The aim of the national curriculum for the Foundation Stage in Education in UK for children is to provide a learning programme that promotes their development in all areas including a positive disposition…
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The curriculum enables children to communicate in a variety of ways and motivates them to develop literacy and numeracy skills in meaningful contexts (Early Years Interboard Group, 2006, p.3)
It takes knowledgeable people to design a curriculum that meets all the needs of children. Before one could even attempt to create a developmentally appropriate programme for children, one must know how they learn best and incorporate the principles in the curriculum (McGuire, Wooldridge & Pratt-Adams, 2006).
“Children learn best when learning is interactive, practical and enjoyable for both children and teachers” (Early Years Interboard Group, 2006, p. 4). Very young children in the early years need to have several opportunities to engage in active and challenging learning experiences that capitalize on their interests. When they are actively involved in planning, reviewing and reflecting on these activities, they become more eager learners ready to acquire the skills and concepts they need. The Foundation Stage curriculum aims to provide stimulating environments that give children access to a range of resources, develop secure relationships with peers and adults and empower children with choices and the exercise of autonomy and independence in their learning. It encourages children to explore and take risks (Early Years Interboard Group, 2006).
The Foundation Stage curriculum recognizes the importance of play in childhood, as it provides many benefits (QCA, 2000). Play is one avenue in which much learning takes place and they need to be involved in play that is stimulating, challenging and considerate of their developmental needs where they can be free to be oneself without anyone imposing rules or restrictions to conform to society’s standards. Play engages the mind to actively imagine various scenarios for fun or for problem-solving (Pound, 1999). Babies and toddlers play in order to get to know their world – how
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Beck defines curriculum as the subjects or units that comprise a course of study in an education institution. It must include the syllabus or the topics in a given course of study or teaching, specifically for evaluation purposes.
Mathematics is helpful in offering skills which enable the interpretation, analysis, simplification and solution of problems. Mathematics is of particular significance in the technological and scientific fields. It additionally plays a significant role in study and development in varied subject matter such as finance, actuary, engineering and medicine (Donaldson, 2008).
Educators design curriculum to help them set learning paths for their students. Originally, education was meant for man to be better (Johnson, 2007). Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
As a description of curriculum, it is difficult to find a better one than this of Marsh.
In recent years, with interest increasing in what is taught at different stages of education, curriculum has gained a place of importance in the education-connected regions.
This correspondence is in relation to the job vacancy announcement for the post of "Estimator/Senior Estimator" on the 27th of October on the Internet. I am extremely keen on beginning my career at Jet Recruitment Ltd. The corporate histories of Jet Recruitment Ltd, especially its stability and employee feed-backs and testimonials have immensely fascinated me and I would consider it to be an honor to be a part of this organization.
For instance, when one considers what topics that a student will necessarily be greeted with during the course of their studies, the first matter of discourse instantly shifts to what type of information the student will be presented with. Secondary to the actual
Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
Mark Smith (1996) is one of the theorists who studied various definitions of curriculum as described by