Early Childhood Education Curriculum and Pedagogy Practice in Australia – Literature review Example

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The paper “ Early Childhood Education Curriculum and Pedagogy Practice in Australia” is an impressive variant of literature review on education. Bagnato (2005, p. 20) states that South Australian children must go through Reception or the initial school year when they are five years old. Most children who go to government learning institutions mainly begin at the commencement of every four terms. Some institutions also acknowledge children right away after reaching five years even though is optional for them to begin school when they celebrate their sixth birthday. The learning year starts at the end of January and it possesses four preschool terms of about 10 weeks.

Many children mainly go for four preschool terms and afterward start school from reception after reaching five years. Schools’ First Year organization across AustraliaA current study (McCormick, Grisham-Brown, Nellis, Anderman, Privett, & Williams 2003) stipulated that in Australia, the age upon which kids begin to attend formal classes differs across the country as well as the name provided to “ the first school year. ” For instance, in Tasmania, Queensland, and Victoria children begin schooling in their year of reception while children in New South Wales begin schooling at kindergarten (Bayley 2002, p. 293). While every territory and state possess requirements that kids should begin schooling when they celebrate their sixth birthday, considerable differences exist concerning the age upon which they should start schooling as well as if the year after the first year is necessary.

For instance, from 2007, Queensland established the “ Prep Year” and although it is unnecessary, most children are expected to attend prior to beginning the first year. Western Australia also demonstrates a similar scenario where most children attend pre-primary programs although they are not required. Terms DefinitionPedagogyThe whole paper will use this definition.

Pedagogy can be described as a range of instructional approaches and methods that facilitate learning to happen and offer acquisition opportunities for disposition, attitude, skills, and knowledge in a certain material and societal context (Grisham-Brown, Pretti-Frontczak, & Hallam 2010, p. 167). It is also the interactive practice between teachers and their students as well as the learning settings (that comprise of concrete education environment, community as well as family). Early Childhood EducationThe globally allowed description of early childhood includes the time in the life of a child from birth to its eighth birthday.

However, early childhood education entails early school years. CurriculumInside early childhood learning, curriculum tends to be another disputed term. Curriculum according to Gronlund (2006, p. 129) includes techniques for organizing education experiences, a planned series of interactions, opportunities, and activities, which mainly originates from several implicit and explicit theoretical or ideological comprehension concerning children learning techniques. Pedagogy and Early Childhood Education CurriculumIncreased concentration on pedagogy at any education level exposes the context importance and complexity.

Researchers indicate that a pedagogy model comprises of the classroom, instructor, as well as any additional context; learning view, education about education with the target of creating focus to learning communities creation whereby knowledge tend to be dynamically co-built and whereby the learning focus is sometimes education itself. Influences on Current Early Years’ Curriculum and PedagogyAccording to Losardo and Notari-Syverson (2001, p. 232), the EYLF (Early Years Learning Framework) is founded on a set of fundamental understandings and beliefs concerning children as well as their education. It possesses an analysis of the life of children as illustrated by becoming, being, as well as belonging.

According to these perceptions, relationship between children with their communities and families is very important in their identity and security (Bagnato 2005). It also distinguished that kids possess a right to enjoy their childhood in a certain place and time. It also acknowledges the unique and fast changes, which happen when children develop and learn. Nevertheless, EYLF is planned around 3 interconnected components namely education outcomes, practices, and principles.

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Bagnato, S 2005, The Authentic Alternative for Assessment in Early Intervention: An Emerging Evidence-Based Practice. Journal of Early Intervention, vol. 28, no. 1, pp. 17–22.

Bayley, D. B. (2002). Are Critical Periods Critical for Early Childhood Education? The Role of Timing in Early Childhood Pedagogy. Early Childhood Research Quarterly, vol. 17, no.1. Pp. 281–294.

Daniels, D. H., & Shumow, L. (2003). Child Development and Classroom Teaching: A Review of the Literature and Implications for Educating Teachers. Applied Development Psychology, vol. 23, no.3, pp. 495–526.

Division for Early Childhood, 2007, Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation. Missoula, MT: Author.

Grisham-Brown, J. L., Hemmeter, M. L., & Pretti-Frontczak, K, 2005, Blended Practices in Early Childhood Education. Baltimore: Brookes.

Grisham-Brown, J. L., Pretti-Frontczak, K., & Hallam, R. (2010). Measuring Child Outcomes using Authentic Assessment Practice. Journal of Early Intervention. Vol.49, no.2, pp.345-678.

Gronlund, G, 2006, Make Early Learning Standards Come Alive: Connecting your Practice And Curriculum to State Guidelines. St. Paul, MN: Redleaf Press.

Kontos, S., Burchinal, M., Howes, C., Wisseh, S., & Galinsky, E. (2002). An Eco-Behavioral Approach to Examining the Contextual Effects of Early Childhood Classrooms. Early Childhood Research Quarterly, vol. 17, no.1, pp. 239–258.

Losardo, A., & Notari-Syverson, A, 2001, Alternative Approaches to Assessing Young Children. Baltimore: Brookes.

McCormick, K., Grisham-Brown, J., Nellis, L., Anderman, L., Privett, N., & Williams, A, 2003, Characteristics and Attributes of Effective Primary Schools and Classrooms. Lexington: the University of Kentucky and the Kentucky Department of Education.

Meisels, S. J., Atkins-Burnett, S., Xue, Y., Bickel, D. D., & Son, S, 2003, Creating a System of Accountability: The Impact of Instructional Assessment on Elementary Children's Achievement Test Scores. Education Policy Analysis Archives, vol. 11, no.9, pp. 1–18.

Nailsworth, J., & Bagnato, S. J., 2004, The Mismeasure of Young Children: The Authentic Assessment Alternative. Infants and Young Children, vol. 17, no.1 pp. 198–212.

Neuman, S. B., & Roskos, K, 2005, The State of State Prekindergarten Standards. Early Childhood Research Quarterly, vol. 20, no.1, pp. 125–145.

Stipek, D. (2004). Teaching Practices in Kindergarten and First Grade: Different Strokes for Different Folks. Early Childhood Research Quarterly, vol 19, no.1, pp. 548–568.

Sumsion, J, 2009, Insider Perspectives on Developing Belonging, Being, and Becoming: The Early Years Learning Framework For Australia. Australasian Journal of Early Childhood, vol. 34, no 4, p. 7.

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