Curriculum Approaches for the Early Years EDEC109 Week 8 Thinking about Children: Development and Play

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Curriculum Approaches for the Early Years EDEC109 Unit Outcomes Explain how a biblical worldview influences implementation of curricula and instructional choices Examine the interrelationships of curriculum and pedagogy, curriculum theory, policy statements and curriculum decision making of teachers and caregivers within early childhood education settings Compare and contrast theories, models, research, and influences of early childhood curriculum as they impact on current practices in the field Explain the fundamental role of a play-based curriculum in children’s learning and development and explore and contrast the notion of play in a variety of socio-cultural contexts Apply observation and program planning skills to develop play-based educational experiences for individual children and groups of children Apply key components of the processes used to select, adapt, and/or create a curricular program experiences for individual children and groups of children

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Curriculum Approaches for the Early Years EDEC109 Graduate Standards Graduate Standard 1 : Know students and how they learn Graduate Standard 3: Plan and implement effective teaching and Learning The National Quality Standards most embedded in this unit are QA 1: Educational program and practice (1.1 and 1.2)

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Assessment 2 Due Week 12 – 50% Play-Based Project and Presentation (2500 words equivalent) Learning Outcomes 4-6 Students develop and document a play-based activity appropriate for implementation with children. They must link the activity to appropriate curriculum outcomes. They need to discuss the pedagogical theory underpinning their activity and the implications and considerations for implementing and evaluating the activity.

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Chapter 3: Thinking about Children: Development and Play: Overview Theoretical bases for learning, development and play Children’s development and learning Children’s learning Children’s Play Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, chapter 3.

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Chapter 3: Thinking about Children: Development and Play: 3.1 Theoretical bases for learning, development and play Piaget and cognitive development Cultural-historical theory Bioecological theory Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 72-78. Bronfenbrenner Piaget Rogoff Vygotsky

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Chapter 3: Thinking about Children: Development and Play: 3.1 Theoretical bases for learning, development and play Piaget and cognitive development There are qualitative differences in the ways that children think about and interpret their world Children are actively involved in the construction of their knowledge and understanding through experience Cognition involves mental representation Stages of development of schemes (schemas) through assimilation and accommodation of new experiences. Four stages: sensorimotor, preoperational, concrete operations, formal operations Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, p. 73.

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Miller, B. (2014, October 15). Schemas, assimilation, and accommodation . https://www.youtube.com/watch?v=BMc9TPwoVxQ

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Chapter 3: Thinking about Children: Development and Play: 3.1 Theoretical bases for learning, development and play Piaget and cognitive development Criticisms of Piaget Young children are often more competent than Piaget’s descriptions of the stages Cognitive development is not a stage-like as proposed by Piaget Prior knowledge and experience influences a child’s thinking and reasoning Culture influences cognitive development Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 74-75.

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Adults act as mediators of culture Culture is pivotal in shaping cognitive development Children adapt culture in ways that make sense to them Thought and language are intertwined Thinking emerges from social interactions Interactions include this with adults and with peers in play Play establishes a Zone of Proximal Development Cognitive development is promoted when social actions are based on intersubjectivity Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 75-76. Rogoff Vygotsky Chapter 3: Thinking about Children: Development and Play: 3.1 Theoretical bases for learning, development and play Cultural-historical theory

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Chapter 3: Thinking about Children: Development and Play: 3.1 Theoretical bases for learning, development and play Cultural-historical theory The mediation of others in cognitive development is reflected in scaffolding Scafolding involves Parents, teachers and peers Verbal prompts Suitability of learning environment Guided participation CHAT (Cultural-Historical Activity Theory) Behaviour in context The learner as part of a system Broader concept of ZPD to involve social interactions whether verbal or not Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 75-76. Rogoff Vygotsky Leont’ev

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Vygotsky and Play Play: A Vygotskian Approach . (2017, June 18). Davidson Films, Inc. https://www.youtube.com/watch?v=bulTeiHu8ME

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Chapter 3: Thinking about Children: Development and Play: 3.1 Theoretical bases for learning, development and play Bioecological theory Four elements Process Proximal processes drive development Person Demand characteristics – Age, physical appearance etc. Resource characteristics – emotional, social and material resources Force characteristics – temperament, motivation etc. Context Microsystems – individual interaction Mesosystems – direct contexts that affect the individual Exosystems – indirect contexts that affect the individual Macrosystems – the broad societal and cultural context Time Microtime – a specific activity Mesotime – frequent events Macrotime – historical context Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 72-78. Urie Bronfenbrenner and Child Development. (n.d.). MentalHelp.Net . Retrieved 1 April 2019, from https://www.mentalhelp.net/articles/urie-bronfenbrenner-and-child-development/

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Tannenbaum, R. (2018). Bronfenbrenner’s Ecological Theory . https://www.youtube.com/watch?v=HV4E05BnoI8

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Contemporary understanding of cognitive development Neo-Piagetan approach Combination of Piaget’s stage-based approach with information-processing theory Children’s development of theories about connections in their experiences Theory of mind ( childrens ’ social cognition) influences actions with others and conditions learning Theories of mind are linked to language skills , emotional regulation, executive function and gives rise to metacognition Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 80-81. Borup , J. (2016). Information Processing Model . https://www.youtube.com/watch?v=QwOBQsjClo0 Greg Learning. (2019). Information Processing Theory . https://www.youtube.com/watch?v=0m7P8KSaOTk Thompson, B. N. (2017, July 3). Theory of Mind: Understanding Others in a Social World . Psychology Today. https://www.psychologytoday.com/blog/socioemotional-success/201707/theory-mind-understanding-others-in-social-world Ruhl, C. (2020, August 7). Theory of Mind. Simply Psychology . https://www.simplypsychology.org/theory-of-mind.html Turple , C. (2015). Information Processing Theory—Classroom Applications . https://www.youtube.com/watch?v=631r0qNYke4

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Seyfarth, R. (2010, May 19). Theory of Mind . Richard Dawkins Foundation for Reason & Science. https://www.youtube.com/watch?v=XDtjLSa50uk

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning General learning competencies Skills involve Attention and control shifting Cognitive flexibility Inhibitory control Cognitive self-regulation Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 81-82.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Implications for educators Children are active learners – implicit and explicit Cognitive abilities often underestimated Nature and content of feedback influences their perception of themselves Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 82-83.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Learning and developing language First language More than one language Developing literacy Developing numeracy Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 83 – 87.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Learning and developing language First language Important for participation in culture Verbal and non-verbal Generally learned without specific teaching Words then sentences First purposes Get what they want Regulate others Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 83 – 84.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Learning and developing language More than one language Many bilingual children Need for support of first language Advantages in cognitive development and linguistic awareness Many Aboriginal and Torres Strait Islander children are bilingual including traditional languages, pidgins Creoles Pidgins and creoles are valid languages Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 84 – 85.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Learning and developing language Developing literacy Children can demonstrate interest in written and visual texts Various experiences and frustrations by the motor demands of holding crayons or digital devices Literacy relates to making meaning Contributes to EYLF outcome of children becoming effective communicators Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 85-86.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Learning and developing language Implications for Educators Engage in social interactions that promote literacy Actively listen to children Create rich language environments Used diverse language in interactions with children Reflect on the amount of “teacher talk” Promote extended discourse Ask open-ended questions Encourage children to talk about what matters to them Promote complex dramatic play Support and celebrate diverse language backgrounds Encourage peer interactions Encourage digital and interactive multiliteracies Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 85-86.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Learning and developing numeracy Numeracy is integral part of everyday experience Numeracy is more than using numbers Accessing and using resources for measurement Exploring ideas for data representation Opportunities to connect mathematical ideas Encourage children to ask why mathematical ideas work Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 86 – 87.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Social-emotional learning and development Attachment Understanding the self Self concept Self esteem Self-efficacy Gender Understanding others Peer Relationships Emotional development Temperament Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia, pp. 87 – 94.

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Critical Reflection on “Gender” {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Post-structural Critical Realism Reality (Ontology) Sex and gender have no objective reality. Sex and gender are at the same time elements of the social structure and created by individuals within the discursive practices through which that social structure is created and maintained. (Davies, 2002, p. 12) Sex and gender are objectively real. Sex and the properties and attributes of humanity arising from its sexual dimorphism are biological realities that have sociological and ethical consequences and exist independent of belief and discourse. Understanding (Epistemology) Masculinity and femininity are products of the social culture and context of children. There are different ways of being male or female, depending on the social and cultural context. (Arthur, Beecher & Death, p.91) Maleness and femaleness do not depend on social and cultural context. However, our ability to fully understand the realities associated with the biological, social and ethical dimensions and consequences of the male and female features of human sexual dimorphism are limited, situated and culturally conditioned. Evaluation (Rationality) Traditional concepts of sex, sex roles and family structures are inadequate and oppressive. Traditional and progressive models of sex and sex roles must be evaluated and improved to promote healthy concepts of maleness and femaleness that give rise to societies in which children are born and nurtured within safe, secure and enduring parental attachments. Implication for educative action Develop diverse-gendered post-structural discursive repertoires in children that challenge category-maintenance. Promote respect, equality and the character needed to form and maintain the faithful bonds needed for the raising of children and healthy family life. Arthur, L., Beecher, B., & Death, E. (2017). Programming and Planning in Early Childhood Settings (seventh edition). North Ryde: Cengage Learning Australia. Davies, B. (2002). Frogs and Snails and Feminist Tails (Second Edition). Hampton Press.

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Chapter 3: Thinking about Children: Development and Play: 3.2 Children’s development and learning Social-emotional learning and development Implications for Educators Encourage self-awareness and related language self management of …