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Importance of conducting assessment in early childhood education
Good communication skills in early childhood
Good communication skills in early childhood
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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.
The area of curriculum that will be looked at is the Early Years foundation staged curriculum (EYFS) and the key area of learning will be the communication, language and literacy, focusing more on the literacy (writing).
Some of the key features of young children’s learning in the writing area include books, mark making, flash cards, painting, magnetic letters, puppets, storytelling, singing role play etc
Ferreiro and Teberosky (1982) carried out a study which gave evidence that basically young children employ as they experiment with mark- making in order to communicate through written language and so represent spoken language. (Anonymous 2014)
The Equal Status Act (The Equality Authority, 2000) has implications for the assessment policy in early education settings. In particular, it requires settings to be aware of the effects of context, culture and language in assessing children’s learning and development. (Anonymous, 2014)
The concept of the curriculum as socially organised knowledge is a critical starting point. The way in which knowledge is codified and accorded status is traditionally related to the values and power bases of dominant cultural groups (Young 1999).
Literacy development involves encouraging children to link sounds and letters and to wide range of reading materials (books, poems, and other written materials) to ignite their interest. (EYFS, pg 5)
Language and literacy are of personal, social are very important. Our ability to use languag...
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...://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Formative_assessment_full_paper.pdf [Accessed: 18 Mar 2014].
Gregory,E.(1996) Making Sense of a New World: Learning to read in a Second Language. London:Paul Chapman Publishing
Surreycc.gov.uk. 2014. Surrey County Council - Supporting young children with English as an additional language. [online] Available at: http://www.surreycc.gov.uk/learning/early-years-and-childcare-service/early-years-practitioners-and-providers/inclusion-and-special-educational-needs-in-early-years/supporting-young-children-with-english-as-an-additional-language [Accessed: 17 Mar 2014].
Young, M. (1999) The curriculum as socially organised knowledge in McCormick, R. and Paechter, C. (eds) Learning and Knowledge. London: Paul Chapman Press 56-70
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that. The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
Matheson, D. and Grosvenor, I. (1999) An Introduction to the study of Education. London: David Fulton Publishers.
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
The Early Years Learning Framework (EYLF) is a framework of principles, practices and outcomes in which educators can use to build their curriculum (DEEWR, 2010, p. 3). The principles of the EYLF reflect contemporary theories and research about children’s education and early childhood pedagogy. These principles underpin the practices that are focused on assisting all children in their progression of their learning outcomes (DEEWR, 2009, p. 12). According to the principle
Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA.
The rapid technological evolution and the growth in the population around the world are playing considerable role in creating new levels of intercultural communicate both locally and globally. People now can get the information from any spots on the planets easily through many televisions channels. Also, gaining huge amount of knowledge from every part around the world is provided by computer networks. Computer networks facilitate the communications as well. Beside create new opportunities, technological and demographic evolutions provide significant challenges to the people. Communicating successfully in another language depends on shifting the frames of reference, norms, and assumptions (Kinzer, 2003). In other words, when individuals use another language effectively, they must adopt new perspectives about communication and language and not just focus on the structure and vocabulary. Reading, writing and discussion of texts will help learner to understand another way of thinking. Actually, there are needs to embrace issues of cultural identity and for an inclusive process in how reading and writing are being taught. In this regard, language appeared as one of the most essential aspects of culture and social being. Language is not the only mean which individuals create activities and identities. Also, language is not enough to be recognised in a specific community or group. Person must behave and act in ways considered right among this community or group.
Pedagogy is no longer restricted to what goes on in schools, but becomes a defining principle of a wide ranging set of cultural apparatuses engaged in what Raymond Williams has called "permanent education." Williams rightfully believed that education in the broadest sense plays a central role in any viable form of cultural politics. He writes:
It is believed that the enactment of a curriculum is socially constituted and sustained by individuals within participatory contexts that shape students’ and teachers’ engagement (Gutiérrez & Rogoff, 2003; Holland, Lachiotte, Skinner, & Cain, 1998)....
Roberts, P. (2014). ‘It was the Best of Times, it was the Worst of Times …’: Philosophy of Education in the Contemporary World. Studies in Philosophy and Education,34(6), 623-634. doi:10.1007/s11217-014-9438-z
Traditional curriculum used history to teach and ended up with people who could comprehend the events as they happened. This aspect of learning is not substantial in the current generation of elites and that makes them out of touch with important aspects of being educated. In this article, the importance of traditional approach to education will be explored with reference to the ...
Warner, D. (2006). Creating a perspective for schooling in the knowledge era. Camberwell, Victoria: Acer Press.
In fact, learners use principles they know already to learn new things, as well as gaining new knowledge which is centred on interaction. It is essential that learners explore, ask questions, and assess what they may know. Knowledge in this context can be recognised as being socially constructed as it is obtained through a partnership between new experiences and knowledge which has been