Needs and considerations to be made while preparing curriculum, Theories and approaches to curriculum

1. CURRICULUM AND
PEDAGOGY IN EARLY
CHILDHOOD CURRICULUM
M.Sc. Child Development

2. Definitions
• Curriculum is the tool to bring about the desirable change in a
child.(Rehabilitation Council of India,2006).
• “We conceive the school curriculum as the totality of learning
experience that the school provides for the pupils through all the
manifold activities in the school or outside, that are carried on
under its supervision(Education Commission 1946-1966)
• Pedagogy – “ Interactive process between the teacher and the
learner and the learning environment”(which includes family and
community)(Siraj-Blatchford,2004)

3. Purpose of curriculum and pedagogy
• Schools implement curriculum framework
• Builds foundation for well being
• Responsive to individual needs of students
• Curriculum -Teaches personal and social capabilities like
– Self management
– Self awareness
– Social awareness
– Social management
• Pedagogy- Create +ve relationship between teacher and students.
– Teachers respect the students and help to develop individual
needs of the students
– provide opportunities to build on their strengths

4. Learning styles and gender
•Boys and girls prefer different learning styles.
•Some Boys are comfortable with and prefer girl’s learning styles
and vice-versa.
•Based on Howard Gardiner’s Theory of multiple intelligence,
learning styles and some gender preferences are as follows:
Verbal linguistic – preferred by girls-tend to talk more-larger
vocabularies than boys.
Mathematical logical- preferred by boys-logical approach to
instruction and opportunities-logical problem solving.

5. Cont…
Musical rhythmic intelligence -evident in both boys and girls
and most young boys enjoy musical activities.
Spatial intelligence -boys’ strength with their ability to mentally
rotate objects - excel in target directed activities.
Kinesthetic learning or physical learning is popular with boys, as
many boys like to be able to move as they learn. Boys develop fine
motor skills later than girls, boys tend to develop better gross motor
skills early.

6. Cont…
Naturalistic intelligence - Boys enjoy activities related to the
natural environment and tasks using sorting and classifying skills.
Interpersonal and Intrapersonal skills are areas that girls are
generally more comfortable with than boys and boys will benefit
from activities that develop these skills.

8. Assessment and Evaluation
• Assessment-Measure of student’s success or failure in achieving
the objectives of the educational program
• Curriculum dictates the content that will be assessed and
mode of assessment can influence the pedagogy.
• Curriculum influences what is assessed and how
Eg- ‘self regulation development’ in a planned curriculum
• Evaluation- Review of the effectiveness of educational programs
with a view of improving them to better meet their objectives.
• Helps in decision making-course improvement ,decision
about individual needs and administrative regulation.

9. Purposes of Assessment
• Enables teachers to arrange teaching and learning activities to
• Enables institutions, to make overall curriculum planning
• Enables children to understand their own learning performance and
progress - cultivate interests in learning.
• Enables parents ,when collaborating with the schools to nurture
children
Cont…

10. What to assess?
• Child’s development and learning
• 4 domains of development should be examined
• Assess learning capabilities and learning disabilities
• Assess aesthetic and moral development in the child
How to assess?
• Tests and examinations
• Systematic observation and recording of pupil’s progress by
teachers
• Self assessment records by pupils
• Personality assessment techniques

11. Role of teachers, parents and community
Teachers
• Facilitator
• Instructor
• Play provide
• Manager
• Observer
• Evaluator
• Planner
• Friend and counselor
• Technician

12. Parents and community
 Parents-
clear understanding of their children
Collaborate with the school activities
observe child’s behaviour at home
If necessary provide relevant information and exchange views on
ways to help child’s learning
 Schools should collaborate with different organizations in their
respective district
 Make use of community resources
 Invite professionals-education specialists, social workers,
psychologists
 Conduct parental education seminars,
 Provide teacher training courses by professional community
organizations.

13. Considerations influencing the curriculum
development and design
Learning environment
 Support holistic development and well being of the child
 Include Indoor and outdoor environmental activities
 Individual and group activities
 Preschool learning materials -invite purposeful play(drawing, painting,
construction of models, dramatic play )
 All toys and articles used should be non-toxic
 Broken articles should be repaired or discarded
 Furnishings-children’s height
 First aid kits should be easily accessible.
 Awareness of diversity and multiculturalism;
 Display boards-encouragement to children

14.  Promote structured and unstructured activities.
 Development proceeds in predictable directions toward greater
complexity, organization, and internalization.
 Play is an important vehicle for, as well as a reflection of, the
social, emotional, and cognitive development of all preschool
children, including children with disabilities.
 A rich and supportive preschool learning environment grows from
attention to elements in the physical environment and daily
routines.

15. Parents and the community
 Interactions with parents and significant others establish neural
circuits in the developing brain of the young children.
 The preschool program design ensures opportunities for building
community partnerships and accessing community resources.
 Information about and referrals to community resources (e.g.,
employment opportunities, health services, and adult education
classes) are provided to families.
 Collaborations with community agencies help to ensure delivery of
services to families who may benefit from them (e.g., a program
can offer a meeting space for families to interact with community
agencies).

16. Theoretical influences on
early childhood curriculum
Maslow’s Theory of Basic Needs & Learning
 A child’s basic needs must be met before they are able to learn.
 Physiological needs such as hunger and thirst; a hungry child has
difficulty focusing on learning
 Being safe and free from danger; children who know that no harm will
come to them are more likely to reach out to others and explore their
environment
 Belongingness is the sense of being comfortable with and connected to
others; which promote learning
 Esteem is self respect and respect from others; which emerges from daily
experiences that give children opportunity to discover that they are
capable of learning
Curriculum is to meet the basic needs of the children; inside the classroom
the teacher creates an atmosphere where children are safe, feel emotionally
secure and have a sense of belonging.

17. Erickson’s Theory of emotions and learning
Children develop through stages involving issues that must be resolved for healthy
development.
 Infancy – trust versus mistrust; learning that they will be safe, and that adults will
be responsive to their needs.
 Ages 1 -3 – autonomy versus shame and doubt; sense of personal power that is
built on a foundation of trust
 Ages 3 – 5 – initiative versus guilt; being able to respond positively to challenges
and take on responsibility
Curriculum helps teachers know and develop positive relationships with each
child and follow a consistent schedule .
Curriculum helps teachers help children become autonomous by providing
structure while allow them to regulate their own behaviour .
Curriculum helps teachers create a classroom that encourages experimentation,
exploration and pursuit of individual interests

18. Learning & the Brain
• Learning is a combination of heredity (nature) and environment(nurture)
Curriculum teachers have a profound influence on all children’s learning –
synapses are formed
• The brain grows and changes as a result of learning and experiencing
Curriculum teachers provide many experiences; connections are formed
• For a connection to be permanent the learning experience needs to be
reinforced over and over; children need many different opportunities to
provide new skills .
Curriculum teachers allow children to explore concepts over time
• Stress can destroy brain cells and make learning more difficult; secure

19.  A well-balanced diet, sufficient sleep and plenty of exercise
support healthy brain development
 During the early years when the brain is as its peak for
learning, children are the most receptive to learning emotional
control, forming attachments to others and acquiring language
skills
While preparing Curriculum, the teachers focus on the
development of social and language skills in preschool
classrooms
Brain research has found physical evidence to support Maslow and
Ericson’s theories of learning; the wiring in a child’s brain is positively
affected when they are healthy and well fed, feel safe from threat, and
have nurturing, stable relationships.

20. Piaget’s Theory of Logical Thinking & Reasoning
 Logical thinking develops in stages and children develop reasoning
by manipulating materials; engaging actively in their environment,
making new discoveries and modifying their earlier way of thinking.

Sensorimotor (0-2months); babies learn by reacting to what they
experience through their senses
Preoperational (preschool age); concentration on properties of
materials and seeing the world from their own point of view
Curriculum structures the environment and activities based on the
children’s cognitive development; varying complexity and level of
choices, etc and teachers help children learn what they can manage.
Teachers give children many opportunities to work with concrete objects
and encourage them to interact with others and learn about other
perspectives.

21. Vygotsky’s Theory of Social Interaction & Learning
• Children grow cognitively by interacting with adults and peers
• Verbal directions, physical assistance and probing questioning by
teachers help children improve skills and acquire knowledge.
Working with peers allows children to respond to someone else’s
examples, questions and actions.
Curriculum is a community – a place where learning takes place
through positive relationships. Children are taught the skills they
need for making friends, solving problems and sharing.

22. Gardner’s Theory of Multiple Intelligences
 Children are intelligent in many different ways and have the
capacity to develop all the intelligences if given encouragement,
enrichment and support.
 Linguistic/verbal; logical/mathematical; musical/rhythmic;
spatial/visual; bodily/kinesthetic; interpersonal, intrapersonal
and naturalist
Curriculum that applies this theory by helping teachers provide
opportunities for each child to pursue their own talents and
demonstrate areas of strength
 Interest areas allow children to use a variety of intelligences;
Learning social skills is just as important as learning concepts;
Physical activity is key

23. Smilansky’s Theory of Children Play & Learning
• Functional Play – use senses and muscles to experiment with
materials
Curriculum shows teachers how to create an environment that allows
for functional play experiences by providing new materials to allow
children to learn about the world
• Constructive Play – learning different uses of materials
Creative Curriculum shows teachers how to validate and reinforce
constructive play by prompting children to extend their ideas and
interact with peers so they learn from play
• Pretend Play – pretending to be someone else while using real or
pretend object to play out the role
Creative Curriculum teachers how to create an environment to support
and extend pretend play

24. Cont…
• Games with Rules – table and physical games that require children
to control the physical and verbal behavior to conform to a structure
of pre-set rules
Curriculum suggests outdoor games, board and card games, and
allowing children to make up their own rules. The focus is on playing
for fun, not competition.

25. Child
• Children are born to be learners and their development possesses
specific patterns and characteristics.
• Understand children’s characteristics and developmental needs
from the perspective of child development psychology, and the
contexts of their families and social culture.
• Child’s broad developmental domains should be considered.
• Their development and learning are greatly influenced by the people
and things they encounter at home, at school and in society.

26. Lessons learned from International models
of best practices
Experiential Education – Effective learning through well being
and involvement
 Learning through action, learning by doing , learning through
experiences, and learning through discovery and exploration
 Strives to develop individuals into a self confident and mentally
healthy, curious and exploratory ,expressive and communicative,
imaginative and creative ,well organized and entrepreneurial with
developed intuitions about social and physical world and with a feeling
of belonging and connectedness to the universe and all its creatures..

27. High Scope curriculum- Active learning through
experiences
 Active learning- the belief that children learn best through active
experiences with people , materials, events and ideas rather than
through direct teaching or sequenced exercises.
 Valid for children of various cultures-successful adaptation program
The Reggio Emilia Approach- Truly listening to young children
 Exemplary model of early childhood education(Newsweek,1991).
 Focuses on the child as a subject of rights and a competent, active
learner, continuously building and testing theories about herself
and the world around her.
 Creations of learning that will enhance and facilitate children’s
construction of their powers of thinking “ through the synthesis of
all expressive ,communicative and cognitive languages”(Edwards,
Gandini, and Forman ,1993)

28. Te Whāriki- A woven mat for all to stand on
 “Empower” the child to learn and grow
 Curriculum reflects an holistic way of learning
 Considers family and community as an integral part of the
curriculum
 Children learns through responsive and reciprocal relationships
with people, things and places.
Swedish Curriculum – Goals for a modern preschool
system.
 “Pedagogical approach where care, nurturing and learning together
form a coherent whole”(Swedish Ministry of Education and
Science,1998 a)
 Focuses on development of children’s identity , security feeling,
ability to listen, narrate and reflect their own views
 Emphasizes on development of vocabulary and concepts.

29. The Montessori Method
 Developed by Dr.Maria Montessori
 Scientific approach of education based on her observations at Casa dei
bambini. It is her observations and philosophy which turned up into the
“Montessori method”.
 Focuses on the self- construction of the child through which he would
reveal himself.
 Child is given freedom within the limits.
 A practical approach that creates a high level of concentration.
 It helps to create an individual who would care for others, materials,
environment, and most importantly he learns to respect himself.
 Develops child’s senses, academic skills, practical life exercises and
character
 Montessori materials –designed to learn on their own(Isaacs,2011)
 Usage of materials-precise-let children select which one will use,expecting
them to return the materials to assigned places when they are finished.

30. Types of planning
PLANS
Long-term
Yearly Monthly
Short- term
Weekly Daily

31.  Long -term-outlines overall aims and objectives for learning
and development over a long period.
 Yearly-instruction plan that covers a school year.
 Monthly-Instruction plan that covers a month inorder to put the
yearly plan into practice.
 Short- term-Outlines experiences to be organized for children
for a week or a day. This can address child’s interest and
needs.
 Weekly-Instruction plan that covers a week-formulated to put
monthly plan into practice, paying attention to the continuity of life.
 Daily-Covers a day –shows life of children at early education
institutions in detail.
Types of planning

32. Principles of programme planning
1. The activities should be age and developmentally appropriate.
2. Activities fostering all domains of development should be
appropriately planned.
3. The attention span for children is 15-20 minutes.
4. There should be a balance between structured and unstructured;
active and quiet; outdoor and indoor; self-directed and adult initiated
learning opportunities a individual, small group and large group
activities.

33. 5. The experiences should progress from simple to complex.
6. A wide range of individual and group experiences should be planned
which are related to the child’s environment, are enjoyable and
challenging for children.
7. Routine fosters a sense of security in children. Therefore some routine
should be followed in the daily programme.
8. The ECCE programme should never be rigid.

34. 9. The duration of the pre-school programmes should be 3 to 4 hours. The
programme should provide for some rest period during the day and if it
is of longer duration, as a full day programme, then a nap time is to be
ensured.
10. Learning opportunities should be interconnected, linking learning
experiences across developmental domains in a meaningful context,
reflecting the real life context of the children.
11. The language used should be the mother tongue of the child. Efforts
should be made to extend their language sensitively and introduce the
school language gradually to facilitate school readiness.

35. 12. Curriculum goal and objectives should guide classroom process
and assessment of the children. The curriculum should be
implemented in a manner that reflects responsiveness to family/
home values, beliefs and experiences.
13. The programme should provide opportunities for exploration and
experiential learning, promoting active engagement with people
and objects in the environment.