| CODE | EPE2014 | ||||||||||||
| TITLE | Curriculum Knowledge: Early Years | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||||||
| DESCRIPTION | During the course of time a number of curricula have been constructed for the early years. Curricula can become issues of debate between ideas about what early childhood education is for, and what are appropriate content and contexts for learning and development in early childhood (Soler & Miller, 2003). More recent research shows that children’s interests are frequently cited as a source of early-years curricula. In this study-unit, students will discuss and analyse the differences between the two main types of curricula: the pre-primary approach and the social pedagogic perspective (OECD 2006; Einarsdottir 2008). Students will be presented with various curriculum models that have been used in the early years across time and be able to reflect and understand that there is not one curriculum model that meets all needs. Such curriculum models will include: Montessori, Waldorf/Stiener, Reggio Emilia Approach, Emergent Curriculum, and the Learning Outcomes Framework. Students will gain knowledge about the values, practices, and standards upon which curriculum is based so that its intentions and strategies are clear and consistent. Moreover, by the end of the study-unit they will be able to adapt such curriculum models to the diverse needs of the children they will be working with. This study-unit addresses the philosophical and theoretical values and principles that drive play-based, developmental curriculum based on an increasing number of research which promotes flexible learning outcomes frameworks based on the children's interest, rather than the traditional, restrictive subject based curricula which focus more on cognitive development, literacy and numeracy objectives. Study-unit Aims: The aim of this study-unit is for students to familiarise themselves with diverse frameworks and curricula models, theories, ideologies and current practices of learning. The study-unit will also help students understand how theoretical and philosophical approaches to play and learning influence current practices in the early years and how these can also be inclusive of children with special needs. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Identify and analyze different curriculum models and frameworks and report about their challenges and advantages during implementation; - Describe theoretical, philosophical and other approaches to play that commonly influence early childhood curricula; - Identify the values, practices and standards that make up a play-based, child-centered approach to learning; - Discuss and evaluate the challenges of implementing a play-based, child-centered approach. 2. Skills: By the end of the study-unit the student will be able to: - Examine current practices in the early years to include children with special needs; - Plan developmentally appropriate learning opportunities; - Formulate learning activities based on play and child-centred approaches. Main Text/s and any supplementary readings: Main Text: - Miller, L., Cable, C., & Devereux, J. (2005). Developing Early Years Practice. Great Britain: David Fulton. - Nutbrown, C., Clough, P., & Atherton, F. (2013). Inclusion in the early years. SAGE Publications Limited. - Rodgers, A., & Wilmot, E. (2012). Inclusion and Diversity in the Early Years: A practical resource to support inclusive practice in early years settings (Vol. 3). Andrews UK Limited. - Collett, C. (2018). Disability and Inclusion in Early Years. Routledge - Mathieson, K. (2015). Inclusion in the Early Years. Open University Press Supplementary texts: - Sollars, V. (2002). Curricula, Policies and Practices in Early Childhood Education. Malta: PEG. - Nutkin, S., Mc Donald, C., & Stephen, M. (2013). Early Childhood Education and Care: An Introduction. London: Sage. - Pound, L. (2005). How children learn: From Montessori to Vygotsky – Educational theories and approaches made easy. London: Step by Step. - Schiller, M. (1995). Reggio Emilia: A Focus on Emergent Curriculum and Art. Art Education, 48(3), 45-50. - Stacey, S. (2009). Emergent Curriculum in Early Childhood Settings: From Theory to Practice. St Paul: Redleaf Press. - Wein, C. A. (2008). Emergent Curriculum in the Primary Classroom. London: Teachers College Press. - Gould, P. & Sullivan J. (1999). The Inclusive Early Childhood Classroom. Easy ways to Adapt Learning Centers for All Children. US - Maryland: Gryphon House. - Curtis, D. & Carter, M. (2008). Learning Together with Young Children. A Curriculum Framework for Reflective Teachers. US: Redleaf Press. Online articles: - Commonwealth of Australia. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Australia: Australian Government Department of Education, Employment and Workplace. Available from: http://www.det.wa.edu.au/education/ece/docs/The%20EYLF%20for%20Australia%20-%20PDF%20version.pdf - Jones, E. (2012). The Emergence of Emergent Curriculum. Young Children. 66 – 68. Available from http://www.naeyc.org/yc/files/yc/file/201203/Heritage_v67n2_0312.pdf - Ministry of Education. (1999). Creating the Future Together: National Minimum Curriculum. Malta: Ministry of Education. Available in http://curriculum.gov.mt/docs/nmc_english.pdf - Ministry of Education and Employment. (2012). A National Curriculum Framework for All. Malta:Salesian Pres. Available in https://www.education.gov.mt/mediacenter.ashx?file=MediaCenter/Docs/1_NCF%20Booklet.pdf - Ministry of Education, Youth & Employment. (2006). Early Childhood Education and Care: A National Policy. Malta: MEYE. In http://www.education.gov.mt/ece.htm - Mulqueen, M. (u.d.). Louise Boyd Cadwell and the Reggio-Inspired Approach to Education. Available from: http://www.i-edu.org/Articles/Reggio-Approach.pdf - OECD, (2004). Starting Strong Curricula and Pedagogies in Early Childhood Education and Care: Five Curriculum Outlines. France: OECD. Available from: http://www.oecd.org/dataoecd/23/36/31672150.pdf - OECD, (2006). Starting Strong II: Early Childhood Education and Care. France: OECD. Available from: http://www.oecd.org/dataoecd/14/32/37425999.pdf |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Anna Baldacchino |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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