Comparative Analysis Between Three Different Curricula

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

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

The report is divided into two main section. Section one, finding section is related to the early childhood profession, its characteristics, challenges, the current trends, policies and movements. However, the second section suggests some recommendations to improve the state of early childhood profession in Australia.

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

The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS

The early year’s sector in the U.K. is complex, unlike many European countries it was not developed by government policy with specific aims but came about in response to families’ requirements which were based on changing economical and social factors. In the second half of the twentieth century public expenditure on early year’s provision focused on families with social needs and difficulties. Local authority day nurseries catered mainly for children who were at risk from harm mainly in deprived areas. There was early years provision available in the private sector in the form of childminders, nannies and private nurseries.

Every child matters agenda and the childcare act 2006, it become an entitlement of all 3-4 year olds in England to receive a free part time early years education of up to 12.5 hours per week for 38 weeks of the year. Early year’s provision in school is about supporting very young children it is distinct from key stage 1 in each country within the UK and is best on the concept of learning through play rather than more formal education Play has been show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document concerns the curriculum for 3-4 years

This essay will discuss Jean Piaget, Lev Vygotsky and their theories as well as critical points from their theories and explain how they relate back to each theory. It will discuss how both of these theories can be applied to work in relation to a role in the Early Childhood sector. It will include Dr. Rangimarie Pere’s studies in education and how they compare to those of Piaget and Vygotsky. This essay will also link the chosen theories back to Te Whāriki and the New Zealand early childhood curriculum.

* an explanation of the legal status and principles of the relevant Early Years Framework and why the early years frameworks emphasise a personal and individual approach to learning and development

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.

Education has come a extensive way from the times of Plato and Aristotle, but from each new era came a person with a concept that effected the world of education eternally. Sisters, Margaret and Rachel McMillian influenced education through their development of the Open-Air Nursery School in more way then one. Not only had they introduced the idea of starting education at a younger age then the fledgling kindergarten program, but their school was devised for kids from low- income areas that needed the extra care as well. A unique concept of the time that grasped my interest and made me want to discover more about their program and it’s effect on Early Childhood Education.

Explore Australian government policies, initiatives and legislative requirements and analyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts.

This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.

Dysfunctional children all have one main factor to their disobedience and that is horrible parenting. From a single mother raising the child to parents fighting and arguing inside the house in front of the kids. The article, Eminem is Right: The Primal Scream of Teenage Music, By Mary Eberstadt, demonstrates that dysfunctional kids show the greatest emotion due to disobedient parenting. All of this was compared to music from today’s artists. The article, Don’t Mention the Family, By Jason Cowley, Has many segments from different publishers showing the cons of all parenting. From single mothers, beat down

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