EC752: The Early Childhood Curriculum Harjit kaur 20140579 Part One: Discussion Forum The discussion focuses on enhancing my comprehension of the significance of subject content areas in early childhood education. This plays a crucial role in the holistic development of children, facilitating a smoother transition from preschool to school. My conversations stem from my understanding and the approach I took to integrate the fields of arts and science, fostering this knowledge through play instead of traditional, structured learning. The post explores how I applied my current course learnings in a practical setting at my home centre by establishing a responsive Nga hononga with the children and incorporating Mana reo as the central element of this activity. Kumar and Whyte (2018) mention curiosity as an important disposition, identified science concepts that's also mentioned as science strands in The New Zealand Curriculum. We can use incorporate questioning and descriptive language to support children's visual literacy by encouraging them to observe, describe, and interpret what they see like What shapes do you see on the paper, what happens when we mix two colours together? Use descriptive language to enhance their 1 EC752: The Early Childhood Curriculum Harjit kaur 20140579 vocabulary and awareness like Instead of just saying “That’s blue looks like the sky. I have gone through other students’ discussion on this topic and found really good and useful knowledge. 2 EC752: The Early Childhood Curriculum Harjit kaur 20140579 Part Two: one learning story from Kei Tua o te Pae The story of 'Dressing up, painting faces and making masks' unfolds through the journey of imaginative play, where transformation occurs in tandem with the exploration of materials and technology. The narrative explores a range of topics, including visual arts, technology, language, and literacy. Visual Arts This links to Te Whāriki, as it emphasizes children’s exploration and creativity through visual arts. Kolbe (2004) explains that Tamariki 3 EC752: The Early Childhood Curriculum Harjit kaur 20140579 begins learning by looking, touching, and exploring different shapes, colors, textures, and sounds. This fosters an effective learning environment, particularly for Māori and Pacific children, by recognizing social interactions and cultural identities (Fuemana-Foa’i, Pohio, & Terreni, 2009).The New Zealand Curriculum states that children engaging in visual arts can recognize, appreciate, and connect with their own and others' artistic expressions (Ministry of Education, 2007). Visual arts also help Tamariki communicate ideas, thoughts, and emotions, while fostering self-expression, problem-solving, and creativity (Ministry of Education, 2017). The Kaiako in this learning story supported children’s interests by designing activities that extended their creativity, aligning with Te Whāriki’s Exploration strand, which encourages curiosity, communication, and expression (Ministry of Education, 2017). Feedback This activity aligns with Te Whāriki, fostering creativity and selfexpression. By encouraging dressing up and water paint cosmetics, the Kaiako promoted imaginative play through visual arts and drama, supporting the Communication strand, which emphasizes creative expression (Ministry of Education, 2017).The boys enthusiastically created masks, exploring cutting, gluing, and painting techniques, aligning with the Exploration strand, where Tamariki gain confidence through material experimentation. The New Zealand Curriculum (Level 1) highlights developing practical knowledge by handling art tools 4 EC752: The Early Childhood Curriculum Harjit kaur 20140579 (Ministry of Education, 2007). Through creative expression, Tamariki builds confidence, communication, and cultural awareness, reinforcing Te Whāriki’s holistic learning approach (Ministry of Education, 2017). Feedforward The use of recycled materials in visual arts activities aligns with Te Whāriki’s Exploration strand, which encourages Tamariki to engage in creative expression while developing an understanding of sustainability (Ministry of Education, 2017). By repurposing materials like cardboard, fabric scraps, and plastic bottles for costume-making, children learn the value of reusing objects while exploring textures, forms, and artistic techniques. Expanding the activity by introducing clay modelling would further develop fine motor skills and enhance creativity as Tamariki manipulate and shape materials. According to the New Zealand Curriculum (Ministry of Education, 2007), using recycled materials and clay supports Developing Ideas (DI), as children transform everyday objects into imaginative costumes.To extend the experience, Kaiako could encourage Tamariki to create a play or story featuring their handmade characters. This promotes dramatic arts, storytelling, and role-play, linking to Te Whāriki’s Communication strand, which values selfexpression, collaboration, and creativity (Ministry of Education, 2017). Technology 5 EC752: The Early Childhood Curriculum Harjit kaur 20140579 To strengthen the link between costume design and technology, consider how Tamariki engages in reasoning and problem-solving as they construct their costumes. Creating costumes requires children to design, plan, and adjust materials to achieve their intended outcome. As they work with recycled materials, fabric, and clay, they test different methods to piece components together, refining their designs when something does not work. This process aligns with the Technological Practice (TP) strand in the New Zealand Curriculum (Ministry of Education, 2018), which focuses on planning, trailing, and improving creations. Through these experiences, children develop problem-solving, spatial awareness, and construction skills (Mawson, 2011). Te Whāriki emphasizes providing opportunities for Tamariki to experiment with materials and technology, fostering creative thinking and innovation (Ministry of Education, 2017). Introducing wheeled objects, magnets, or fastening techniques (e.g., tying, taping, or stitching) could further enhance their technological exploration while deepening their understanding of movement, balance, and structure. Feedback This tale shows how the Kaiako utilized a sewing machine to teach the children practical skills and fundamental technologies. Children learned to solve problems while creating their costume ideas. Working with tools and materials is essential for learning technical skills and 6 EC752: The Early Childhood Curriculum Harjit kaur 20140579 understanding how things are formed (Mawson, 2011). The Kaiako gave Tamariki a sewing machine and taught them how to operate it. This taught Tamariki about the creative process, problem-solving, critical thinking, and accepting mistakes. In line with Te Whāriki, this story promotes Mana Aotūroa Exploration, where children create working hypotheses about their environment via material experimentation (Ministry of Education, 2017). It also promotes Mana Tangata – Contribution by helping Tamariki gain confidence, accept responsibility, and overcome obstacles with scaffolded assistance from kaiako (Ministry of Education, 2017).The Kaiako also applied lotion before masks to protect the children's safety and nurtured them while encouraging safe exploration of materials and equipment. Feedforward To further support this learning, the Kaiako could guide children through each stage of the design process (Ministry of Education, 2018). Introducing discussions on material properties (linking to the Technological Knowledge strand) could help Tamariki make informed design choices, fostering a more comprehensive understanding of how things are made. Language Language is fundamental to learning and thinking.Trevarthen and Delafield-Butt (2017) and Bracefield and Woodgate (2020) highlight that language and literacy development are especially important in the early 7 EC752: The Early Childhood Curriculum Harjit kaur 20140579 years because core learning and thinking abilities are built. Tamariki acquires language and literacy via active interaction with a range of learning situations, not simply direct teaching. According to Trevarthen and Delafield-Butt (2017), expressive environments matter—language and literacy development is enhanced when children have opportunities for free expression, meaningful conversations, and engagement with spoken and written language. The English learning area of the New Zealand Curriculum emphasizes listening, reading, seeing, speaking, writing, and presenting as vital abilities for communication and comprehension (Ministry of Education, 2007). Feedback The Kaiako has successfully promoted language development via serve-and-return, social growth, and group activities. Te Whāriki (Ministry of Education, 2017) emphasizes the importance of group activities for children to improve communication skills and confidence. Encouraging serve-and-return interactions supports language growth. For example, when a child offers a mask design, the Kaiako listens and asks questions, enhancing speech, vocabulary, and listening skills. Wiremu was encouraged to share his mask creation in this story, helping him develop confidence in speaking and participating in group discussions (Ministry of Education, 2017). These strategies align with Te Whāriki’s values, especially He Māpuna te Tamaiti (Ministry of Education, 2019), which promotes social and 8 EC752: The Early Childhood Curriculum Harjit kaur 20140579 emotional competence through meaningful interactions and collaborative learning. 9 EC752: The Early Childhood Curriculum Harjit kaur 20140579 Reference List Bracefield.l , Woodgate. A.(2020). Literacy Learning in the Early Years: Teaching and Learning in Early Childhood Feumana-Foa’I, L., Pohio, L., Terreni,L. (2008). Narratives from Aotearoa New Zealand: Building Communities in Early Childhood Through the Visual Arts. Kolbe, U. (2004). Children’s Imagination: Creativity Under Our Noses. Mawson, B. (2011). Technological funds of knowledge in children’s play: Implications for early childhood educators. Australasian Journal of Early Childhood. Ministry of Education. (2019). He Māpuna te Tamaiti: Supporting Social and Emotional Competence in Early Learning. Wellington. Ministry of Education. Ministry of Education. (2019). Kei Tua o te pae/Assessment for learning: Early childhood exemplars, books 10-20. Learning Media. Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mōngā mokopuna o Aotearoa. Early childhood curriculum. Wellington: Ministry of Education. Trevarthen, C., & Delafield-Butt, J. (2017). Intersubjectivity in the imagination and feelings of the infant: Implications for education in the early year 10 EC752: The Early Childhood Curriculum Harjit kaur 20140579 Part Three: Refection Smyth model Describe During my field practice, I observed that their theories about the world shift quickly, making it difficult to track their individual interests. Te Whāriki (Ministry of Education, 2017) emphasizes in Strand 5 – Exploration (Mana Aotūroa) that children should engage in an environment that fosters active exploration, thinking, and reasoning. I created an activity related to animals, where children started naming animals and imitating their sounds. I supported this by providing opportunities for them to explore animal printouts, animal figures, and related songs. I also observed the development of responsive and reciprocal relationships, using facial expressions, body language, and attentiveness to the children’s needs. Additionally, children showed deep curiosity towards technological exploration through block play, allowing them to experiment with shapes, sizes, balance, and gravity. Some children persisted in building block towers, demonstrating problem-solving and persistence. Infants also gained confidence to select and experiment with materials in their environment, actively exploring with their senses (Ministry of Education, 11 EC752: The Early Childhood Curriculum Harjit kaur 20140579 2017).In my animal exploration activity, the two subject areas included were science and technology. Inform Through animal photos, figures, and noises, I encouraged children to explore their surroundings, a crucial part of early childhood development (Ministry of Education, 2017). As animal names and noises were spoken, language development improved (Santrock, 2021).Puppets promote communication, socialization, and creativity, making them a good way to teach children about animals. Kaiako may design wisely in this play area since puppets provide imagination and engage childrens. Touched animal cutouts or moving toys may boost interest (MacDonald, 2015). Technology was also practiced by our children. Many children explored my basket of blocks on the mat. They curiously rotated, removed, and discarded the blocks one by one. One child tried to place a little block atop a bigger one. When unsuccessful, they stared at me with dismay. I said same-sized bricks fit better. They built, yelling Woah and tower as they went. Their perseverance showed how play develops engineering, problem-solving, and spatial abilities (Berk, 2020). This activity aligns with Te Whāriki, as children utilize play to learn about the environment via physical manipulation and spatial awareness (Ministry of Education, 2017).Involving parents and whānau in pet talks or farm visits enhances animal learning, strengthens connections, and aligns with Te Whāriki's 12 EC752: The Early Childhood Curriculum Harjit kaur 20140579 Whānau Tangata concept. According to the Education Council of Aotearoa New Zealand (2017), the Code of Professional Responsibility emphasizes continuous contact with whānau to improve children's learning and well-being. 3. Confronting: One challenge I faced was managing varying levels of engagement in group activities. While some children were deeply interested in animalrelated activities, others lost focus. As Honig (2015) suggests, educators should support exploration rather than provide direct answers, fostering curiosity and independent learning. During block play, children explored balance, but some faced frustration with different-sized blocks. Magnetic or heavier blocks and structured guidance could improve their experience. Scaffolding their learning may also help them persist through challenges. I also observed limited verbal communication during block play, which could impact problemsolving and language development. Encouraging children to talk about their play may enhance their understanding. Artinian (2018) highlights the importance of inquiry-based learning in science, allowing children to explore and understand phenomena 4. Reconstructing: My goal is to improve teaching practices and enrich learning experiences for young learners by adhering to Te Whāriki and Our professional standards. For future lessons on animals, I plan to use 13 EC752: The Early Childhood Curriculum Harjit kaur 20140579 sensory animal materials and involve whānau through live animal visits or pet discussions, fostering Whānau Tangata. In block play, I’ll scaffold learning, and encourage verbal explanations to support cognitive, language, and social skills, aligning with Te Whāriki and professional standards. 14 EC752: The Early Childhood Curriculum Harjit kaur 20140579 Reference list Berk, L. E. (2020). Development through the lifespan. Pearson. Education Council of Aotearoa New Zealand. (2017). Our code, our standards: Code of professional responsibility and standards for the teaching profession. https://teachingcouncil.nz/professionalpractice/our-code-our-standards/ Ministry of Education. (2017). Te Whāriki: Te whāriki mātauranga mō ngā mokopuna o Aotearoa—Early childhood curriculum. https://tewhariki.tki.org.nz/en/ Santrock, J. W. (2021). Children (14th ed.). McGraw Hill. childhood curriculum. Wellington, New Zealand: Author. Artinian, T. (2018). Engaging teachers and toddlers in science. YC Young Children. Honig, A. (2015). Experiencing nature with young children. Hynes-Berry, M., Jie-Qi, C., & Abel, B. (2022). It’s the math all around that counts. MacDonald, A. (2015). Investigating mathematics, science, and technology in early childhood 15 EC752: The Early Childhood Curriculum Harjit kaur 20140579 16
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