Early childhood curriculum : planning, assessment, and implementation /
McLachlan, Claire.
Fleer, Marilyn.
Edwards, Susan,1975-
"In most countries, some form of curriculum has been designed by a government agency or the private sector. So why is it that the concept is so confusing and why is what is contained in the various curricula around the globe so different and highly contested? As Kiri said in the vignette, 'Surely the people who wrote those curriculum documents know what they are about?' Designing a curriculum document is a complex task and involves the use of a robust curriculum model which has been built upon a particular theoretical perspective. When you read through Chapter 2 you will be introduced to a range of curriculum theories and curriculum models. That chapter will help you as you think about and solve the issue of what is a curriculum document - at the macro level"--
"In most countries, some form of curriculum has been designed by a government agency or the private sector. So why is it that the concept is so confusing and why is what is contained in the various curricula around the globe so different and highly contested? As Kiri said in the vignette, 'Surely the people who wrote those curriculum documents know what they are about?' Designing a curriculum document is a complex task and involves the use of a robust curriculum model which has been built upon a particular theoretical perspective. When you read through Chapter 2 you will be introduced to a range of curriculum theories and curriculum models. That chapter will help you as you think about and solve the issue of what is a curriculum document - at the macro level"--
1. The early childhood curriculum -- 2. Theory, research and the early childhood curriculum : What is a curriculum? ; Curriculum models ; Dominant ideologies ; Changes in thinking about curriculum ; Research as a driver for change in early childhood curriculum -- 3. Development and learning: how views of development shape how curriculum is framed : Development and curriculum ; Curriculum and child development ; DAP view of development ; A cultural-historical view of development -- 4. Curriculum as a cultural broker : Reflecting on the broker: what should the curriculum mediate? ; Mediating culture and curriculum: a cultural-historical perspective ; Brokering curriculum for the future? ; Thinking professionally about brokering curriculum for the future -- 5. Interpreting early childhood curriculum : Working with early childhood curriculum frameworks ; Relating early childhood curriculum to children, families and communities ; The role of professional learning in curriculum interpretation -- 6. Cultural-historical curriculum in action : Understanding cultural-historical approaches to curriculum ; Beyond multiculturalism: using cultural practices and engagement to support learning ; Play and a cultural-historical early childhood curriculum ; Extending learning within cultural-historical curriculum -- 7. Curriculum as a conceptual tool: observation, content and programming : Linking observation to planning in the curriculum ; What is observation and why is it important? ; The role of environments: observations in the early childhood setting ; Zone of Proximal Development and Zone of Actual Development as a framework for assessment ; The role of play: observing the child in action ; The role of transitions: the importance of observation, documentation and reflection ; The role of relationships: documenting observations in the early childhood setting ; Shaping curriculum around key informants -- 8. Assessing children and evaluating curriculum: shifting lenses : What do we mean by assessment? ; The relationship between assessment and curriculum ; Curriculum context at Wooranna Park ; Assessment, learning and evaluation are interdependent concepts ; Evaluation and assessment: why evaluation matters ; Ethical framework for evaluation ; Planning for evaluation ; Leading evaluations: outcomes, processes, inputs and design ; Curriculum, assessment and evaluation -- 9. Content knowledge: the sciences, maths and numeracy : Mathematical concept formation within everyday practice ; A cultural-historical reading of concept formation ; Thinking consciously about concepts ; What about infants and toddlers? ; A curriculum model for working with everyday concepts and scientific concepts ; Thinking about the working example ; Curriculum in practice: building scientific conceptual knowledge ; A way forward: concepts, contexts and pedagogy -- 10. Content knowledge: language, literacy and ICT : Language and literacy ; How to encourage language and literacy in the early years ; Assessing children's interests in and experiences with literacy ; A social practice perspective on literacy ; How to incorporate out of school literacies in the early years setting ; Information and communication technologies (ICT) ; Literacy concepts -- 11. Content knowledge: the arts and health, wellbeing and physical activity : Health, wellbeing and physical activity ; Physical education concepts ; The arts ; Musical concepts -- 12. Conclusions.
Early childhood education
Curriculum planning.