programme

Early Childhood Care Services and Systems: Models and Approaches

Home/ Early Childhood Care Services and Systems: Models and Approaches
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC5022

Semester and Year Offered: Semester-5, Year-2019

Course Coordinator and Team: Dr Sunita Singh and Fariha Siddiqui

Email of course coordinator: fariha@aud.ac.in

Pre-requisites: None

Objectives:

The course objectives are to:-

  • Understand diversities in curriculum across different settings
  • Understand principles of curriculum development
  • Examine policy frameworks for curriculum development
  • Understand the role of the facilitator, the supervisor and the manager in curriculum development
  • Recognize and model developmentally and contextually appropriate curricular approaches for children with varied developmental profiles and needs.

Course Outcomes:

On completion, of the course the students will be able to:-

  • Identify principles of curriculum development and challenges in its implementation.
  • Creating conducive mechanism for caring, safe and healthy environment for all children based on principles of curriculum development.
  • Identify, plan and utilize culturally and individually appropriate educational practices for diverse classroom settings
  • Managing care centres with multi-level and diverse schedules for different age groups.
  • Assess existing provisions of a child care centre for implementing/adapting a curricular model
  • Design a care giving programme based on diverse model/s.

Brief description of modules/ Main modules:

Module 1: Principles of Curriculum Development

This Module will provide an overview of the foundations of curriculum development in a day care centre. Curriculum for young children needs to provide integration for learning across domains and also needs to be inquiry based. An inquiry based approach encourages students to be active learners by asking questions and engaging in problem solving independently and collaboratively. Ideas of constructivist and emergent curriculum will also be explored—examining the interconnectedness across the ways of creating a curriculum for young children. In a day care centre, the centre heads need to ensure that the curriculum is created keeping the learner in mind—thus, addressing the development and learning needs of all children for them to be able to work in collaboration. Focus will also be on thinking of ways the models could be contextualised in terms of multidimensionality, diversity and more holistic approach.

Module 2: Models and Approaches to Curriculum Development

This module will familiarise students with some diverse models and approaches to curriculum development. Some of the other prominent approaches that will be examined include Montessori, Reggio Emilia, Waldorf, The Project Method, etc. Further, it will explore the physical and social-emotional aspects of the classroom with implications for providing developmentally appropriate teaching materials, methods and classroom management—with a purpose of creating a child-centred learning environment. The role of teacher in developing a curriculum for the early childhood years will also be examined.

Assessment Details with weights:

Sl.No.

Assessment Type

Weightage

1

Written Assignment-1

The role of the teacher and the child vis-à-vis the diverse activities across the curriculum.

 

30%

2

Written Assignment 2:

In small groups students will select one of the three remaining models, make a presentation and submit a short paper.

30%

3

End Semester Examination

30%

4

Class Participation

10%

Total

100%

 

Reading List:

  1. National Association for the Education of Young Children, Washington, Dc. (2003). Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth Through Age 8. Position Statement. National Association for the Education of Young Children. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/pscape.pdf
  2. Chaillé, C. (2008). Constructivism across the curriculum in early childhood classrooms: Big ideas as inspiration. Allyn & Bacon.Chapter 1: Big ideas: A framework for constructivist curriculum pp. 2-11
  3. Jones, E. (2012). The emergence of emergent curriculum. YC Young Children, 67(2), 66.
  4. Gatt, S., & Theuma, G. (2012). Inquiry-based learning in the early years through storytelling.
  5. Isaacs, B. (2018).The Montessori Approach: A Brief Introduction. A briefing paper to inform the Knowledge Makes Change Seminar Series. Retrieved from:https://www.ncb.org.uk/sites/default/files/uploads/MONT%20Brief%20JUN18.pdf
  6. Greene, P. K. (2005). Dear Maria Montessori. Kappa Delta Pi Record, 41(4), 164-166
  7. Kang, J. (2007). How Many Languages can Reggio Children Speak? Many More Than A Hundred!. Gifted Child Today, 30(3), 45-65.
  8. Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), 95-100.
  9. Ogletree, E. J. (1997). Eurythmy in the Waldorf Schools. ERIC
  10. Schmitt-Stegmann, A. (1997). Child Development and Curriculum in Waldorf Education.
  11. Katz, L. G., & Chard, S. D. (1992). The Project Approach. ERIC.
  12. Engaging children’s mind. http://projectapproach.org/
  13. Constructing modern knowledge http://constructingmodernknowledge.com/?p=1557  (Illinois Early Learning Project https://illinoisearlylearning.org/pa/)
  14. Pinho, A. M., Cró, M. L., & Andreucci, L. (2011). The high-scope curriculum model in the early childhood education context. In EDULEARN11 Proceedings (pp. 2050-2057). IATED.
  15. French, G. (2012). The High Scope Approach to Early Learning.High Scope https://highscope.org/
  16. Ministry of Women and Child Development. (2013). National Curriculum Framework for Early Childhood Care and Education

ADDITIONAL REFERENCE:

  1. Ministry of Women and Child Development. (2013). National Curriculum Framework for Early Childhood Care and Education.
  2. Bucher, E., & Hernández, M. (2016). Beyond Bouncing the Ball: Toddlers and Teachers Investigate Physics. YC Young Children, 71(3), 17-24.
  3. Vanegas-Grimaud, L. (2017). The Command Center Project: Resolving My Tensions with Emergent Curriculum. Voices of Practitioners, 12(1), 19-27.
  4. Stacey, S. (2018). Emergent curriculum in early childhood settings: From theory to practice. Redleaf Press.
  5. Wien, C. A., & Halls, D. (2018). " Is There a Chick in There?": Kindergartners' Changing Thoughts on Life in an Egg. YC Young Children, 73(1), 6-14.
  6. Inquiry Is Play: Playful Participatory Research. Young Children
  7. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/ research/CBS_InquiryBased.pdf http://www.schoolriverside.com/philosophy
  8. Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian journal of educational research, 52(6), 623-641.
  9. Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-174.
  10. Colgan, A. D. (2016). The Epistemology behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice. Philosophical Inquiry in Education, 23(2), 125-140.
  11. Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent curriculum in relationship-driven learning environments. Young Children, 70(5), 72-79.
  12. Uhrmacher, P. B. (1995). Uncommon schooling: A historical look at Rudolf Steiner, anthroposophy, and Waldorf education. Curriculum Inquiry, 25(4), 381-406.
  13. Katz, L. G. (1993). Dispositions: Definitions and Implications for Early Childhood Practices. Perspectives from ERIC/EECE: A Monograph Series, No. 4.
  14. Katz, L. G. (2010). STEM in the early years. Early childhood research and practice, 12(2), 11-19.
  15. Berrueta-Clement, J. R. (1984). Changed Lives: The Effects of the Perry Preschool Program on Youths through Age 19. Monographs of the High/Scope Educational Research Foundation, Number Eight. Monograph Series, High/Scope, Ypsilanti, MI.