Bachelor of Early Childhood Learning

Question: Discuss about the Bachelor of Early Childhood Learning. Answer: Over a past few decades, the curriculum of the education has emerged greatly. The education trend recently follows mainly two manifestations. The manifestations focuses the jurisdictions and the rapid growth of the countries either participating in the international tests or surveys of learning or the starting of the specialized system in a wide view of the assessments. The other aspect focuses on the growth of the need of the assessment for holding the system and their main teachers who are to account for the outcomes of the education. The progress on achieving the goals to achieve the proper assessment of learning focuses on the learning of those competencies and acquiring the necessary knowledge and to check the system that provides proper education for acquiring the outcomes. Little tests neglect the huge range of broader of the personal competencies and the basic knowledge of practical application were in to the consideration of the technologies learned by the students in their schools. This essay follows up with the curriculum issues, demonstrates the current curriculum scenario with their theories, models and positions. Curriculum in education can be defines as an idea that has roots that explains the deeds and the experiences on which children grows into an adult so that they can success in the society in their adulthood. The institutions follow the group of ideologies in some philosophical ways. It reveals about the particularities about a particular subject or the course, offered by a particular schools, colleges or universities (Hedefolk, Almqvist Ostman, 2015). Curriculum is always a need to develop from time to time. A proper developed curriculum is considered as planned, systemic, organized and progressive process that can create any growth in the educational field (Jackman, Beaver Wyatt, 2014). Education changed a lot, as during ancient times, no formal education for the survival during the phase by gaining knowledge and skills. In recent time, education became formal and the development of the curriculum took place based on a planned, progressive and in a systematic order (McLachan, Fleer Edwards 2010). Curriculum and its development focus on broader scopes as it not only focuses with the school, colleges or the universities but also, it focuses on the development of the society as well. It helps in the development of the society along with the economical status of it (Pinar, 2014). It helps in the development on the politics, socio-economic and the sustainable development of the society. Curriculum helps on achieving the aims of the education, methods for the education must suitable, it must reflects the trend of the present education system, it helps in providing the knowledge toward the present scenario (Dahlberg, Moss Pence, 1999). Decision making on the aims, objectives or the goals are the important segments that focus with the learning experiences. Learning outcomes are the special types of expression that one, as a student demonstrates the success while completing a particular task of a course. It relates the learning level of an individual and gives a clear indication of the knowledge gain by the student. The outcomes are consistent with the vision of the education (Dahlberg, Moss Pence, 1999). These objectives give a clear visualization about the details of the student. The learning outcomes and the aims of a particular course must be presented in prior. The teaching process is parallel to the process by which the student can gain ( Pinar,2014). The end qualification is the resultant of the educational objective. Curriculum always maintains the continuity of changing the objectives of the external stakeholders for meeting up the expectations of it (Jackman, Beaver Wyatt, 2014). Curriculum acts as an instrument that focuses on the proper decision making environment that requires for learning. It helps in evaluating any particular subjects (Luke, woods, Weir, 2013). Learners can derive the main goals and the objectives as per to their studies. Some strategies that a curriculum can focus are information gathering with the problem-solving tactics, incorporated multidisciplinary approach, problem-solving ethics, elective strategy focusing on the different organizational aspects where a student can select his/her subject. The opportunistic approach toward the teaching must be planned for the experience of the student in further future (Ross, 2014). The Standards Integrates in the curriculum where the subject contains specific content in the context of a wide range of learning objectives of education that might helps to address the issues faced by the elementary, secondary, higher and the programs of adult education (Parkay, Anctil Hass, 2014). The demonstration of the link provided by the Educator for incorporating the standards as well as the goals to be achieved for successful implementing the higher Standards within the curriculum (Romiszowski, 2016). Standard Base Education is one of the current issues. The instruction that needs a clear idea of skill and knowledge pertaining to complete listening and the demonstration is based on completing the instructional program. The standards provide the listing in the form of performance indicators, which is used for developing the appropriate curriculum for learning the program. The standards help in setting content and for entrepreneurship programs of education (Ross, 2014). A Performance Based Assessment needs the student for applying the skills as well as the knowledge for gaining mastery in the demonstration (Romiszowski, 2016). The standards help in providing the guidance for designing the assessment activities based on the performance both in term of context of applying the academic skills and indicating the performance. It does not depends on the communication arts in writing or presenting a business plan, mathematics in financial statements or projections, the development of the prototype products in the field of science, economics for understanding the supply effect as well as potential sales. 21st Century Learning Skills lays focus on the academic skills, learning skills and the content of the curriculum that has overlooked the past and is essential for the 21st century. The standards helps in assisting the educator to develop the curriculum that addresses the essential element of learning (Parkay, Anctil Hass, 2014). The entrepreneurship education also helps in developing the learning skills. Information and Communication Technology skills that are acquires as a result of the research conducted by the students and communicate with others (Parkay, Anctil Hass, 2014). The ability of thinking, solving problems and interpersonal skills are included in the the curriculum that incorporates the Performance Indicators. The use of real world of entrepreneurship for applying 21st century skills helps in learning content and the adaptation for changing the world (MacNaughton, 2003). Workforce Development also helps in facing the challenge in the current scenario in the developmental process in gaining benefit from implementing the standards. The standards serve the basis to prepare people for creating the business with the help of establishment of the skills and the knowledge that are needed for the success. Programs could focus on the resources on the meeting the requirements of the clients (Spodek saracho, 2014). The best way of using the limited resource is to meet up with the specific requirement of the clients. The standards help in serving on the base of program that helps in developing the skill of the employees and the knowledge for making them effective as well as efficient (Srinivas, 2015) Higher Education programs in community colleges focuses four-year courses as well as Universities will find the Standards beneficial to found a harmony of program content throughout departments and institutes (Gibbson, 2011). Standards and Performance metrics shows a basis for responsibility of learning goals that are needed for successful program management and review. The Standards let a few programs and departments to incorporate apt factors for supporting their curricular offerings and degree programs. Institutes will be able to achieve authority in economic development and aid one-stop career training options through the Standards and related programs as a community outreach medium. Ideological facts and the societal issues cannot be focused directly but they can be in the powerful relevance with the curriculum development (Parkay, Anctil Hass, 2014). Few problems like poverty, authority, n-equality, provincialism, nationalism, indoctrination, ecological imbalance, alienation, coercion are face by the developmental issue of the curriculum. In case of any institutions, problems like discipline, basic standards, teacher effectiveness, instructional packages, education against the drug usage and technological sciences education on sex, feminist studies and lots more. The one of the issue that can be on consideration is globalization on the educational challenges like critically thinking ability, skills of the knowledge. It focuses on the development and the working on a scaffold on curricular development for shaping the future of the education of a particularly in shaping the bright future of a student of an institution. A curriculum theory explains many various ways to characterize the relationship with some unique and various functions accordingly. It mainly functions on the orient basics of the theory building procedures in the field of the curriculum (Burgess, Robertson Patterson, 2010). Theories can be defined as a set of rules or the related statements that focuses on the functional meaning with the chain of the events. It can be functional definitions, descriptive, postulates, hypothesis or in the form of laws, theorems and assumptions. The curriculum theory focuses mainly on the chapters like the selection of the arena for the decision-making in curriculum aspects (Crain, 2015). It leads to the curriculum planning by appropriate personnel, the techniques that are used by the organization in the process of planning a curriculum, the main writing of the curriculum, implementing, evaluating and providing the feedback for the modification of the curriculum theory. The curriculum theory is reinforced by several sub-theories. The sub-theories are very dependent on the procedures or the concepts of the allotted curriculum theories (Crain, 2015). Several models are being used to implement the various strategies that that depict the curriculum model that performs on with the planning along with the implementation and evaluation. The main principles of the curriculum theories mainly formulates, justifies the original educational reasons, can help in the selection and organizational knowledge of purposes. Curriculum theory can be divided into four major types, such as, Curriculum theory which is also known as event theory, formal curriculum theory, praxiological curriculum theory and the valuational theory of curriculum (Hedefalk, Almqvist Ostman, 2015) . Formal theory of curriculum mainly focuses on the structure of the content of the curriculum. Valuational theory focuses on the content of the instructional issue of the present. Praxiological theory of curriculum focuses on the the achieving of the goals of the objective of the theories (Dahlberg, Pence Moss, 2013). Many theories came into the actions for curricular theories (Davis Elliot, 2014). There are several rules for building up the theories that has been put forward in to the limelight. The modern theories can be applied by few major approaches like those that it should be started by simple set of incidents or the events. It must possess a clear view for the acceptance of the values and the resources for the making of a decision (Hedefalk, Almqvist Ostman, 2015). Curriculum theory specifies the main characteristic designs of the curriculum. It must show interlinks between the different curricular designs. It should provide the continuous regeneration towards the designs of the curriculum. In the preset scenario, curriculum theory focuses on a very different note. They are over explicit or over written, that focuses on the formal schooling of experiences. It relates teaching materials that are selected and are confined with the designed and reviewed formally. Societal curriculum, it focuses on the social media sites and follows the informal ways of socializing in between the organizations, peer group and the mass media. The covert curriculum, also known as the hidden curriculum that implies the main structure and the nature of the school that circulates on established routines and charts. The null curriculum states the part that is not taught by any organizations, but it is given is some way, where students can gain ideas on those without any formal education (Hedefalk, Almqvist Ostman, 2015). Curriculum that focuses on the enculturation of the students in the Meta culture of the students called Phantom curriculum, whereas, Concomitant curriculum focuses on the education that is emphasized at home by the family members. Curriculum mentioning on the ideas by the political leaders, administrators or the school leaders follows Rhetorical curriculum. It involves in the formation of concepts and the changes in the contents. Received curriculum are one of the important part of the curriculum by the student as it the collected curriculum in the class of the organization they belong from. The internal curriculum focuses on the knowledge combined with the content that is intermixed with the realities and the newly learned objectives. This type of curriculum is known as the internal curriculum. In addition to, lessons or the information can be learned over the usage of the internet and websites, it can be both of formal or informal lessons. This type of curriculum may or may not be appropriate as these are collected through e-information basis, this type of curriculum is known as electronic curriculum. Several approaches that were adopted for the present theory of the curricular activity. Out of those, multiple intelligent theory is a type of theory in which different theories focuses on the different taxonomies based on cognitive, affective, meta cognitive and socio-cultural pathways figuring the curriculum with the pedagogies in several ways (Hedefalk, Almqvist Ostman, 2015). A different complex mental process that focus on the attending the details, in both dealing the real-life issues and with the achievement in the academic aspects. This type if different complex is known to be Critical thinking. It is a part of the curriculum that is difficult on implementation while the student and the teacher mainly focus on he knowledge based learning to practice different guidelines (Doll, 2015). The special ability to sort the problems along with the different situation is a new way in which a person is able to generate different ideas by maintaining elaborative, appropriate and originality. It is difficult on implementing the main ability of succession. In case of the student-centered culture helps the learners for acquiring and practicing the skills of creative thinking (Hedefalk, Almqvist Ostman, 2015). Metacognitive skills are also known as self-regulation skills. it mainly focuses with the knowledge that is concern with the thinking of an individual. It mainly consists of two different parts, firstly, the cognitional knowledge and the cognitional regulation. Interpersonal, intrapersonal or the naturalist intelligence focuses parallel towards the skills of the developmental processes. It is one of the important skills developed for understanding the approach towards the present scenario of the curriculum theory (Hedefalk, Almqvist Ostman, 2015). References: Burgess, J., Robertson, G., Patterson, C. (2010). Curriculum implementation: Decisions of early childhood teachers. Australasian Journal of Early Childhood, 35(3), 51. Crain, W. (2015). Theories of development: Concepts and applications. Psychology Press. Dahlberg, G., Moss, P., Pence, A. (1999). Beyond Quality in Early Childhood Education and Care (1st ed.). Dahlberg, G., Pence, A.R., Moss, P. (2013). Chapter 7Pedagogical documentation: a practice for reflection and democracy, inBeyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge. Davis, J., Elliott, S. (2014). Research in early childhood education for sustainability: International perspectives and provocations. Routledge. Doll Jr, W. E. (2015). A post-modern perspective on curriculum. Teachers College Press. Gibbons, A. N. (2011). The incoherence of curriculum: Questions concerning early childhood teacher educators. Australasian journal of early childhood, 36(1), 9. Hedefalk, M., Almqvist, J., stman, L. (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21(7), 975-990. Jackman, H., Beaver, N., Wyatt, S. (2014). Early education curriculum: A child's connection to the world. Cengage Learning. Keating, S. B. (2014). The Role of Faculty in Curriculum Development and Evaluation.EVALUATION IN NURSING, 49. Luke, A., Woods, A., Weir, K. (2013).Curriculum, syllabus design, and equity: A primer and model. Routledge. Mac Naughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. McGraw-Hill Education (UK). McLachan, C., Fleer, M., Edwards, S. (2010). Chapter 7 Curriculum asa conceptual tool: Observation, content and programming, inEarly Childhood Curriculum.Cambridge: Cambridge University Press. Pinar, W. (2014). Curriculum: Toward new identities. Routledge. Romiszowski, A. J. (2016). Designing instructional systems: Decision making in course planning and curriculum design. Routledge. Ross, E. W. (Ed.). (2014). Social Studies Curriculum, The: Purposes, Problems, and Possibilities. Suny Press. Ross, M. (Ed.). (2014). The Arts and Personal Growth: Curriculum Issues in Arts Education (Vol. 1). Elsevier. Spodek, B., Saracho, O. N. (2014). Handbook of research on the education of young children. Routledge. Srinivas, D. K. (2015). Curriculum planning.The Art of Teaching Medical Students, 357. VanTassel-Baska, J. (2013). Curriculum issues: Curriculum, instruction, and assessment for the gifted: A problem-based learning scenario. Gifted Child Today, 36(1), 71-75. VanTassel-Baska, J. (2014). Curriculum Issues. Gifted Child Today.