Early Years Learning Framework of Australia - Case Study Example

Name Course Lecturer Date Curriculum and pedagogy Different curriculum observes children in different ways. In regards to this the Reggio Emilia which is an international curriculum and originated from northern Italy as an outcome of the collaboration between different individuals in the society. The Reggio Emilia is an approach to teaching, learning as well as advocacy for young children. The foundation of this approach is t observe what children are aware of, what they are curious of as well as what challenges them (child discovery centre, 2014). The entire system is planned to be connected and in relationship. The early year learning framework is an Australian approach that was developed by the council of Australian government in order to help teachers to give young children chances to exploit their potential as well as expand a basic for prospect achievement in learning. The framework contributes in making the council realise that all children have the best beginning in life to make a better future for them and for the nation in general. Reggio Emilia approach states that it s not known what knowledge that is most needed in the future, it is senseless to attempt to teach it in advance. Instead, educators should attempt to turn out people who love learning so much as well as learn well that they can be able to learn whatever needs to be learned. Early years learning framework recognizes children as active participants in their own learning. The international curriculum has three main aims which includes; enabling young people to become a successful learners, who take pleasure in learning, make improvement as well as achieve. Secondly, the national curriculum helps the young individuals to become confident who are intelligent to live secure, healthy as well as fulfilling lives, with logic of self-worth and individual identity as well as the capability to shape good affiliations with others. Thirdly, the international curriculum assists young people to become responsible inhabitants who make a positive contribution to community by valuing as well as respecting others and the surrounding and who take an active responsibility in their school and wider society. The international curriculum covers every chance that is offered to children and is dynamic so that it can be modified to transforms requirements as well as situations (Gandini, 1993). On the other hand, the early years learning Australian curriculum views the children’s lives as featured by belonging, being as well as becoming. This is because, even before birth, children are attached to family, society, tradition as well as place. Their early growth as well as learning takes place by these connections, especially in families, who are regarded as the children’s first as well as most authoritative educators. As children play part in everyday life, they grow interests, build their own personalities as well as get experience of the world in general. The early years learning framework assists the young children to understand where as well as with whom one belong which is essential to human survival. The child in the first place belongs to a family, a cultural group, a neighbourhood as well as the broad society. Belonging recognizes children’s interdependence with the rest and the foundation of connections in describing identities. Relationships are very crucial in both early childhood and throughout the life and shape the future of children and dictates that the children become. The early year’s framework assists in recognising the importance of the present things that happens in children’s lives. It assists them to know the present and understands themselves, constructing as well as sustaining connections with others. It helps them in engaging with life’s joys as well as difficulties, and meeting challenges in daily life. The early childhood years are not exclusively grounding for the future but also about the here. During childhood, children’s identities, knowledge, experience, capacities, skills as well as connections get transformed. These are shaped by many diverse events as well as situations. Becoming in early years learning reflects the procedure of rapid as well as important transformation that happens to children as they learn and develop. This emphasizes learning to contribute entirely and actively in the community. The Australian curriculum has been influenced by politicians since the time of Susan Ryan who was the first labour minister for education. The Australian government have not been in a position to agree to the pressure that exists in federal method of government. It is the responsibility of the government to encourage as well as promote equity as well as diversity which emphasizes the significance of early childhood professionals reflecting the standards of equity and diversity in their day to day exercise. The children are in a good position to obtain increased outcomes when their different strength as well as abilities are recognised and supported. Reggio Emilia started with the parents as well as the society who came together indicating a communal role as well as the aspiration to build a better community for the children. They occupied a derelict building that they turned into a nursery school. This school as well as the other created schools that followed were quite literally constructed by individuals. A young teacher also volunteered and dedicated the whole life to the growth of this philosophy. Later the municipal of that place opened its first school and later on, the original schools based in the post war period were incorporated to the municipal method as well as given renewed impulsion. Since then, the municipal run schools have been dedicated to progressive thought as well as development of an educational project that pay attention on the child. The Italian emphasis on collective governance as well as the long standing culture of collaboration among the municipal, parents as well as educators. The standard of cooperation is illustrated in a many ways; starting with the existence by educators that they are not replacements for parents but instead, share with the parents the challenge as well as the role of educating their children. The orientation to adult connections is more than a query of collective role; this is also an Italian understanding of children as medium for adult connections. This approach also expands on standards of attachment, in order for the relationship between the child as well as non-familial adults are arbitrated by those with whom the child has an primary connection (Vecchi, 2010).. Both statements are value oriented which is either approved implicitly or illustrated more clearly. The orientation in this case is all about acknowledging as well as entailing the values of the indigenous populace. There are tough political values in Reggio Emilia for both the base do the program as well as the most significant content of ECEC. The approach values the questions in the Swedish curriculum which is related to this approach of Reggio Emilia which is the part of both the democratic objectives of the community as well as the substance of ECEC (Edwards et all 1998). The discrepancy, nevertheless, is that values as well as norms are not only part of the curricular substance but the foundation for all learning goals in this approach. The early years learning framework puts the learning of children at the centre and entails three inter-related components which are principles, practice as well as learning outcomes. All the elements are essential to early childhood pedagogy as well as curriculum decision making. the curriculum includes all the interactions, occurrences, routines as well as events that are prepared and unplanned, that happen in a surrounding planned to promote the development as well as learning of children. The framework emphasizes mostly on the planned or deliberate aspects of the curriculum. In addition, children are open to a broad range of occurrences. What is comprised or excluded from the framework affects how children study, develop as well as experience the world (Sumsion, et all 2009). The curriculum assists children scale as well as sequence learning and facilitates children to move from personal, concrete as well as physical learning experiences to theoretical, verbal and intellectual understandings. In this kind of ideology, the teacher is regarded as the observer who carefully surveys the children as well as sets up surrounding that support learning. The educator intervenes between the child as well as the surrounding in order to help learning. The social construction ideology is premised on the notion that the society is intimidated by many problems and education can offer the cure as Giroux’s (2006) says, teachers requires to presume the responsibility of leaders in the fight for social and economic justice. They should relate what they teach and write to the vibrant of public life as well as the concern for democracy. Teaching as well as learning in this curriculum is founded on where the children are as well as the kind of issues that are currently in their community. For example, children are not supposed to be disclosed to some of the big notions like human rights since they are only indulged as learners with matters. For instance, one of the curriculum objective is work out own position on diverse ethical dilemmas as well as essential queries of life. Learning in this curriculum is founded on occurrences that intellectually as well as emotionally engage the children (Millei, & Sumsion, 2011). The major instructional system is group discussion whereby the values injustices, feelings, alternatives as well as solutions are discovered. In order to improve the social justice, the educator tries to the best to become a colleague to the children instead of an expert. By doing so, the educator gins experiences to share with the children. The schools become the institution of transformation, in which children are trained to transform the community for the better. In addition, children are regarded as products of community, as social performers as well as prospective contributing members of community who can assist in reconstruction (Schiro, 2008). Children are observed as meaning makers, active learners who notice, construe as well as organize their own reality. The early year’s curriculum promotes as well as implements social justice than the rest of the curricula in the global society. Nevertheless, it is likely to find early childhood professionals who have assumed a social reconstruction ideology in their own core, as element of their worldview concerning teaching as well as learning (Giugni, 2011). Conclusively, both the reggio Emilia and early years learning framework of Australia recognizes the children as active participants in their learning. The international curriculum assists the young people in becoming successful learners, confident as well as responsible. On the other hand, the Australian early learning framework views the life of children as featured by belonging, being as well as becoming. The children are always attached to the family society and the place. The curriculum recognizes the present and also assists in understanding the surroundings in the world. Reggio Emilia was started by the parents of northern Italy and later taken over by the municipal. The Australian curriculum has been in many times influenced by politicians who in most cases are unhappy with the tension found in the country’s education framework. Both the curriculums aim at developing the learning capacities of the children and assisting them to become constructive individuals in the community. References Discovery entre for children (2014, April Saturnday). Retrieved from http://childdiscoverycenter.org/non-traditional-classroom/what-is-the-reggio-emilia-approach/ Edwards, C. P., Gandini, L., & Forman, G. E. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach--advanced reflections. Greenwood Publishing Group. Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young Children, 49, 4-4. Giroux, H. (2006). America on the edge. New York: Palgrave Macmillan. Giugni, M. (2011). 'Becoming worldly with': an encounter with the Early Years Learning Framework. Contemporary Issues in Early Childhood, 12(1), 11-27. Millei, Z., & Sumsion, J. (2011). The'Work'of Community in Belonging, Being and Becoming: the Early Years Learning Framework for Australia. Contemporary Issues in Early Childhood, 12(1), 71-85. Schiro, M, S. (2008). Curriculum theory: conflicting visions and enduring concerns. Los Angeles: sage. Sumsion, J., Barnes, S., Cheeseman, S., Harrison, L., Kennedy, A., & Stonehouse, A. (2009). Insider Perspectives on Developing Belonging, Being & Becoming: The Early Years Learning Framework for Australia. Australasian Journal of Early Childhood, 34(4), 4-13. Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. Routledge. Read More