Inclusion of families and communities in curriculum frameworks

2021 ◽  
Keyword(s):  
Curriculum Frameworks

Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment

2021 ◽  
pp. 146394912098765
Author(s):  
Helen Little ◽  
Matthew Stapleton
Keyword(s):  
Risk Taking ◽  
Well Being ◽  
Outdoor Environment ◽  
Early Childhood Curriculum ◽  
Social And Emotional Development ◽  
Self Identity ◽  
Social And Emotional ◽  
Curriculum Frameworks ◽  
Risky Play ◽  
Historical Model

The notion of ‘belonging’ is a core component of many early childhood curriculum frameworks and recognises the importance of children’s sociocultural context for their self-identity and well-being. Children’s risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children’s physical, social and emotional development. This study applies diverse disciplinary and theoretical lenses, including Hedegaard’s cultural-historical model and Gibson’s affordance theory, to present a critical and multi-perspective understanding of children’s experience of ‘belonging’ and risky play. The study involved naturalistic observations of 18–26-month-old children’s outdoor play in an environment designed to provide affordances for risky play. The findings suggest that children’s engagement in risky play also supports their sense of belonging through their shared engagement in risky-play experiences.

scholarly journals A Conceptual Model of Children’s Rights and Community-Based Values to Promote Social Justice Through Early Childhood Curriculum Frameworks

2016 ◽  
Vol 41 (3) ◽  
pp. 38 ◽  
Author(s):  
Rachel Caplan ◽  
Colleen Loomis ◽  
Aurelia Di Santo
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Rights ◽  
Early Learning ◽  
Children’S Rights ◽  
Integrative Approach ◽  
Early Childhood Curriculum ◽  
Community Based ◽  
Curriculum Frameworks ◽  
Learning Frameworks

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>A “rights-integrative approach to early learning” has been </span><span>proposed as a foundation for curriculum frameworks. Building </span><span>on this work we conceptually explored the complementarity </span><span>and compatibility of children’s rights to autonomy, protection, nondiscrimination, and participation, with community-based values of prevention and promotion, empowerment, diversity, and civic participation. We argue that it is necessary to infuse a rights-based approach with community-based values in early childhood curriculum frameworks to promote social justice for children as individuals and as a relational community. </span><span>Our proposed expanded conceptual framework may be useful </span><span>for evaluating early learning frameworks, nationally and internationally, from a rights-based social justice perspective. </span></p></div></div></div></div>

Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians

2001 ◽  
Vol 2 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Glenda MacNaughton ◽  
Karina Davis
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Multicultural Education ◽  
Indigenous Peoples ◽  
The Other ◽  
Indigenous Australians ◽  
Research Projects ◽  
Approaches To Teaching ◽  
Curriculum Frameworks ◽  
Curriculum Framework

Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.

scholarly journals Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
Rebekah McCarron
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Professional Learning ◽  
Professional Practice ◽  
Critical Reflection ◽  
Meaning Making ◽  
Early Learning ◽  
Transmission Modes ◽  
Curriculum Frameworks ◽  
Curriculum Framework

The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.

Generating Student Questions in an Inquiry-Based Classroom

2021 ◽  
pp. 131-154
Author(s):  
Takemi Iwasawa
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Inquiry Based Learning ◽  
Essential Component ◽  
Curriculum Frameworks ◽  
Direct Learning ◽  
Student Centeredness ◽  
Student Questions

The goal of this research is to explore the role and position of questioning at Japanese elementary schools that utilize inquiry-based learning. The question investigates how precisely questioning plays a role in the implementation of inquiry at a Japanese elementary school. In an age where curriculum frameworks are seeing a shift towards student-centeredness, questioning skills are crucial as they are an essential component for students to direct learning both intrinsically and divergently. The present research suggests that a variety of strategies to initiate curiosity are being used by teachers and that these lead students to question the content of their lessons in a variety of ways. After assessing the evidence of the types of questions that students ask, how the teachers incorporate these questions to adjust their curriculum will be reported. Further, at the end of the chapter, recommendations will be offered for improving inquiry-based classrooms in Japan.

The Consistency Dilemma

2021 ◽  
pp. 215-233
Author(s):  
Damian Paul Rentoule
Keyword(s):  
Curriculum Design ◽  
Dual Language ◽  
International Baccalaureate ◽  
Teacher Autonomy ◽  
Pedagogical Practices ◽  
Collaborative Practices ◽  
Collaborative Environment ◽  
Curriculum Frameworks ◽  
Diploma Program ◽  
Pedagogical Approaches

The International Baccalaureate (IB) offers curriculum frameworks within which schools and teachers experience a degree of creative freedom in the planning and delivery of the programs. This results in a potential consistency dilemma when an IB school is required to foster creative professionalism through collaborative practices, yet needs to ensure consistency of both content and pedagogical approaches. A collaborative environment requires a clearly defined balance between teacher autonomy and school direction in order to align pedagogical practices with curriculum intent. Teachers moving from a Japanese Article 1 school where limited autonomy is required may experience challenges when adjusting to requirements for a greater role in curriculum design in an IB Dual Language Diploma Program. Collaborative practices may not result in the necessary shifts in pedagogical practices if teachers are not adequately prepared for a school culture focused on creative professionalism.

Teacher Reports on Opportunity to Learn: Analyses of the 1993 California Learning Assessment System (CLAS)

1995 ◽  
Vol 17 (3) ◽  
pp. 355-370 ◽  
Author(s):  
David E. Wiley ◽  
Bokhee Yoon
Keyword(s):  
Student Performance ◽  
Mathematics Teachers ◽  
Curriculum And Instruction ◽  
Opportunity To Learn ◽  
Assessment System ◽  
Learning Assessment ◽  
Reform Strategies ◽  
Curriculum Frameworks ◽  
Teacher Reports ◽  
Consistent Information

The California Learning Assessment System 1993 OTL Study allowed examination of the extent to which California public school mathematics teachers had been exposed to the practices consistent with those advocated in the California Curriculum Frameworks; the extent to which those teachers implemented these practices in their classrooms; and their impact on student performance in mathematics. The findings support the conclusion that curriculum and instruction that require higher level skills benefit students’ achievements. The data are the best available measures of California students’ learning of higher level skills, and provide consistent information for discussion and debate among educators about reform strategies.

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