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Programme planning is a vital sector in diverse early childhood education (ECE) service to provide quality education and care for young children. There are many ways we could plan things. The planning will link to the document of desirable of objectives (DOPs), Te Whariki and the licensing criteria which provide by the government. Planning in ECE cycle has no beginning and no end; it is a continued cycle day after day, week after week and year after year. Play is basic element to learn and develop in child’s life. The purpose of programme planning is to improve the ways that we work with children in the diverse early childhood areas. To plan is to set goals and provide quality programmes to help children to learn and to build up good relationships within the service. Ward (2011) discuss the purpose of planning is to provide safe environment of learning that is based on the Te Whariki curriculum. According to the Ministry of Education (1996), it states “each early childhood education setting should plan its programme to facilitate achievement of the goals of each stand in the curriculum” (p.28). Teachers plan so that they could create quality programmes and refer back to make improvements to those programme. Staffs should share the documentations of the planning so that it informs the parents and keep them on the same page. Planning is to extend on the children’s interest and to find out the area they may need to improve on. Programme planning designs to meet the needs of young children. The purpose of programme planning is to ensure the centre is providing learning programmes in accordance with the ministry of education (MOE) requirements. (Ward, 2011) We need to seek for children’s voice, parents’ suggestions and ideas of the... ... middle of paper ... ...es to help the Pacific children to learn and develop holistically. Works Cited Linda, M. & Linda, P. (2011). Theories and approaches to learning in the early years. Ministry of Education. (1996). Te whāriki early childhood curriculum: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.Wellington, New Zealand: Learning Media. Ministry of Education. (1998). Quality in action te mahi whai hua: Implement the revised statement of desirable objectives and practices in New Zealand early childhood services. Wellington, New Zealand: Learning Media. Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education. Feeney, S., Christensen, D., & Moravick, E. (2007). Understanding and supporting play
Explain why early years frameworks emphasise a personal and individual approach to learning and development
Prochner, L. & Howe, N. (2000). Early Childhood Care and Education in Canada. Vancouver & Toronto: UBC Press.
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
...n, 1996. Te Whãriki: He whãriki mãtauranga mõ ngã mokopuna o Aotearoa. Early childhood curriculum. Wellington: Learning Media.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
Most of the work educators attempts to do in any program are necessary constitutes that may help determine the usefulness of the program and the number of benefits for the children and their families. Besides having knowledge about child development, educators need to use a curriculum designed for the active learning environment. Each document came out under professional educators, and each one has its own interest for any program. Every document directs early learning environments for children from zero to eight years old.
However the programmes isn’t intended for every child but it is available to those children in year before their pre school year who would benefit most from the support. When a parent applies to be involved with the programmes, they will look carefully at a range of information on each child and will be decided which children would benefit most after participating in the programme. The project also encourages parents to get involved in the activities as they help the younger children to play very important role in their
Te Whᾱriki is the New Zealand’s early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on children’s interests; develop children’s learning though interacting in relationship with others, emphasise the importance of environment and adults’ active responding. They also differ in many ways, such as teacher’s role, culture background and documentation and Assessment.
Demonstrate a strong understanding of current Australian early childhood education and care reform agenda in Australia since 2007. The Australian ECE and care reform agenda was initiated, in 2007, due to a concern for the wellbeing and increasingly poor outcomes for children in several key areas. Evidence confirmed the importance and impact of a child’s health, well-being, development and learning in the early years, therefore the need for an NQF and NQS was initiated. The impact of social change over recent decades has shown families struggling to function and aid in their child’s development.
This assignment will describe some of the ways young children learn, it will also identify some of the key areas of learning and features of an effective curriculum; it will also describe the understanding role of practitioner’s in supporting young children in the curriculum.
In order to promote the best outcome from the curriculum we must consider that each child is an individual in their own right. Tricia David (2001: 55) states that early childhood should be a time of “spontaneity and of exploration according to individual interests”. Thus accounting for the child’s strengths and weaknesses, as well as their likes and dislikes, provides a curriculum, which will promote optimum development. This is also known as a ...
Sims, M. & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon Press.
Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars take on a sociocultural approach to assessment. The early childhood exmplars are based on the philosophies of Te Whāriki, New Zealand's bicultural early childhood curriculum. The four principals of Te Whāriki, Empowerment/Whakamana, Holistic development/Kotahitanga, Family and community/Whānau tangata, and Relationships/Ngā hononga, are the principles for assessment. Interwoven within the philosophy and the four principals are the five strands of Te Whāriki which are: Wellbeing/Mana Atua, Belonging/Mana Whenua, Contribution/Mana Tangata, Communication/Mana Reo, and Exploration/Mana Aotūroa (Ministry of Education. (2010).
When considering this statement, it is important to evaluate both the role and necessary skills of an early childhood educator with particular emphasis on the ability to communicate effectively. It is also important to take into account the nature of a child’s learning and development and the importance of communication in the learning process. The role of an early childhood educator is, in general terms, to be a teacher and caregiver to pre-primary age children. In order to achieve this task, the early childhood educator must assume many different roles depending on the model of child development used. As will be discussed later, these roles include being a role model, mentor, motivator and facilitator. In order to fulfil these roles, it is