into account what children need to know to become selfsufficient,
\nto take care of and manage themselves appropriately and confidently in different situations that
\nthey will encounter. In this curriculum, topic (sample nursing essay examples by the best nursing assignment writing service)s on Health and Family Life Education (HFLE) aim to promote
\npositive attitudes, healthy habits and good nutrition practices as well as to increase children\u2019s awareness
\nof threats to their health and safety. Information on eating habits, child abuse, violence prevention, HIV\/
\nAIDS, water, sanitation, hygiene and the like will be carefully and appropriately interwoven into thematic
\ncontent so that children can effectively receive the messages intended. Content is also incorporated to
\nincrease children\u2019s knowledge of special features of their country and people, such as tourism, protecting
\ntheir environment, and living harmoniously with others.
\n20
\nThe Learning Environment
\nPrinciple # 7: Effective early childhood learning environments are planned and organized to
\nprovide good balance in the children\u2019s learning activities and to encourage children
\nto pursue their individual interests as they interact with developmentally appropriate
\nmaterials in a non-threatening environment. (Principal guiding theorists: Montessori,
\nDewey, Vygotsky, Piaget, DAP Framework. See Appendix)
\nDevelopmentally appropriate learning environments
\nUnderstanding the elements of practice that are represented in the term \u201cdevelopmentally appropriate\u201d
\nis a critical requirement for the practitioners who will implement this curriculum, as it is their practices
\nin working with children that ultimately create the quality learning environments that are supportive of
\ndevelopmentally appropriate practices. In this curriculum, the term \u201clearning environment\u201d refers to
\nall elements of the environment, both the visible and invisible elements, that influence children\u2019s wellbeing
\nand ability to learn. The visible elements include the learning materials and range of activities
\nand routines planned for children, such as the balance between indoor and outdoor activities; quiet and
\nenergetic activities; adult-initiated and child-initiated activities; and individual, small-group, and largegroup
\nactivities. The visible elements also include the arrangement of the physical environment and the
\napproaches to assessment of children\u2019s progress, such as teachers\u2019 observations, portfolios, checklists and
\nthe like. The invisible elements, by definition, are those that are not as obvious to the untrained eye, but
\nare indeed very important in terms of their effect on children. The role of the adults in setting the socialemotional
\nclimate is perhaps the most critical aspect of the invisible element of the learning environment.
\nAlso included in this category are the relationships with parents, and the strategies for managing and
\nguiding children\u2019s behaviour.
\nDevelopmentally appropriate curriculum practice is supported by learning environments that:
\n\u2022 are child-centred and child- and parent-friendly;
\n\u2022 foster children\u2019s active exploration and discovery through play and interaction with a wide variety
\nof materials;
\n\u2022 support holistic, integrated curriculum practices;
\n\u2022 allow children to learn at their own pace and in their own style (but with close supervision and
\nmonitoring by the practitioner to facilitate individual development planning as necessary);
\n\u2022 facilitate children\u2019s acquisition of critical readiness skills required for success in later learning;
\n\u2022 include warm, loving adults to guide and nurture children;
\n\u2022 enable children to develop positive self-concepts and high self-esteem;
\n\u2022 enable children to develop intrinsic discipline and self-control;
\n21
\n\u2022 provide many opportunities for children to use their critical thinking skills;
\n\u2022 allow children to express their tremendous creativity in a variety of ways that are not gender
\nstereotyped;
\n\u2022 support children\u2019s development of personal and interpersonal skills as they interact with peers and
\nadults;
\n\u2022 are conducive to children making the transition from one developmental learning stage to another;
\n\u2022 allow children to communicate effectively in both their home language and English.
\nLearning environments for infants and toddlers
\nInfants and toddlers need physical environments that are well ventilated, attractive, colourful, hygienic
\nand safe. The floor space should be clean and adequate for lying, rolling over, crawling and walking. Only
\nwhen they are asleep should children be confined to cribs and sleeping areas. Play materials should be age
\nappropriate, safe and clean, since babies will naturally put these in their mouths as their way of learning
\nabout the things they encounter around them.
\nToddlers are more independent and move about with high energy as they get accustomed to using
\ntheir limbs and bodies more skillfully. Their natural drive towards autonomy leads to increased interest in
\nself-determined activities. The supportive environment provides both space for toddlers to practise their
\ngross motor skills freely as well as toys and play equipment to satisfy these needs. Materials and toys in
\nthe toddler environment should be organized on low, accessible shelves in order to encourage children to
\nmake their own decisions and choices about their play interests. Interest areas such as block area, book
\narea, quiet corner with soft toys and cushions, and table-top activities should be established to encourage
\nchildren to explore, investigate, experiment and discover on their own. In working with children at this
\nstage, practitioners must demonstrate attitudes of love, patience, kindness, helpfulness and encouragement
\ntowards the children in their care.
\nLearning environments for preschoolers
\nFor the three- to five-year-old age group, the curriculum promotes the concept of interest or learning areas
\nas a way of providing children with interesting hands-on activities and integrated learning opportunities
\nthrough which they can develop initiative and learn concepts and skills in mathematics, science, social
\nstudies, the arts, literacy and technology. Interest areas are designated for activities with a special focus.
\nThe range of interest areas available for children to learn from depends on factors such as physical
\nclassroom space, availability of appropriate materials and equipment, practitioner resourcefulness and
\ninterest, among others. Some interest areas frequently provided in preschool classrooms include: home,
\nshop, market, manipulative toys, blocks, library, science, discovery, music\/sounds, art and construction,
\nsand play, water play, computers, and special interest areas that are seasonal, e.g. celebrations, festivals
\nand the like. Where space is limited in a learning setting, the practitioner must decide on how many
\n22
\ninterest areas can be comfortably accommodated at the same time in order to avoid overcrowded and
\nconfusing situations.
\nLearning corners need to be attractively arranged with objects\/materials
\nthat are relevant to the theme and are age appropriate
\nPractitioners can make creative adaptations to the environment to allow for at least three interest areas at a
\ntime to be available. These can be changed periodically. The excuse of \u201clack of space\u201d is not an acceptable
\nreason for not providing children with interest areas in the learning setting. There are many creative ways
\nby which this objective can be achieved and practitioners should aim to apply them consistently.
\nSpecial considerations for adapting the learning environment
\nPractitioners must understand the developmental stages in children and be able to detect any disabilities
\nthey may have. Therefore, practitioners should adopt flexible classroom strategies to accommodate
\nchildren with special needs and who, increasingly, are being mainstreamed into regular classrooms. All
\nyoung children must be treated as children first and not in relation to any special needs they may have.
\nCare should be taken to provide or appropriately adjust furniture and some equipment to encourage these
\nchildren to participate in exploring, interacting and solving problems.
\nChildren with special needs should not be made to feel excluded from regular activities because of
\ntheir physical or other limitations. A variety of play materials should be provided or equipment adapted to
\nmeet the needs of all the children. Time should be taken to support and facilitate the children\u2019s use of these
\nmaterials. In addition, play areas should be made accessible to all children.
\n23
\n\u201cAn individualized, integrated early childhood programme enables all young children to learn from
\neach other, from caring adults, and from the environment in order to grow in all areas of development.\u201d
\n(Catron & Allen, 2008).
\nAssessment in Early Childhood
\nPrinciple # 8: Assessment of children should be carried out for the primary purpose
\nof providing adults with the information they need to plan more appropriately for
\nchildren\u2019s ongoing development and should involve strategies that support rather than
\nthreaten children\u2019s feelings of self-esteem. (Principal guiding theorists: Montessori,
\nDAP Framework, Vygotsky, Piaget. See Appendix)
\nAssessment of curriculum effectiveness is an integral aspect of early childhood programmes. Developmental
\ngoals and learning outcomes are set for children and these must be monitored to see how well they are being
\nachieved. Continuous assessment helps the practitioners to know the children\u2019s level of development at
\nthe beginning of a programme year, and informs them on a continuous basis of the children\u2019s progress and
\nachievements. Assessment also increases awareness of each child\u2019s specific needs, strengths and learning
\ndifficulties, and this knowledge helps adults to plan effectively.
\nIt is important for the early childhood practitioner to understand the important difference in meaning
\nof the terms assessment and testing. Assessment is an essential feature of curriculum and instruction and
\ninvolves a process of observing, recording, and documenting the work children do and how they do it,
\nas a basis for making educational decisions for the individual child. There are many forms or methods of
\nassessment that a practitioner may choose depending on the children\u2019s age range, stages of development
\nand levels of performance. Testing is only one form of assessment and usually involves a systematic
\nway of sampling a child\u2019s behaviour and knowledge and awarding a score to these. Best practices in the
\nassessment of young children support approaches that are continuous, based on children\u2019s performance
\nin familiar environments, and that engage them in activities with which they are comfortable. At this
\ndevelopmental stage, testing should not be used as a form of assessment.
\nIn order to encourage practitioners to be consistent in their assessment of children, assessment
\nprocesses should be uncomplicated and easily implemented in any group setting. The following are some
\nmethods of assessing children.
\n\u2022 One simple method of assessment is by using a checklist developed from the curriculum
\nobjectives.
\n\u2022 The practitioners\u2019 observation of the children is also extremely important; this constitutes a form
\nof continuous assessment. Very busy practitioners can make a determined effort to observe at least
\ntwo or three children per day and record what they have observed. Adults can make mental and\/or
\n24
\nwritten anecdotal notes of the behaviours and skills a child demonstrates on a daily basis, as this
\nprovides insight into exactly how the child is coping and developing. The strategy of observation
\nmight include specific activities planned by the practitioner for children to engage in, for assessment
\npurposes. Observation and recording information are the most appropriate means of following the
\ndevelopment of young infants.
\n\u2022 Portfolios are another valuable assessment method, as they contain children\u2019s work that reflects
\ntheir developmental progress over time. A portfolio should be created for each child to record what
\nhe or she has produced.
\nAssessment processes should not lead children to experience feelings of failure as that will
\nreduce their sense of self-worth, but should clearly identify a child\u2019s strengths, i.e. what he or she can do.
\nAssessment procedures should help a child develop the ability to self-evaluate and recognize personal
\nstrengths and weaknesses. The assessment procedures recommended for use in this curriculum (checklist,
\nobservation and recording, portfolios) are simple ones that even the most hard-pressed practitioner can
\ncarry out. This approach will ensure that each child\u2019s progress is assessed and the information recorded.
\nThis type of planning is important to ensure that the important task of continuous assessment is carried
\nout.
\nPractitioners are expected to analyze and use the results of assessment to decide whether to
\nintroduce new learning activities or to allow more time for children to develop and acquire the skills and
\nknowledge previously introduced.
\nAssessment provides a basis for communicating with parents and for planning strategies for the home
\nand the early childhood facility, so that they can work together in the children\u2019s interest. The information
\ncommunicated to the parents should serve to strengthen parents\u2019 relationship with their children, and help
\nthem to develop realistic expectations of their children\u2019s abilities. Parents can be informed of how they
\ntoo can support and assess their children\u2019s learning and development, as well as encourage their children
\nto evaluate their own emerging skills.
\nAssessment instruments should be used so that at the end of each year each child has a cumulative
\nrecord of his\/her developmental progress from the time of entry. This information should accompany the
\nchild on entry to the next level of schooling, as it provides the receiving practitioner with an overall picture
\nof the child, i.e. cognitive ability, social skills, personality tendencies and adjustment abilities.
\nInvolving Parents and Community
\nPrinciple # 9: Children benefit most from early childhood programmes in which practitioners value
\nand build supportive relationships with parents, families and the community. (Principal
\ninfluencing theorists: Piaget, Vygotsky, DAP Framework. See Appendix)
\n25
\nThe strength of an early childhood programme often lies in the quality of the relationship between
\npractitioners and parents. Close collaboration between home and the early childhood facility benefits
\nchildren in many ways. When information about a child is shared between parent and practitioner, both
\nParental support is vital for effective curriculum delivery
\ncan collaborate more effectively in working with the child to improve areas of weakness. Facilities benefit
\nfrom having interested parents who are willing to offer support in various ways, e.g. volunteer for field
\ntrips, share special skills as curriculum resource persons, help to make toys and other learning aids from
\n\u2018junk\u2019, among other activities. Maintaining good parent-school relations is not to be taken for granted.
\nPractitioners must respect parents and families of the children in their charge, and work at maintaining
\nmutually beneficial relationships with them. Parents generally desire the best care and education for their
\nchildren, therefore assumptions should not be made about parents\u2019 ability to participate meaningfully
\nbecause of their socio-economic circumstances. Local research (Davies, 2004) has shown that a high level
\nof parent support and involvement is possible among parents of low socio-economic status, especially
\nwhere the practitioners make an effort to work with the parents at building mutually supportive and trusting
\nrelationships.
\nThe community, too, should be engaged in the important task of raising children, if we draw on the
\nage-old maxim that \u201cit takes a village to raise a child\u201d. Parents are, by extension, part of the community
\nsurrounding a particular early childhood facility. However, the community extends beyond the parents of
\nthe early childhood facility; many members of the community (such as business people, skilled persons
\nand other volunteers) should be encouraged to actively support and Help the early childhood facility,
\nwhether on an on-going basis or for specific events. Getting the entire community to support local early
\nchildhood facilities is perhaps the best guarantee that children\u2019s health, development and well-being will
\nbe fully protected.
\n26
\n3. DEVELOPMENTAL GOALS AND
\nLEARNING OUTCOMES FOR CHILDREN
\nBIRTH TO FIVE YEARS
\nLearning Outcomes for Young Children
\nThe goals and learning outcomes are drawn from extensive review of local, regional and internal
\ncurricula as well as the Learning Outcomes for Early Childhood Development in the Caribbean:
\nCurriculum Resource Guide (Child Focus II Project, 2005). The six learning outcomes are:
\n1. Wellness \u2013 a child who is healthy, strong and well adjusted;
\n2. Effective communication \u2013 a child who understands and makes his or her needs known;
\n3. Valuing culture \u2013 a child who values his\/her own culture and that of others;
\n4. Intellectual empowerment \u2013 a child who is a critical thinker and independent learner;
\n5. Respect for self, others and the environment \u2013 a child who respects self, others and the
\nenvironment;
\n6. Resilience \u2013 a child who has coping skills.
\nEach learning outcome is supported by a set of developmental goals or learning tasks to be achieved
\nby the child. The aim of the curriculum is to provide learning activities that will enable each child to
\nattain these outcomes. Equitable opportunities for learning should be provided irrespective of the child\u2019s
\ngender, disability, ethnicity or background.
\nWellness
\nWellness can be achieved by helping the child to develop:
\n\u2022 physical strength, agility and mastery in using large and small muscles;
\n\u2022 emotional well-being from having a strong sense of belonging, of personal identity and positive
\nview of self as having competence and personal worth;
\n\u2022 interest in and ability to maintain personal health and protection of self and others;
\n\u2022 ability to assume responsibility for own actions and behaviour;
\n\u2022 ability to accept own abilities, limitations, preferences and potentials.
\nEffective communication
\nEffective communication can be achieved by helping the child to develop generally, the ability to listen,
\nto understand and to use language to communicate with others and to express thinking and problem
\n27
\nsolving skills; and more specifically to develop:
\n\u2022 verbal and non-verbal communication skills;
\n\u2022 skills in listening and understanding language as well as expressing thoughts and ideas
\neffectively;
\n\u2022 skills in using language creatively;
\n\u2022 literacy skills.
\nValuing culture
\nValuing culture can be achieved by helping children to develop:
\n\u2022 awareness of their own cultural traditions and those of others;
\n\u2022 respect and appreciation for their local and national cultural forms;
\n\u2022 pride in national and regional identity;
\n\u2022 appreciation for international cultural forms.
\nIntellectual empowerment
\nIntellectual empowerment can be achieved by helping the child to:
\n\u2022 develop curiosity and an ability to explore, discover and make use of the results to increase
\nknowledge and understanding of the world;
\n\u2022 develop the ability to observe, inquire, notice similarities and differences and organize things
\ninto logical relationships with each other;
\n\u2022 engage in play and other activities that encourage self-initiated learning and problem-solving;
\n\u2022 develop the critical readiness skills necessary to successfully advance to the formal level of
\neducation;
\n\u2022 develop the ability to advance and enrich own learning and competencies through the use of
\ntechnology;
\n\u2022 develop sensitivity to and appreciation for beauty as well as the ability to express inner feelings
\nand creative impulses through the aesthetic arts, e.g. dance, music, speech, art and craft.
\nRespect for self, others and the environment
\nRespect for self, others and the environment can be achieved by helping the child to develop an
\nawareness of spiritual and moral values that promote attitudes such as caring, tolerance, dignity, respect
\nfor self and others, self-discipline and a consciousness of right and wrong; and more specifically to:
\n\u2022 demonstrate strong inter-personal skills for effective interaction with peers and adults;
\n\u2022 express empathy to others;
\n\u2022 show love, acceptance of and respect towards self;
\n\u2022 show love, acceptance of and respect toward others;
\n\u2022 establish and build relationships with family and others;
\n\u2022 understand and appreciate the views and feelings of others;
\n28
\n\u2022 recognize and respect own feelings, limitations and strengths;
\n\u2022 know what represents acceptable and unacceptable behaviours;
\n\u2022 appreciate, care for and protect the environment.
\nResilience
\nResilience can be achieved by helping children to develop strong intra-personal skills that increase
\ncoping abilities, feelings of competency and autonomy; and more specifically to develop the ability to:
\n\u2022 make independent choices and decisions and stand by them;
\n\u2022 show perseverance in trying situations, e.g. being able to complete an unpleasant or challenging
\ntask;
\n\u2022 use a range of appropriate social skills when coping with challenging situations;
\n\u2022 understand and accept disappointments and failures and try again.
\n29
\n4. THE ROLE OF THE CURRICULUM
\nIN SUPPORTING CHILDREN\u2019S
\nACHIEVEMENT OF DEVELOPMENTAL
\nGOALS AND LEARNING OUTCOMES
\nIn developing a curriculum, identifying goals and learning outcomes for children is a relatively simple
\ntask, as research in the field has established clear developmental milestones for children. The real
\nchallenge lies in providing the consistent levels of developmentally appropriate supports that will
\nmake achievement of the desired goals and outcomes likely for the individual child. Early childhood
\ninstitutions and families must collaborate in supporting the child\u2019s development. The child\u2019s family
\ncontributes crucial early learning opportunities that can increase self-esteem, self confidence, identity
\nand a sense of belonging. The early childhood programme supports the home in this regard, but has an
\neven more vital role to play in preparing the child for higher levels of education and for coping in the
\nwider world. This early childhood curriculum provides a holistic approach towards helping children
\nachieve developmental goals. Both visible and invisible elements work together to enable the child to
\nacquire a wide range of skills, develop positive dispositions to life and learning and develop a positive
\nconcept of self.
\nPositive early learning experiences produce happy children
\n30
\nHowever, the curriculum must be implemented as discussed in this document for the goals to be
\nachieved. This requires that practitioners:
\n\u2022 have a sound understanding of how children develop and learn;
\n\u2022 understand the guiding philosophies of the curriculum;
\n\u2022 receive specific training in implementing this curriculum;
\n\u2022 become confident in how to conduct the daily activities for children;
\n\u2022 know how they should act toward children in different situations;
\n\u2022 develop skills in how to communicate with children;
\n\u2022 acquire effective techniques in guiding children toward self-control and pro-social
\nbehaviours.
\nAchieving developmental goals through curriculum processes demands much from the early
\nchildhood practitioner, as the major task of making the curriculum work in the interest of children lies
\nwith him or her. Curriculum effectiveness is contingent on a high level of practitioner devotion and
\ncommitment to the growth, development and well-being of each child in his or her care.
\n31
\nReferences
\nBredekamp, S., and Copple. C. (eds.) (1997). Developmentally Appropriate Practice in Early Childhood
\nPrograms. Washington, D.C.: National Association for the Education of Young Children (NAEYC).
\nCarlson, F. (2006). Essential Touch: meeting the needs of young children. Washington, D.C. National
\nAssociation for the Education of Young Children.
\nCatron, C., and Allen, J. (2003). Early Childhood Curriculum: A Creative Play Model. 3rd Ed. Upper
\nSaddle River, New Jersey: Merrill Prentice Hall.
\nCatron, C., and Allen, J. (2008). Early Childhood Curriculum: A Creative Play Model. 4th Ed. Upper
\nSaddle River, New Jersey: Pearson Education. Inc.
\nChild Focus II Project, (2005). Learning Outcomes for Early Childhood Development in the Caribbean:
\nA Curriculum Resource Guide. Project of the Caribbean Child Development Centre. School of
\nContinuing Studies, University of the West Indies, Mona, Kingston, Jamaica.
\nDavies, R. (2004). \u201cExploring the pedagogical practices of grade 1 primary teachers from two preservice
\nprogrammes: a qualitative narrative case study.\u201d Unpublished Ph.D. thesis. University of the
\nWest Indies, Mona. Kingston, Jamaica.
\nDodge, D.T., and Bickart, T. (200-). How curriculum frameworks respond to developmental stages:
\nBirth through age 8. Source unknown
\nEarly Childhood Act, (2005). Government of Jamaica
\nGestwicki, C. (1999). Developmentally appropriate practice: Curriculum and development in Early
\nChildhood. Toronto: Delmar Publishers.
\nGrantham-McGregor, S., and Back, E.H. (1971). \u201cGross motor development in Jamaican infants.\u201d
\nDevelopmental Medicine and Child Neurology. Vol 13, pp 79-87
\nGrotberg, E. (1995). \u201cA guide to promoting resilience in children.\u201d Early Childhood Development
\nPractice and Reflections \u2013 Number 8. [CITY] Holland: Bernard van Leer Foundation:
\n32
\nKrogh, S., and Morehouse, P. (2008) The Early Childhood curriculum: Inquiry learnig through
\nintegration. New York: McGraw-Hill Higher Education.
\nMcDonald, K., & Brown, J. (1993) Report on the Assessment of Day Care Services in Jamaica.
\nKingston, Jamaica. Caribbean Child Development Centre, University of the West Indies, Mona Campus.
\nMitchell, A., and David, J., (eds.) (1992). Explorations with young children: A curriculum guide. New
\nYork: Bank Street College of Education.
\nSamms-Vaughan, M. (2004). The Jamaican pre-school child: The status of Early Childhood
\nDevelopment in Jamaica. Kingston: Planning Institute of Jamaica.
\nStandards for the Operation, Management and Administration of Early Childhood Institutions; Standards
\n2- Developmental\/Educational Programmes, Early Childhood Commission, 2007, (To be Published)
\nSiraj-Blatchford, I. (ed.) (1999) A curriculum development handbook for Early Childhood educators.
\nStaffordshire, England: Trentham Books:
\nWortham, S.(2006). Early Childhood Curriculum 4th Edition. Upper Saddle River, New Jersey: Merrill
\nPrentice -Hall.
\nUnited Nations Convention on the Rights of the Child. (1989) www.everychildmatters.gov.uk\/uncrc\/ or
\nwww.unicef.org\/crc\/
\n33
\nAppendix
\nTheoretical Influences on Early Childhood Curriculum
\nCurriculum development processes usually involve identifying an underlying philosophy or belief about
\nwhat, why and how teachers do what they do. A brief review of some of the theories\/philosophies of child
\ndevelopment and learning provides a basis for understanding the underlying principles that have shaped
\nthe variety of contemporary curriculum models we know today. Some of these significant theories are
\nexplained below.
\nMaturationist theory (Arnold Gessell, 1844\u20131924)
\nArnold Gessell developed an extensive set of tests and measurements to assess and describe children in
\nten major areas of development: motor, personal hygiene, emotional expression, fears and dreams, self
\nand sex, interpersonal relations, play and pastimes, school life, ethical sense, and philosophical outlook.
\nHis view was that children\u2019s inner abilities, rates of development, and behaviour in the ten identified areas
\nwere genetically determined. This meant that each child developed, matured and learned according to his
\nor her own internal maturational schedule. Children were masters of their own educational process and
\ncould thrive on their own within a supportive environment.
\nPsychosocial theory (Sigmund Freud, 1856\u20131939 \/Erik Erikson, 1902\u20131994)
\nErik Erikson\u2019s psycho-social theory provides an explanation of social and emotional development from birth
\nthrough old age. This theory derives from Freud\u2019s earlier psychoanalytic theory of human development.
\nBoth theories are primarily concerned with social-emotional and personality development. Freud believed
\nthat children\u2019s behaviour resulted from the focus of their sexual energy at different developmental stages.
\nErikson believed that personality was strongly determined by social context and environmental influences.
\nAccording to Erikson, human beings go through eight stages of development from birth through old age,
\nand at each stage they have the potential to learn certain patterns of behaviour, influenced by their social
\nexperiences. Erikson refers to these behaviour patterns as identity crises or tasks that each person must
\nresolve to satisfactorily move on to the next stage. The three important tasks in the first six years of life
\nare the development of trust versus mistrust (birth to 1 year); autonomy versus shame and doubt (ages 2 to
\n3) and initiative versus guilt (ages 3 to 6). If the child is able to successfully resolve each task during the
\nspecified stage, the outcome is the ability to perceive the world and the self correctly, the development of
\na healthy personality, and becoming socialized effectively into one\u2019s culture.
\n34
\nBehaviourist theory (B.F. Skinner, 1904\u20131990, Albert Bandura, 1925\u2013 )
\nIn Skinner\u2019s stimulus-response theory, learning is a process of conditioning the individual to display
\nexpected behaviour and knowledge by using consequences, and reinforcement. Both the process and pace
\nof children\u2019s development are determined by environmental forces. Developmental progress is achieved
\nthrough the application of stimuli from the external environment, hence children\u2019s behaviour and abilities
\nare shaped and influenced by others. Learning occurs in small steps moving from simple to more complex
\nactions. Skills are acquired piece by piece cumulatively. All children are capable of increasing their
\nskills and abilities when exposed to external stimuli in the appropriate setting. No allowance is made for
\nindividual differences in style and pace of learning. Bandura\u2019s theory represents a slight modification of
\nSkinner\u2019s, whereby children\u2019s own thoughts on their actions are recognized as well as learning through
\nsocial interaction. Thus Bandura\u2019s theory allows for individual differences in style and pace of learning
\nwhich is also modeled in this curriculum.
\nCognitive-Developmental\/Constructivist theory (Jean Piaget, 1896\u20131980, Lev Vygotsky, 1896\u20131934)
\nConstructivist theory is by far the most influential of all on contemporary early childhood curriculum
\ndevelopment and practices. From the constructivist viewpoint, children are active constructors of
\nknowledge and the growth of intelligence results from the child\u2019s interaction with the environment and
\nhis\/her efforts to make sense of the world around him\/her. The importance of play is a significant feature
\nof the constructivist approach. Children construct their view of the world within the limitations of their
\nlevel of mental functioning at different stages, and continue to alter these understandings as their mental
\nstructures mature further. Jean Piaget and Lev Vygotsky were the chief proponents of constructivist theory
\nalthough they differed slightly in some respects. From Piaget\u2019s perspective, young children\u2019s ability to
\nacquire new and more challenging information depends on their biological and mental maturation or state
\nof readiness to absorb new and different information. Therefore, certain concepts can only be learned in
\na meaningful way when a child\u2019s mental structures are ready to absorb (assimilate) and accommodate the
\nnew information.
\nVygotsky believed that children learn in active, self-directed ways, but whereas Piaget viewed
\nchildren\u2019s learning as largely dependent on the rate of development of internal mental structures, Vygotsky\u2019s
\n(whose theory is often referred to as \u201csociocultural,\u201d) believed that children could be helped through social
\ninteraction with others to achieve higher levels of intellectual functioning. He created the term \u201czone of
\nproximal development\u201d (ZPD) to describe the point at which new learning can take place for a child.
\nSimply put, there are two levels of a child\u2019s learning behaviour: (1) what the child can do independently
\n(independent performance), and (2) what the child can achieve with help (Helped performance). The
\nZPD is the point at which the connection between the two levels occurs. Helped performance includes
\nthe help of an adult or peer who provides direct or indirect support to help the child advance to a higher
\nlevel of knowledge. Vygotsky used the term \u201cscaffolding\u201d to describe the Helpance provided by the adult
\nor peer to support the child\u2019s learning. From Vygotsky\u2019s perspective, the role of the practitioner is critical
\nas he or she can provide the appropriate environment, the materials, instructional strategies and learning
\n35
\nopportunities to \u201cscaffold\u201d or help the child acquire new competencies and continue to move on to higher
\nlevels of functioning.
\nMultiple Intelligences theory (Howard Gardner, 1943\u2013 )
\nGardner\u2019s theory differs from many others which present intelligence as solely related to the cognitive
\ndomain. Gardner believes that there are at least seven intelligences or ways in which children learn about
\nthe world: language, logical-mathematical, spatial representation, musical thought, bodily-kinesthetic (use
\nof the body to solve problems or create things), interpersonal (understanding others) and intrapersonal
\n(understanding self). Children will demonstrate different strengths in the different areas and their special
\nabilities should be valued as their way of self-expression and learning. In Gardner\u2019s view, therefore,
\nthe curriculum must offer children opportunities to foster development in all areas of intelligences,
\nand assessment of children\u2019s development must embrace more than the areas typically associated with
\nachievement. This theory is in harmony with the concept of the integrated curriculum.
\nProgressive Education (John Dewey, 1859\u20131952 )
\nJohn Dewey\u2019s philosophy of progressive education has been one of the most significant influences on
\npublic education in America. Dewey believed that the education processes should bring about the formation
\nof dispositions, ideas or habits which should lead to the all round growth and self-fulfillment of every
\nmember of society. Educational experiences should lead to the realization of a \u201csatisfactory\u201d self and
\nhappiness. From Dewey\u2019s perspective, every educational experience should be a joyful and participative
\none, as he felt that education cannot take place by direct transfer of an item (idea, belief, attitude) from
\nteacher to pupil. The teacher can educate the pupil only by transforming the learning environment in some
\nway. Classrooms should be organized on democratic principles involving working in groups, cooperative
\neffort and shared responsibilities and goals. In this environment, the activities offered to children should
\nbe based on their interests, needs, goals and abilities. Children should take responsibility for their own
\nlearning and teachers should involve them in instructional planning. The concept of learning centres is a
\ncentral feature of Dewey\u2019s philosophy of learning.
\nThis curriculum embodies some of Dewey\u2019s philosophy, through advocating using learning centers
\nand giving the child some responsibility for his\/her learning.