Managing a Quality Curriculum
I have been asked to write a report, which evaluates the concept of a quality curriculum by examining three models of curriculum in relation to one national/local guideline and two approaches. The national guideline, which I have chosen to examine, is Curriculum for Excellence and my two approaches are the Reggio and Te Whariki.
Within all childcare establishments in Scotland we must work alongside curriculum legislation and government bodies. The current curriculum and legislations are all set by the government and must be followed at all times to ensure all children’s needs and developments are being met. ...view middle of the document...
Vygotsky believed that there are three active elements needed to ensure learning takes place, active learners, active teachers and an active social environment in which they come together. He also firmly believed of the importance of scaffolding children’s learning. Vygotsky believes that since children learn much through interaction, curriculum should be designed to emphasize interaction between learners and learning tasks. With appropriate adult help, children can often perform tasks that they are incapable of completing on their own. With this in mind, scaffolding, where the adult continually adjusts the level of his or her help in response to the child’s level of performance, is an effective form of teaching. Scaffolding not only produces immediate results, but also installs the skills necessary for independent problem solving in the future.
The development curriculum is all about how to find a child’s individual learning stage and promote further development by making the activities more challenging. The practitioner will observe each child and mark their progress, this was we can take a child’s learning to the next stage.
Model 2 – Spiral, Reggio approach and Burner.
Jerome Burner and Howard Gardner both have a keen interest in the work of the educators in Reggio. They are involved in ongoing research projects into increasing our understanding of how young children think and learn.
Bruner’s spiral curriculum suggests that students repeat the study of a subject at different grade levels, each time at a higher level of difficulty and in greater depth. The spiral curriculum aims to extend, deepen knowledge, understanding and skills. The idea behind the method is for students really to learn, rather than simply memorising to pass a test. The spiral curriculum theory revolves around the understanding that human cognition evolved in a step-by-step process of learning, which relied on environmental interaction and experience to form intuition and knowledge.
The Reggio approach is the very powerful image adults have of children. Every child is seen as strong, confident and competent. In the Reggio approach listening to children involves paying careful attention to what they have to say and think. The adults are willing to learn alongside the children. Reggio believes in letting children learn from their own mistakes, as they believe that this is more beneficial to the child rather than the adult interfering.
Model 3 – Progressive, Te Whariki and Friedrich Froebel
The progressive method is the process of how we do things. It involves a curriculum of learning that comes from the child’s own experiences and expresses...