EDEC111 Early Year Curriculum and Play-Based Pedagogies Report Sample

EDEC111 Early Year Curriculum and Play-Based Pedagogies

Section 1: Critical Analysis

Part A) Demonstrate broad and critical understandings of historical and contemporary understandings of childhood informed by academic literature (600 words)

Part B) Demonstrate broad understandings of the development of childhood, learning and pedagogy informed by academic literature (600 words)

Section 2: Professional philosophy statement

Part A) Identifying Beliefs (100 words max)

1. Understandings about childhood e.g. I believe…(make one short statement, e.g. one sentence approximately 20 -30 words)

2. Understandings about how young children learn e.g. I believe…(make one short statement, e.g. one sentence approximately 20 -30 words)

3. Understandings about effective pedagogies for the early years e.g. I believe that…(make one short statement, e.g. one sentence approximately 20 -30 words)

4. Understandings about contemporary perspectives in practice e.g. I believe that…(make one short statement, e.g. one sentence approximately 20 -30 words)

Part B) Statement of professional philosophy of pedagogy (700 words)

Solution

Section 1: Critical Analysis

Part A) Demonstrate broad and critical understandings of historical and contemporary understandings of childhood informed by academic literature (600 words)

This paper seeks to understand the concept of childhood in historical and modern society to note that ideas concerning children and their rightful place in society have evolved. Exploring academic sources, to identify the dynamics of the critical analysis, this paper will discuss such binary oppositions as historical and current perspectives on learners of color, focusing on the shift from deficit thinking to the concept of agency, diversity, and culture (Garvis and Manning, 2017).

Children were considered inadequate and needed improvement in traditional childhood. Saint Augustine believed children were born morally and intellectually defective. Even Evangelical Christian Hannah More supported schooling to address children's supposed wickedness. It portrayed children as passive recipients of adult instruction, reinforcing the concept that their purpose was to be sculpted into a culturally acceptable form.

Current conceptions of children view them as active participants in learning and development, unlike these older views. The Belonging, Being & Becoming framework of Early Childhood Education (EYLF) emphasizes children's learning processes. According to EYLF, children arrive at learning situations with various backgrounds, communication styles, cultural worldviews, and play-based knowledge and meaning construction. This theoretical paradigm rejects the deficit model, which holds that children are empty vessels or faulty and cannot meaningfully connect with the world (Sinclaire-Harding, et al., 2018).

Modern perspectives on child development use socio-cultural and cultural historical theories based on a child's social surroundings. Vygotsky's cultural-historical theory of learning posits that learning is social and relies on cultural processes. This differs greatly from genetic predeterminism or the blank-slate hypothesis, which emphasizes children's voluntary participation in learning through social contact.

As Piaget's stage theory suggests, current education procedures likewise reject the idea of a particular result or development stage. Piaget's early childhood education concept has contributed greatly through the developmental milestones of young children and DAP, but contemporary theory has criticized it as universal and too generalized and emphasized contextual and individual approaches. Society's growing acceptance of children's diversity and rejection of development standardization is another sign of this change (Blewitt, et al., 2020).

These practical implications for MBA assignment expert show how instructional objectives, diversity, and inclusion in learning practices influence views of contemporary childhood. On its own, EYLF, like most frameworks, promotes intentional teaching, which means the teacher consciously and deliberately organizes a learning environment and interactions with the child to support the child's learning according to his learning abilities and preferences. The above strategy differs from others used to specify what elementary school students should learn or grow at a certain age (Chapman and O’Gorman, 2022).

Moreover, LO 3 and 4 and frameworks of inclusion and social justice highlight the aspects of diversity and discrimination in learning environments. Examples of these include; Inclusive education where the rules call for differentiation to facilitate learning for those who are from various groups and in equal capacity. This point of view makes a break from historical thought which has portrayed differences as pathology or placed ‘certain’ children into categories of deficiency (Larimore, 2020).

In conclusion, through the critical lenses, it is possible to understand how the history of childhood and the perception of the topic in the contemporary period has evolved from the frameworks defined by the concept of the ‘evil child,’ to appreciating the children’s agency, diversity, and socio-cultural situations. This evolution is a clear manifestation of the social processes of understanding and acceptance of the inherent potential of every child and the catalysis of the education systems to be more child-sensitive (Mphahlele and Jikpamu, 2021).

Part B) Demonstrate a broad understanding of the development of childhood, learning, and pedagogy informed by academic literature (600 words)
To examine childhood, learning, and pedagogy it is essential to explore the theories and practices that found and underpinned educational theories over time. Scholarly writings give a wealth of knowledge on the development of past and present patterns that bear on the social construct of childhood and on the manner information is delivered in classrooms (Vintimilla and Pacini-Ketchabaw, 2020).

In one’s past, childhood was defined mainly in terms of powerlessness and preparation for adulthood. This view can be observed in the Greco-Roman and medieval conceptions that exposed the children as subpar versions of adults and required them to live and behave the same way as their elders from childhood on. New developments in this century concerning awareness of childhood as a stage in human development were incrementally established during the Renaissance and Enlightenment periods. More child-centered educational philosophies were later started by the thinkers who approved Lock's tender-mindedness and child-rearing of children’s minds through learning by experience and mechanical instruction (Roberts and Knaus, 2023).

In the nineteenth and early twentieth centuries, the idea of progressive education had its originators in Rousseau, Pestalozzi, and Froebel. These educators supported play-based learning proven by many as fun and effective with Montessori and progressive eras recommending activity-based education relevant to the child’s stages of growth. It was within this period that normative activities such as Intelligence Quotient tests and normative achievement tests emerged, a trend that is associated with social institutions’ attempts to quantify and regulate children’s educational performance in line with set standards.

On the other hand, the more recent views of childhood, learning, and teaching have more liberal and comprehensive features. Socio-cultural theories rooted in Vygotsky and other theorists highlight the participation of social relations and cultural contexts in elaborating children’s learning and socio-emotional growth. In contrast to the fixed and hierarchal nature of the stages, these theories present development as idiosyncratic, unpredictable, and context-dependent, which reflects the learning process in terms of a child’s experience and education (Škėrienė and Augustinienė, 2018).

Moreover, other modern views, such as postmodern and poststructuralist ones, have problematized JADX's grand narrative regarding the development of children as homogeneous subjects. This is a case of posthumanism which examines how technology changes and evolving circumstances of environment reposition human engagement and learning. On this account, such views make educators reflect on different conventional educational practices to flexible, creative, and responsive strategies that know and validate children’s multiple ways of learning and existing (O’Connor, et al., 2021).

The emerging perspectives in childhood and learning are contained in the following overviews of pedagogy in the 21st century. For example, play-based learning is slowly gaining credible status as one of the effective teaching methods that facilitate children’s learning across all areas of development. Play also affirms children’s attempts at investigation and learning, keeping them enthralled and occupied in the ways they gain knowledge (König, et al., 2020).

LMMS also emphasizes deliberate actions that show the way to child, student, or learner-centeredness. Instead of prescribing elaborate procedures for their age and allowing children to participate in activities that researchers have considered beneficial, instructors are encouraged to build on children's interests and talents. Because exerting agency and seeing competence in a learning context is vital for children's well-being and healthy development, this strategy promotes academic and psychological outcomes.

Childhood, learning, and education have progressed between ancient practices and modern advances. Books and articles describe the history of theories and practices that shaped educational philosophies and methods, from the historically harmful to the present ones of diversity, equity, and kid voice. Examining these shifts can help educators understand childhood and adapt training to modern children's needs (Karabon, 2021).
 

Section 2: Professional Philosophy Statement

Part A) Identifying Beliefs (100 words max)

1. Understandings about childhood

To me, childhood is one of the precious periods of human life during which all their potential for character formation must and should be respected and developed accordingly.

2. Understandings about how young children learn

I believe young children learn best through meaningful, play-based experiences that promote exploration, curiosity, and active engagement with their environment (Ebbeck and Waniganayake, 2017).

3. Understandings about effective pedagogies for the early years

I think that the key approaches to early learning are a combination of well-planned educational strategies and a child’s interests and choices.

4. Understandings about contemporary perspectives in practice

I believe that contemporary practice in early childhood education should embrace diversity, equity, and inclusion, recognizing and celebrating each child's unique cultural background, abilities, and ways of learning (Fleer, 2018).

Part B) Statement of professional philosophy of pedagogy (700 words)

As applied to the framework of early childhood education (ECE), my philosophy of pedagogy is grounded in an integrated perspective towards the child as a developing subject with their own imbued competency and full scope of potentiality. I also value the notion that early childhood is a very effective building of the future life and personality, from this point of view, early childhood is one of the key stages in Everybody’s life. Besides being an information provider, an educator bears the responsibility of creating and maintaining conditions that ensure children’s well-being and facilitate the development, inquiry, and construction of their knowledge (Arthur, et al., 2017).

Foundations of My Pedagogical Philosophy

From my professional goal and values, it is clear that the main principles of my practice would be child-centered with an emphasis on each child’s rights and voices. I funnel educator advancements of John Dewey, Maria Montessori, and Lev Vygotsky who came up with educational theories, that would support active involvement, handling of objects, and social intercommunication as some of the key aspects of education. It is important to emphasize their findings which stress the importance of understanding the concept of children as active meaning-makers and builders of knowledge (Murray, 2018).

Understanding Childhood and Learning

Childhood is one of the most sensitive times in ontogenesis, influenced by biological development and micro and macro settings. Open-mindedness, curiosity, and a drive to investigate the physical surroundings characterize early relationships. Thus, my early childhood education techniques emphasize development and respect that children have various experiences and skills.

I think young toddlers learn in a multifaceted and flexible way. Fried's concept says that real-life experience activities help youngsters learn best. Play may be an enjoyable and educational way for children to think, solve problems, and learn. Play helps children build cognitive, social, emotional, and physical skills for future learning (McLeod and Giardiello, 2019).

Effective Pedagogies in Early Years

Adult-provided learning activities and child choices are key to understanding child development and early childhood education training. This is how I deal with children because I view them as a diverse bunch in well-equipped surroundings with learning tools that address their needs and learning styles. The instructor must develop and coordinate teaching and learning activities to enhance children's learning without micromanaging. I appreciate the Highscope approach again because of its active learning methods like Plan-Do-Review.

This framework encourages decision-making, scheduling, proactive thinking, doing, and sharing and reviewing experiences with peers and adults. Thus, combining this method with Reggio Emilia-inspired project-based learning and documentation of children's happenings is my goal to create a child-centered but intellectually stimulating atmosphere (Cohen and Waite-Stupiansky, 2017).

Contemporary Perspectives in Practice

Modern early childhood teaching and learning is based on equity and cultural sensitivity, unlike the ‘One-Size-Fits-All’ model of the past. Therefore, I want to discuss the importance of equity and inclusion in learning environments where children of all abilities and backgrounds can flourish. This includes honoring cultural differences, respecting and using children's languages, accepting individual differences, and anti-bias exercises.

I also realize the importance of meaningful family and community engagement in child development and learning. Families as partners in their children's education boost confidence, promote learning and improve home-school communication. By involving parents in decision-making and recognizing them as their children's first teachers, I help each family develop their child (Garvis and Manning, 2017).

Reflective Practice and Professional Growth

All early childhood educators should constantly reflect and learn about their work. Lifelong learning is essential to staying current on research, trends, and innovative methods in the sector. Reflective practice helps me review my teaching methods and evaluate them based on the children's primary needs.

In addition, I believe collaboration with colleagues and participation in professional learning groups to be part of your practice. Discussions, analyzing others' views, and reflecting on practice strengthen my knowledge of teaching best practices and my ability to push for early childhood education (Sinclaire-Harding, et al., 2018).

References

Arthur, L., Beecher, B., Death, E., Dockett, S. and Farmer, S., 2017. Programming and planning in early childhood settings. Cengage AU.
Blewitt, C., O’connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H. and Skouteris, H., 2020. Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International journal of environmental research and public health, 17(3), p.1049.

Chapman, S.N. and O’Gorman, L., 2022. Transforming learning environments in early childhood contexts through the arts: Responding to the United Nations Sustainable Development Goals. International Journal of Early Childhood, 54(1), pp.33-50.

Cohen, L.E. and Waite-Stupiansky, S., 2017. Theories of early childhood education. London: England: Routledge.

Ebbeck, M. and Waniganayake, M., 2017. Play in early childhood education: Learning in diverse contexts. Oxford University Press. 198 Madison Avenue, New York, NY 10016.

Fleer, M., 2018. Pedagogical positioning in play–teachers being inside and outside of children’s imaginary play. In Early Childhood Pedagogies (pp. 87-100). Routledge.
Garvis, S. and Manning, M., 2017. An interdisciplinary approach to early childhood education and care: Perspectives from Australia. Routledge.

Karabon, A., 2021. Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making. Teaching and teacher education, 106, p.103449.

König, J., Bremerich-Vos, A., Buchholtz, C. and Glutsch, N., 2020. General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers. Journal of curriculum studies, 52(6), pp.800-822.

Larimore, R.A., 2020. Preschool science education: A vision for the future. Early Childhood Education Journal, 48(6), pp.703-714.
McLeod, N. and Giardiello, P. eds., 2019. Empowering early childhood educators: International pedagogies as provocation. Routledge.

Mphahlele, R. and Jikpamu, B.T., 2021. Re-imagining pedagogy for early childhood education pre-service curriculum in the face of the COVID 19 pandemic. Journal of Interdisciplinary Studies in Education, 10(1), pp.118-138.

Murray, J., 2018. Early childhood pedagogies: Spaces for young children to flourish. In Early Childhood Pedagogies (pp. 1-18). Routledge.
O’Connor, D., Butler, A. and Lynch, H., 2021. Partners in play: Exploring ‘playing with’children living with severe physical and intellectual disabilities. British Journal of Occupational Therapy, 84(11), pp.694-702.

Roberts, P. and Knaus, M., 2023. Play-Based Learning Play Pedagogies for Technology Education. The Bloomsbury Handbook of Technology Education, p.274.
Sinclaire-Harding, L., Vuillier, L. and Whitebread, D., 2018. Neuroscience and early childhood education. International handbook of early childhood education, pp.335-361.

Škėrienė, S. and Augustinienė, A., 2018. The theoretical framework of factors influencing the pedagogical decision-making. Pedagogika, 131(3), pp.5-25.
Vintimilla, C.D. and Pacini-Ketchabaw, V., 2020. Weaving pedagogy in early childhood education: On openings and their foreclosure. European Early Childhood Education Research Journal, 28(5), pp.628-641.