Category: Curriculum

Summary of Curriculum Development Cycle

The curricula of the Public Schools of Brookline are developed by the Office of Teaching and Learning. The cycle can be divided into four distinct components: needs assessment, development, implementation, and evaluation. During needs assessment, the Office of Strategy and Performance collects data on student performance, attendance, and behavior and issues additional tests when required. After the data is collected, it is processed and transferred to the Office of Teaching and Learning (Public Schools of Brookline, 2016). After this, the curriculum development begins. At the first phase of this component, the desired outcomes of the educational process are being determined and formulated as goals and objectives. During the second phase, the content suitable for achieving goals is selected, and its scope and sequence is settled.

During the third phase, the content is organized to maximize its efficiency. Finally, the means of delivery are selected. After this, the curriculum is implemented in four phases: the production of a curriculum product, the testing phase, staff hiring and training, and implementing the curriculum into practice. The final component is evaluation, which can be formally broken down into continuous and formative phase. The former is present throughout the learning process and achieved my monitoring it and comparing the results with the set benchmarks and objectives. The latter takes the form of scheduled interventions and usually produces more reliable data but is restricted to discrete rather than continuous measurements (Bernhardt & Hebert, 2014). The produced data is used to adjust the process as well as for the development of the new curriculum once the cycle repeats.

Narrative

Purpose of a Curriculum Cycle

Over the years, the curriculum has grown to an enormously complex entity. Because of the variety of tasks and goals it aims to fulfill, it introduces the possibility of errors and gaps in knowledge unless developed with proper rigor and integrity. To eliminate the mentioned errors, the process of curriculum development needs to be continuous and properly structured into a curriculum cycle. The cyclical nature of the process ensures seamless improvement which does not interfere with the ongoing process and at the same time allows detecting shortcomings and introducing timely adjustments and interventions. The systematic approach to curriculum development also minimizes the possibility of unforeseen events and omission of necessary details of the curriculum product.

Overview of the Organization

Public Schools of Brookline is a K-12 school district located in the state of Massachusetts. It provides its students with engaging and rich learning environments to facilitate inquiry and extend the learning process beyond classroom. The curricula of the Public Schools of Brookline prioritize intellectual, developmental, and cultural domains in their vision, which finds reflection in the curricular activities.

Explanation of Curriculum Cycle Components

The first component of the curriculum development cycle is needs assessment. It is required to establish a direction of the curriculum development and provide information on specific emphases which may be required for a particular school district. It is broken down into two phases: data collection and analysis. The collection of data is performed by reviewing the existing information on school attendance and achievement test data. Since the curriculum development at Public Schools of Brookline is learned-centered, behavioral data is also accounted for (Ornstein & Hunkins, 2013).

If the obtained information is deemed insufficient or the conditions require additional clarity, dedicated achievement tests, and interest inventories are utilized. The produced results are then processed to determine the characteristics of audience, identify gaps in achievement and locate its reasons, and predict ongoing trends in student needs. The result takes form of map of student needs which is used as guideline in subsequent phases. Starting from 2015, the collection and processing of the data is performed by the Office of Strategy and Performance, created specifically for this purpose, after which the results are transferred to the Office of Teaching and Learning (Public Schools of Brookline, 2015).

After the initial map is ready, the development of curriculum begins. This component mostly utilizes the obtained knowledge to arrange the activities and means of content delivery in a form that maximizes efficiency. The first phase of development is thus the definition of desired outcomes, which usually take form of goals (generalized notions pointing to overall direction) and objectives (more specific behavioral and achievement conditions backed by assessment methods). Next comes the phase of choosing educational content that matches the intended outcomes. The scope, depth, and breadth of the chosen material are also determined at this phase.

After this, the content is organized in certain sequence. The latest curriculum of Public Schools of Brookline exhibits the signs of a spiral sequence, one of the traditional approaches to curriculum organization, which is consistent with the goal of every student demonstrating compliance or surpassing the set standards (Public Schools of Brookline, n.d.). Finally, methods of delivery suitable for the presentation of determined content are devised. As a result of this phase, two documents are produced: the list of activity types and a district curriculum accommodation plan, which provides instructions for teachers on designing and adjusting activities (Public Schools of Brookline, 2014). The development is done by the Office of Teaching and Learning.

After this, the curriculum is being implemented. This is mostly organizational and testing component of the cycle and is required for successful integration of the developed curriculum in educational process. The first two phases are thus the production of a curriculum product and selection of conditions for its testing. This phase requires participation of teachers and students who operate on the basis of newly developed curriculum and are whose performance is later evaluated via standardized tests. If the testing is successful, the phase of recruitment commences, during which the teaching staff is hired (if necessary) and trained according to the new curricular demands. At the very minimum, the staff needs to be familiarized with the new product. Finally, after a brief training session (three days in the Public Schools of Brookline) the actual implementation commences, in accordance with a previously devised plan. The monitoring begins shortly after the implementation, so the participants in this phase include teaching staff and the Office of Strategy and Performance.

This essentially means the initiation of evaluation. Its purpose is to monitor the achievements of the new curricular product as well as its shortcomings to timely adjust the activities when possible and collect information for later summative assessment. However, since continuous improvement is a part of the vision of Public Schools of Brookline, the exact margins of this component do not necessarily coincide with the termination of implementation phase. In fact, the formative evaluation is present in some form throughout the curricular cycle to seamlessly collect data which can later be used by the Office of Strategy and Performance to locate the drawbacks created by the defects in the new curriculum and report to the Office of Teaching and Learning, which can later utilize the knowledge on the needs assessment stage of the beginning of the next cycle.

References

Bernhardt, V., & Hebert, C. (2014). Response to intervention and continuous school improvement: Using data, vision and leadership to design, implement, and evaluate a schoolwide prevention system. New York, NY: Routledge.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues. Harlow, England: Pearson Education, Limited.

Public Schools of Brookline. (2014). District curriculum accommodation plan. Web.

Public Schools of Brookline. (2015). Strategy & performance. Web.

Public Schools of Brookline. (2016). Teaching & learning. Web.

Public Schools of Brookline. (n.d.). Vision, mission, core values & goals. Web.

Origins

While some scholars tend to narrow down the origins of the problem-centered approach to the introduction in medical schools in middle-nineties, the exact starting point of the phenomenon is less specific. However, it most definitely can be tied to the gradually growing phenomenon of globalization and diversification of society. Specifically, Zahabioun, Yousefy, Yarmohammadian, and Keshtiaray (2013) suggested that the emergence of the notion of global citizenship gave rise to the need for learners who are able to operate within rapidly changing conditions and facilitate a life-long learning process.

Such characterization aligns well with the common understanding of problem-centered learning, the goal of which is to equip students with skills allowing for operating within the diverse unfamiliar environment rather than applying ready-made solutions to specific situations (Savery, 2015). There is also a tendency of increased emphasis on problem-solving in the curricula of the countries with developing economies, expanding international presence, and diversifying social background (Tian & Lei, 2014). This relation further strengthens the assumption that problem-oriented design originates in and is primarily driven by globalization and the needs it presents.

Primary Tenets

There is a visible tendency to emphasize several aspects in defining problem-centered design. First, the design of a problem-centered curriculum must promote integrated learning, i.e. all of the problems are presented to the students as recognizable events and dilemmas, which can be readily associated with real-life situations. Second, curricular activities rely heavily on the active participation of learners, i.e. encourage students to control their progress and empower them to adjust the process to their needs (Rico & Ertmer, 2015). It is important to note that these tenets can be traced in other curriculum design trends, most prominently in those associated with learner-centered design.

This is expected since a problem-centered approach is considered a subtype of learner-centered pedagogy (Savery, 2015). Nevertheless, the former is directly related to specific requirements dictated by globalization described above, while the latter has a more broad scope of goals and objectives. Similarly, problem-centered learning is often compared to project-based learning. This is understandable since both approaches teach to deal with real-world problems and promote independent inquiry (Savery, 2015). Minor differences such as acceptance of single-subject approaches and a better specification of steps allow us to categorize it a version of project-based learning (Savery, 2015).

Application

While it is tempting to view problem-solving design as a solution that improves the existing educational environment by adding a range of specifically constructed tasks, the actual application of the trend takes a more conceptual form. In some disciplines, most notably mathematics, understanding of the acquired knowledge is an inherent part of the cognitive processes despite the intuitive suggestion that such discipline is fairly abstract (Pellegrino, 2014). This necessitates a modification of existing design principles that would promote the applicability of acquired competencies rather than proficiency in narrow fields suggested during the education process. In simpler terms, a problem-centered curriculum contextualizes mathematics and helps students to identify a situation and application of the studied issue (Pellegrino, 2014). The same approach can be seen in other disciplines, although with a shift from contextualization to the development of critical thinking skills.

Specifically, many descriptions of curricular reforms cite the problem of receptive rather than the collaborative nature of learning, which is encouraged by existing curricula (Savery, 2015). Thus, the new design principles are often aimed at expanding the scope of student opportunities and broadening their role in the educational process. Finally, an important component of trend application is the diversification of existing disciplinary scope. Such an approach is often referred to as multidisciplinary curriculum (Heimer & Winokur, 2015). The main premise is that the discipline studied in isolation does not integrate effectively with bordering experience, which would otherwise have an amplifying effect. Thus, by diversifying the scope and including ties to other disciplines, it is possible to facilitate a more holistic and inclusive worldview, which, in turn, will allow learners to use the acquired knowledge to the fullest. It is important to note that this third aspect does not demonstrate a direct relation to the problem-centered design trend but is traceable in the majority of literature related to the issue, which allows us to identify it as an important secondary component.

Implications to Learning

According to the common consensus in the literature, the shift towards problem-oriented curriculum design will eventually lead to significant improvement in education (Tian & Lei, 2014; Zahabioun et al., 2013). The chief concern with globalizing and rapidly developing society is the constantly accelerating rate of challenges it poses to its inhabitants. This means that the knowledge which is received via traditional means is either obsolete by the time they can be applied or do not align with new conditions, i.e. inapplicable. The problem-oriented approach allows the learners to adjust the existing skills to any situation rather than saturate them with all possible variations in the hope to cover all possible situations (Zahabioun et al., 2013). A growing body of evidence points to significant improvements in workplace resulting from the introduction of problem-oriented interventions and events (Shin & Kim, 2013). In addition, the analysis identifies an increase in students’ satisfaction with the learning process associated with problem-oriented approach, which, in turn, leads to better involvement.

Strengths and Weaknesses

The trend presents several advantages to the educational process. First, it promotes collaboration and interaction with peers, which is a highly desirable trait in modern society and is valued among employers seeking to promote teamwork in their organizations. Second, it facilitates the concept of life-long learning, ensuring the maintenance of existing knowledge base and a constant update of the competencies. While not directly demanded in the workplace, it significantly increases the chances of the individual to maintain the necessary level of proficiency and adaptability in everyday life.

Third, it aligns well with cultural implications of a globalizing world, expanding the notion of diversity beyond the domain of knowledge. It should be mentioned that the trend poses several challenges to its implementation. Its relative complexity may lead to misinterpretation of core concepts and, by extension, incorrect design solutions (Ikemoto, Steele, & Pane, 2016). Besides, even when implemented correctly, it will likely require sufficiently greater resource allocation than is accepted by traditional curriculum design. This may put additional financial burden on the educational segment. Finally, its flexibility and diversity create a situation where firmly established means of measuring students’ achievement are currently unavailable. As a result, the success strongly depends on learner involvement, which means uneven results.

Summary

The trend of shifting towards problem-oriented curriculum design is both relevant and beneficial for contemporary education. In addition to improving critical thinking capacity and adaptability of learners, it increases students’ satisfaction with the learning process which, in turn, leads to better involvement. Besides, it facilitates a viable response to the demands set forth by the modern world, mainly by allowing the learners to adjust the existing skills to diverse and dynamic environment. Despite having several limitations, it is possible to assert that the net effect of the trend is positive since it facilitates operational, agile, and functional knowledge required by modern world.

References

Heimer, L., & Winokur, J. (2015). Preparing teachers of young children: How an interdisciplinary curriculum approach is understood, supported, and enacted among students and faculty. Journal of Early Childhood Teacher Education, 36(4), 289-308.

Ikemoto, G. S., Steele, J. L., & Pane, J. F. (2016). Poor implementation of learner-centered practices: A cautionary tale. Teachers College Record, 118(13), 13-17.

Pellegrino, J. W. (2014). Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress. Psicología Educativa, 20(2), 65-77.

Rico, R., & Ertmer, P. A. (2015). Examining the role of the instructor in problem-centered instruction. TechTrends, 59(4), 96-103.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. In A. Walker, H. Leary, C. Hmelo-Silver, & P. Ertmer (Eds.), Essential readings in problem-based learning (pp. 5-15). West Lafayette, IN: Purdue University Press.

Shin, I. S., & Kim, J. H. (2013). The effect of problem-based learning in nursing education: a meta-analysis. Advances in Health Sciences Education, 18(5), 1103-1120.

Tian, Y. A. N. G., & Lei, D. E. N. G. (2014). Culture-choosing of Chinese universities’ global citizen cultivating curriculum: The challenges of the era of globalization. Higher Education of Social Science, 7(1), 150-157.

Zahabioun, S., Yousefy, A., Yarmohammadian, M. H., & Keshtiaray, N. (2013). Global citizenship education and its implications for curriculum goals at the age of globalization. International Education Studies, 6(1), 195-206.

Introduction

The instructional plan in this paper is for adult learners in a multi-cultural classroom. Greef, Verte, and Segers (2015) reveal that an instructional plan enables teachers to visualize teaching processes and prepare effectively for lessons. This instructional plan is invaluable guidance for the effective teaching of a diverse group of adult learners. Boydell (2016) demonstrates that instructional plans enable teachers to stay on track and to achieve learning objectives. When lessons are planned, educational resources are effectively used to promote the acquisition of knowledge and skills by learners (Vanek, 2016). The instructional plan includes a description of the instructional environment and educational content. The objectives of the class and the characteristics of target learners are also highlighted in the instructional plan. Classroom conditions and learning strategies are also discussed.

Environment and Content

The learning will occur within organizational settings. The subject of the class is the use of new technology to promote teamwork in the workplace. The teaching will last for 5 days. The instruction will be aligned with human resource management objectives on the continuous learning and skill training of employees. Learners will gain new knowledge and skills related to the use of new technologies and collaborative tools to facilitate team activities.

Learning Objective

Learners will be expected to develop new knowledge and skills on the use of new technologies to facilitate teamwork.

Description of Learners

• The learning targets adult learners between the ages of 20 and 40 years.
• Both female and male learners will be enrolled.
• The class will be diverse, including African Americans, Whites, Hispanic Americans, and Asian Americans.
• The class will be composed of a multidisciplinary team of professionals, such as accountants, engineers, clerical staff, and managers.
• The target learners have basic knowledge on the use of technology.

Section II

Summary

The instructional plan is meant for adult learners in a diverse classroom. The learning will take place within organizational settings. It will be part of a continuous training strategy aimed at promoting professional growth and development. The teaching will focus on developing skills and knowledge on the use of new technologies to promote communication and collaboration among members of diverse teams. Male and female learners between the ages of 20 and 40 will be enrolled for the training. The class will be composed of people from different nationalities and ethnic backgrounds. The learners have basic knowledge on the use of computers. The goal of the planned instruction is to enable learners to develop new skills in the use of new technologies, such as wikis, social media, video conferencing, and messaging tools to support teamwork. Learning activities will occur over 5 days. Each lesson will take between 1 and 2 hours. Learners will be encouraged to reflect on their past learning experiences and to share their own learning goals and expectations on the first day of the training. They will also be encouraged to reflect on their past learning experiences to determine the goals they want to achieve at the end of the training. Self-reflection and exploration are effective strategies for teaching adult learners because they are experienced and motivated to learn (Rothes, Lemos, & Gonçalves, 2017).

On the second day, an expert will be invited to engage learners in presentations and discussions on the application of new technologies in teamwork. The speaker will use visual aids to facilitate learning. On the third day, the learners will be given the opportunity of learning new skills and knowledge through experience. Simulations, role-playing, and case studies will be used to facilitate learning. On the fourth day, learners will be engaged in practical sessions designed to enhance their skills in the use of new technologies and collaborative tools to enhance communication and collaboration in teamwork. The practical sessions will be successful because adult learners are practically oriented (Wuestewald, 2016). On the final day of the training, the learners will engage self-assessment and peer-assessment processes meant to determine the success of the training program. The instructor will also assess the students to determine the usefulness of the class to their professional development needs.

References

Boydell, T. (2016). Facilitation of adult development. Adult Learning, 27(1), 7-15.

Greef, M., Verte, D., & Segers, M. (2015). Differential outcomes of adult education on adult learners’ increase in social inclusion. Studies in Continuing Education, 37(1), 62-78.

Rapchak, M. E., Lewis, L. A., Motyka, J. K., & Balmert, M. (2015). Information literacy and adult learners. Adult Learning, 26(4), 135-142. Web.

Rothes, A., Lemos, M. S., & Gonçalves, T. (2017). Motivational profiles of adult learners. Adult Education Quarterly, 67(1), 3-29. Web.

Vanek, J. B. (2016). Blended learning for the adult education classroom. Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, 5(1), 83-86.

Wuestewald, T. (2016). Adult learning in executive development programs. Adult Learning, 27(2), 68-75. Web.

Creating an appropriate curriculum is critical to equipping students with the knowledge and skills needed for professional success. Curriculum mapping is an important process that enables educators and institutions to ensure a high quality of education (Jankowski, 2014). In nursing education, curriculum mapping can also assist in determining the gaps between the knowledge provided by the course and professional standards. As part of this assignment, two separate curriculum maps were produced. The present paper will analyze the curriculum maps, thus exploring the strengths and weaknesses of the proposed curriculum.

Courses and Program Learning Outcomes

The first map aimed to determine the relationship between the RN to BSN courses and program learning outcomes at BSN, MSN, and DNP Levels. On the whole, the RN to BSN curriculum has a strong relationship with program learning outcomes at all levels. For the BSN level, there is a clear balance between introductory, reinforcement, and mastering of the concepts and skills included in learning outcomes. For example, the practice experience modules offer students an opportunity to master interprofessional communication and collaboration, information management, and generalist nursing practice. They also reinforce students’ knowledge in evidence-based practice, which is a critical concept in contemporary nursing.

The relationship between RN to BSN program curriculum and MSN learning outcomes is also strong, as many courses introduce or reinforce skills required at the Master’s level. For instance, the course in nursing science and information literacy will assist students in incorporating academic knowledge in quality improvement efforts, resolving practice problems, and using nursing informatics correctly. The practice experience also contributes to achieving the Master’s level learning objectives, such as applying evidence-based practice, collaborating with interprofessional teams, and deliver high-quality care to patients and populations.

At the DNP level, the RN to BSN curriculum introduces many vital skills, such as analysis and critique of evidence, clinical reasoning, and leadership. It also reinforces the student’s use of information technology and leadership, as well as their knowledge of health promotion and disease prevention strategies required at the DNP level. However, due to the significant gap between BSN and DNP levels, the BSN curriculum would not allow students to master any of the skills that are part of DNP learning outcomes. This is not a limitation of the curriculum, as students will have the opportunity to develop these skills as part of their MSN and DNP learning.

Despite these strengths, the curriculum also has some limitations that might prevent students from achieving program learning outcomes at different levels. First of all, some courses offer limited information in relation to particular learning outcomes. The NUR540 course on educational principles does not offer enough depth of information, and thus students will not be able to use it to master any relevant skills and achieve learning outcomes. Secondly, a significant limitation of the curriculum is that it lacks subjects that would be required to master specific learning outcomes. For example, health care policy and culturally sensitive care are not addressed in separate modules.

This affects the students’ ability to achieve mastery in related program outcomes and impairs their future professional success. As explained by Abebe and Abebe (2004) a strong curriculum should prepare students for working in the contemporary world. Policy initiatives and cultural diversity are a crucial part of today’s healthcare, and thus it is essential to address these issues in specific modules.

Lastly, another important drawback of the curriculum is that it only offers one open elective course. While there is a set of key concepts that are essential to professional success in nursing practice, healthcare and nursing are complex and diverse topics. In this context, institutions should seek to expand the opportunities for learning and development that are available to students (Association for the Advancement of Sustainability in Higher Education, 2010).

Adding one or two additional elective courses would assist students in mastering and reinforcing specific learning outcomes while also improving the versatility and applicability of the curriculum to various healthcare settings. In doing so, it would also be necessary for the institution to evaluate its teaching capacity and resources to avoid problems during implementation (Mkandawire, 2010).

Program Outcomes and AACN Essentials

American Academy of Colleges of Nursing Essentials include a set of skills that are critical to achieving professional success in nursing and providing high-quality care to patients. Applying these essentials to education programs helps to create a shared understanding of student success at the institutional level (American Federation of Teachers, 2011). When comparing learning outcomes of various programs to the respective AACN Essentials, it is evident that the curriculum reflects professional standards.

Regarding the BSN course, the vast majority of learning outcomes reinforce students’ skills in essential areas, such as evidence-based practice, clinical practice, scholarship, and interprofessional communication. Nevertheless, professionalism and professional values are only addressed in one learning outcome, which is a limitation of the curriculum. It is crucial to ensure that nursing students develop relevant values and attitudes during their studies so that they would provide high-quality care in the future.

The learning outcomes for the MSN program are well-balanced and respond to relevant AACN Essentials for Master’s education. The vast majority of learning outcomes target mastering of the skills and abilities outlined in these standards, such as incorporating academic knowledge, applying evidence-based findings, and using nursing informatics. However, there are still some gaps in the curriculum as it does not address quality and safety measurement and analysis to the degree required for students to master this skill. The respective learning outcome contributes to Essentials III and V, but a more in-depth approach to the subject would be useful to improve and evaluate students’ knowledge.

At the DNP level, program learning outcomes reflect the AACN DNP Essentials thoroughly. The vast part of the curriculum aims to reinforce or master students’ skills in specific areas, which makes the course useful for advanced practice. One possible weakness of the DNP Program is that it does not address quality improvement initiatives in sufficient depth, and thus this learning outcome is not relating to mastering a particular skill included in the Essentials. It would also be useful to focus on more areas of quality improvement, thus linking the concept to advocacy, cultural diversity, and other important factors that influence contemporary nursing care.

Conclusion

Overall, both curriculum maps showed that the courses and learning outcomes chosen by the institution are useful for equipping students with critical knowledge and skills. The links between the RN to BSN curriculum and learning outcomes, as well as between program learning outcomes and AACN Essentials, are clear. Despite this, there are some weaknesses of the curriculum that can be observed in the maps. These include gaps in particular knowledge and skill areas, the lack of flexibility, and insufficient depth of information delivered to students. Using the recommendations outlined in the paper, the institution could improve the curriculum to address these gaps, thus ensuring that all students are prepared for achieving professional success.

References

Abebe, T., & Abebe, Z. (2004). Curriculum transformation to prepare students for a diverse world. Direction Journal, 33(2), 194-200.

American Federation of Teachers. (2011). Student success in higher education. Web.

Association for the Advancement of Sustainability in Higher Education. (2010). Sustainability curriculum in higher education: A call to action. Web.

Jankowski, N. (2014). Mapping learning outcomes: What you map is what you see. Web.

Mkandawire S. B. (2010) Challenges to curriculum implementation in learning institutions. Web.

Addressing the Needs of Culturally Diverse Students: What Must Be Taken into Account

Key Issues: Culture-Specific Learning Styles, the Identity Crisis, and Language Barriers

A culturally diverse environment requires a lot of flexibility, as well as the crucial skills of cross-cultural communication. Despite the development of numerous teaching strategies that are supposed to invite learners to participate actively in the activities of a diverse academic environment, some learners may feel uncomfortable because of a range of factors.

For example, the cultural specifics of learners with different backgrounds may imply that their learning styles are different from the ones of the rest of the students (e.g., more emphasis should be put on visual elements in the course of the lesson,). Furthermore, students may need simple English vocabulary as EFL learners, which may be hardly possible given the complex topic of the lesson. Finally, the fact that learners need to retain their cultural identity, at the same time accommodating in the new environment, needs to be brought up (Rahimi & Chabok, 2013).

Curriculum for Addressing the Problems: Preventing Misunderstandings, Using Compromise-Based Negotiation Styles, and Designing an Individual Approach

When considering the curriculum approach that will help learners acquire the necessary skills, including the language-related ones, and at the same time retain their identity, one should consider using the behavioral-rational approach. Given the fact that shaping the learners’ behaviors and attitudes toward the issue of cross-cultural communication needs to be shaped, the identified framework is completely justified. It is suggested that the students should be provided with essential information about the specifics of the target cultures, the concept of cultural identity, and cross-communication skills. The devices for delivering the necessary information and training the required qualities will include games (Grades 1-3), discussions, and research projects on the subject matter (Grades 4-12). It is expected that the students will be able to engage in the cross-cultural communication process successfully, resolve conflicts efficiently, and retain their cultural identity.

Advantages and Disadvantages of the Framework: Time Constraints and the Related Issues

The identified approach creates the foil for the students’ further personal and academic growth, allowing them to build relationships with others based on the principles of equality. Thus, their opinions will remain unbiased. However, the framework requires an elaborate teaching strategy that will take a significant amount of time and resources for research (unless the teacher is familiar with the learners’ cultures).

Gender-Associated Concerns and How They Can Be Managed: above the prejudices

Female-Related Issues: Why Girls and Young Women May Feel Uncomfortable in a Diverse Academic Setting

The portrayal of women in media and its effects on the perception of female students. Modern gender stereotypes may affect the way in which female students are perceived by their peers. As a result, a drop in motivation rates and academic performance can be expected. Succumbing to the simplified concept of femininity, the target audience may fail to get their priorities straight.

Focus on the nurturing role as the only possible social function and role that a woman may play. Unless the teacher encourages female learners to explore the opportunities that they have as far as the choice of societal roles is concerned, the learners may feel uninterested in pursuing academic progress. It would be wrong to dismiss the concept of nurturing as the role that a woman may want to explore. However, restricting the female audience solely to being supportive members of the family and preventing them from exploring other options is also unacceptable. Thus, an educator must provide female learners with an opportunity to explore their potential.

Lack of access to education and the absence of encouragement from family members. Unfortunately, in some cultures, women’s options for accessing education may be restricted. Therefore, an educator is likely to face the challenge of encouraging female students to be active in their learning (Tsai, Liang, Hou, & Tsai, 2015).

Male-Related Issues: What Makes Students Feel Reluctant to Learn

Silenced victims: preventing instances of bullying among male learners. Although women are typically considered the most vulnerable demographic when it comes to gender biases, men also suffer significantly from social injustice. For instance, bullying rates are much higher among male learners than female ones. However, the learners refuse to shed light on the issue out of fear of being ostracized.

Lack of enthusiasm about learning: getting male students’ priorities straight. Studies show that the number of diligent students is much lower among the male demographic than the female one. The reasons for the identified factor should also be sought in the depth of social prejudices. Therefore, it is crucial that male learners should realize the significance of knowledge and skills acquisition.

Being the best at being the worst: pushing male learners to the edge. An opposite problem is often the case. With the current societal concept of a man as a leader, male students may be pushed to the brink of exhaustion with an overly strong emphasis on the importance of success. As a result, the students who fail to be the best may be discouraged from acquiring any skills or knowledge at all (Huang, Liang, & Chiu, 2013).

Curriculum for Addressing the Issues: The Concepts of Equality as the Foundation for the Communication Process

To create the environment, in which male learners will be able to acquire the necessary academic skills, as well as evolve personally, a teacher must consider becoming the transformational leader that will reinvent the learners’ concept of gender in education. With the help of games (e.g., role-playing), as well as educational videos, lectures, and group projects, the educator must shed light on the issue of stereotyping. It is expected that the learners will not only realize the importance of gender equality but also refuse to succumb to bullying the students that have a different idea of their gender roles. Discussions and role-playing can be viewed as the primary tool for assisting students in managing the identified issue. Therefore, the appropriate activities will have to be included in the curriculum.

Advantages and Disadvantages of the Tool: Gender Stereotypes as a Societal Concern

The idea of promoting equality in the academic setting is admittedly positive as it teaches learners to be tolerant toward others and helps them develop communication skills. Furthermore, the use of role-playing as the means of subverting societal stereotypes is admittedly helpful since it will help learners accept their unique characteristics and understand others better. However, the identified framework does not imply that the family members should be involved in the teaching process. Thus, the lessons may fall flat if the concepts of equality are not supported in the environment in which learners spend most of their time.

Students with Disabilities: Addressing the Specific Needs of Learners with Disadvantages

Key Issues: Physical Constraints, Absence of an Individual Approach, and Stereotyping

Students with physical and mental disabilities face a range of obstacles on their way to academic success. Apart from obvious physical impediments, the gravity of social stereotypes needs to be mentioned as the primary factor affecting people with disabilities in the academic environment. To make the matter worse, designing an individual teaching approach that will help the target audience progress along with the rest of the learners is barely possible (Altharwa, Neyman, McLaughlin, & Johnson, 2014).

Curriculum for Managing the Problems: Flexibility as to the Guiding Principle of the Learning Process

In order to meet the needs of students with disabilities, including both physical and learning ones, one will have to consider scaffolding as the tool for assisting the target audience in their academic progress. Furthermore, it will be necessary to use software tools that will help learners with disabilities carry out the tasks with which they will be assigned (e.g., OCR tools for dyslexia learners, etc.).

Advantages and Disadvantages: Problems and the Opportunities of the Approach

The approach under analysis is bound to make a difference in the modern learning environment as it will help address each case individually. As a result, the learners will receive more opportunities for academic progress. The use of scaffolding and the application of the software that will help the students keep pace with the rest of the class can also be viewed as an improvement. However, the framework requires substantial funding for the acquisition of the required IT tools. Nevertheless, with careful and sustainable use of resources, the environment for learners to grow in can be created.

References

Altharwa, H., Neyman, J., McLaughlin, T. F., & Johnson, G. (2014). An evaluation of the effectiveness of implementing DI flashcard procedure to teach basic multiplication facts with an elementary private school student with learning disabilities. International Journal of Innovation and Research in Educational Sciences, 1(1), 21-24.

Huang, Y. M., Liang, T. H., & Chiu, C. H. (2013). Gender differences in the reading of e-books: investigating children’s attitudes, Reading Behaviors and Outcomes. Educational Technology & Society, 16(4), 97–110.

Rahimi, A., & Chabok, S. (2013). EFL teachers’ levels of reflective teaching and their conceptions of teaching and learning. Journal of Advanced Social Research, 3(1), 12-29.

Tsai, M. J., Liang, J. C., Hou, T. H., & Tsai, C. C. (2015). Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies. Australasian Journal of Educational Technology, 31(3). 263-277.

Admittedly, education is always affected by the contemporary philosophy. For example, any teacher plans the curriculum in accordance with his/her opinion as for the main points and less important issues. Since teachers are brought up in a certain culture based on a particular philosophy they form their curricula in terms of this large context.

Moreover, teachers tend to develop not only their students’ mental activity, but they strive to foster people characterized by the major values of the culture they pertain to. Of course, it is not the most important for teacher to teach students to do sums or know where human’s heart is.

Teachers develop learners’ ethical qualities so that students become worthy members of the society. Thus, teachers try to shape their curricula so that not only student’s mind and brain but student’s soul and heart could be developed (Brummelen 2). Many educators pay much attention to the correlation between philosophy and curriculum.

For instance, Brummelen provides many effective approaches to plan the curriculum in accordance with contemporary philosophy. To my mind, he helps not only teachers but students as well since he articulates many useful points which teachers can implement. As far as students are concerned they also benefit from reading such books since they start understanding the importance of this approach. Moreover, the book enables learners to focus on what is really important.

What impressed me most was the attitude towards religion and its place in the curriculum. For instance, it is suggested that all disciplines can and should be integrated with major principles of religion (Brummelen 229).

Of course, it is not surprising when religious issues are considered during History or Literature classes. However, I was a bit startled while reading about using such principles during Biology or Physics, for example. I used to think that science and religion are in different camps since sciences always tried to debunk certain points promulgated by religion.

In its turn religious people often denied some major findings of scientists or condemned them for interfering in some divine activities. Besides, I often disliked when teachers started moralizing, so I thought that any deviations from curriculum was useless waste of time. I thought that school should provide students with pure science. However, the book impressed me greatly and made me change my mind.

I used to think that philosophical, religious and cultural principles should be learned at home, but I think that teachers can do it better since they know how to educate young people. Moreover, to my mind some ethical norms are acquired better when they come within some particular discipline.

Thus, now I admit that such integration is possible and even preferable. Whereas, nowadays teachers explain that people’s longing to knowledge and, in fact, ability to learn and perceive is given by our God. It goes without saying that contemporary students can benefit from knowledge which is accompanied by “guiding principle for life” (Anthony and Benson 375). To my mind, curriculum is only strengthened by philosophical (religious) principles.

It is very important to make young people see what is right and what is wrong since they are exposed to so much information at present that they can easily get lost and make many mistakes. Thus, I gather that curriculum is, in any case, influenced by curriculum, so it is better if teachers know how to make students benefit from it.

Works Cited

Anthony, Michael J. and Warren S. Benson. Exploring the History and Philosophy of Christian Education: Principles for the Twenty-First Century. Grand Rapids, MI: Kregel Publications, 2003.

Van Brummelen, Harro. Steppingstones to Curriculum: A Biblical Path. Colorado Springs, CO: Purposeful Design Publications, 2002.

As Josh McDowell said in preface to book by David Noebel and Chuck Edwards (2002), “We are now living in not just a post-Christian culture, but an anti-Christian culture” (p. 2). This statement can be applied to the curriculum decisions in modern public school as well. “The educational system in the West has progressively replaced the biblical foundation with belief in evolution as ‘truth’.

This system trains the leaders—teachers, judges, media operators, politicians, etc. These leaders then set the social agenda, which gradually becomes written into law” (Manthei, 1998, p. 26). Every person has its own worldview. It is formed through education, certain set of beliefs and attitudes to life.

The purpose of Biblical worldview is to live in harmony with the world and society. The prime goal of education is to guide future adults and prepare them for life (Van Brumelen, 2002, p. 41). The application of Biblical worldview in education can help greatly in achieving this goal and create friendly and positive learning environment.

Curriculum based on the Biblical worldview takes the seven virtues that should guide everyone’s life as its basics. Such a worldview not only creates a “comprehensive framework of basic convictions about life” (Van Brumelen, 2002, p. 58), it also helps building a “people-centered” curriculum.

The aim of such curriculum is to explain students the purpose of human beings, how to fight against evil and work for restoration. It also aims at motivating students to support each other and not to lose hope in future, restore friendship, love and justice.

It regulates the flow of curriculum in a way to promote cooperation and mutual aid among students, develop student’s responsibility, courage, patience, self-control and other values. Thus, a Biblical worldview influences on curriculum in a way to assist the achievement of school’s primary tasks: maximize human potential, develop necessary skills and nurture respect for others.

One of the most important roles in developing curriculum belongs to teacher, “Teacher is one who controls curriculum in class” (Van Brumelen, 2002, p. 56). Many responsibilities lie on his/her shoulders. However, before planning a curriculum, teacher should evaluate himself/herself. Does he/she have necessary traits of character? What is he/she going to teach? How he/she is going to teach?

According to Van Brumelen (2002), the teacher who is going to make a Biblically oriented curriculum should remember that everything has purpose and effect; one should practice sanctity of human life and not give preferences to any student and, at the same time, take every student as an individual because as Shelby Steel said, “whenever you give someone a preference, you discriminate against someone else”.

To teach values and create friendly and supportive environment during the lesson is also one of the most important tasks of every teacher.

A Biblical worldview has one more important impact on curriculum. It requires from teacher a definite approach to the choice of literature and course books.

As curriculum material cannot be neutral, teacher should understand a philosophical position of a certain source of information. Some textbooks can contain errors and wrong facts, some books use irrelevant photographs, experiments and incorrect scientific facts. Many books give an incorrect insight into the material. All these things should be considered and corrected by a teacher.

There is a number of worldview issues that influence on curriculum decisions in public schools. These issues are related to Biblical worldview that presupposes building a curriculum based on virtues that promotes positive environment in class and help students live in harmony with society.

Reference List

Manthei, D. (1998). Two worldviews in conflict: Evolution is absolutely opposed to the Bible. Creation. 20 (4), 26–27

Noebel, D., Edwards, C., (2002). Thinking like a Christian: understanding and living a biblical worldview. Nashville: B&H Publishing Company.

Van Brummelen, H. (2002). Steppingstones to curriculum: a biblical path (second edition). Colorado: Colorado Springs.

Introduction

Early child learning and development encompasses the various skills, knowledge, and preschool experiences that are important for children during the early years. The early learning programs apart from promoting learning on top of promoting physical, mental, social, and emotional development. In addition, children, from age

Research carried out by Bronson, Pierson, & Tivnan established that there is an association between children’s earlier environment influences later life outcomes with regard to behavioral problems, affected cognitive development and educational attainment (1984, p. 342). Therefore, the curriculum during the early years, apart from providing basic skills, should be able to nurture their emotional and social welfare, which is important for their cognitive and behavioral development.

Blakemore and Frith (2005, p. 27), commenting on the importance of early learning write: the early learning experiences have a direct impact on the development of the child’s learning, emotional, and social skills. Therefore, schools that provide early education should also cater for the emotional and social needs of the children.

Schools that cater for children from birth to the age of five years old have to adhere to 69 structured learning and development guidelines known as the Early Years Foundation Stage or the EYFS (Qualification and Curriculum Authority [QCA] 2010, p. 5).

The Early Years Foundation Stage comprises of six Early Learning Goals (ELGs), which provide basic skills, knowledge, and understanding that young children should have by the age of five (Department of Children and Family Services [DCFS] 2007, p.2).

Early Years Foundation Stage, implemented in 2008, aims at providing basic knowledge including language, communication, and numeracy to promote the child’s understanding of the world. It also promotes social, physical, and creative development of the child. As a result, a preschool curriculum should incorporate the various aspects of early childhood development.

The Rationale for the Early Years Foundation Stage Policy

The aim of the EYFS is primarily to aid young children to achieve basic knowledge through play-based learning in the early education settings. The EYFS framework is founded on the belief that, the child’s experience in early years has a major impact on the future learning and development of the child.

In this respect, the DCFS (2007, p.3) emphasizes the importance of a safe and secure childhood in providing a foundation for children to explore their talents and abilities later in life. The EYFS framework has set standards for the children learning, development, and care in educational settings away from their home or family.

In addition, the EYFS provides for equality to deter discrimination based on ethnicity, culture, language, physical disabilities or religion. To ensure that the educational settings meet universal standards, EYFS framework provides for partnership between the various stakeholders involved in early child learning and development including professionals and parents.

Apart from ensuring quality standards for early childhood learning and development, the EYFS framework prepares the children for future learning by laying a secure foundation. This involves planned learning and development that take into account the individual needs and interests of the child (Garrick et al. 2010, p.41).

In this regard, the Qualification and Curriculum Development Agency (QCDA) promotes continued monitoring of the EYFS curriculum with help of observational assessment to establish an ideal curriculum that can facilitate the achievement of these goals (QCDA 2010, p. 3). In addition, the EYFS aims at improving quality and consistency of the early childhood education by providing for regular inspection and assessment of the current curricula.

The EYFS forms part of the childcare strategy that came into force following the enactment of the Childcare Act in 2006. This act mandated the EYFS to ensure that early childhood education providers meet the necessary requirements when handling children from birth to five years of age (DCFS 2007, p.1).

The EYFS builds on recent developments in the early years learning and development, which determine the implementation of new strategies to improve the outcomes from the early education sector and reduce the inequalities experienced in the sector. There are three frameworks that forms the basis for the EYFS framework viz. the birth to three matters, the curriculum guidance for the foundation stage and the national standards for the under 8’s daycare.

Currently, the providers have the responsibility of ensuring that the education settings meet the learning and development requirements as stipulated in the child welfare regulations.

The Early Years Foundation stage policy provides four principles on how the providers should promote the learning, development, and care of children within education settings. The principles are meant to promote effective practice by the providers in as far as child learning and development is concerned (DCFS 2010, p.4). Firstly, the EYFS recognizes the importance of positive relationships in early child learning and development.

It describes how secure relationships between the child and the parent, providers or any other key person contribute to a child developing independence later in life. Secondly, the EYFS advises the providers to recognize that all children are capable of learning so that they commit themselves towards ensuring safety and well-being of the children without discrimination. The third principle explains that the learning environment is very vital in supporting learning and development of the child.

To achieve an enabling environment, regular observation, assessment and planning is important. Lastly, the framework recognizes that learning, development varies among different children, and therefore, the practitioners should consider this when implementing the curriculum. Moreover, this principle recognizes that learning and development are inter-connected processes in early education.

The standards set by the EYFS ensure that the early education providers practice, in addition to promoting learning, provide childcare same like the care provided at home by the parents. Individualized learning and development is an essential practice embraced by both the parents and the childcare providers (DCFS 2007, p.5).

In this regard, every child should get individualized support to promote his/her progress. Because children learn at different rates, individualized support would ensure that a child fulfils his/her potential. Additionally, the providers should ensure that the child’s individual needs are met with regard to early education through helping them to overcome barriers to their learning and development.

The EYFS gives the providers the responsibility of ensuring that children learn to appreciate diversity at an earlier age by being inclusive and not discriminating against the disadvantaged (DCFS 2007, p.6). Furthermore, to promote the child’s appreciation of diversity and difference, the providers are required to offer equal opportunity to all children irrespective of their ethnicity, culture, or religion.

To promote the standards of early childhood education, EYFS supports partnerships between the various stakeholders in childcare. The providers must share relevant information with other providers or parents to ensure that learning and development in the various settings remains uninterrupted and coherent (Qualification and Curriculum Authority [QCA] 2005, p. 2).

Close partnership between the parents and the providers allows easy identification of the learning needs of the children to provide support for extended learning at home. Additionally, the providers should liaise with professionals from community health services to identify the needs of the children and devise ways to meet them. This would ensure that the best learning opportunities under enabling environments are accorded to children.

Prior to the introduction of the EYFS in 2008, research had shown that children achieve success in educational settings that integrate childcare and education. In addition, the research established that children’s early learning and development improves in settings that include educational and social development (DCFS 2007, p.7).

Therefore, the rationale for the introduction of the EYFS in 2008 was the recognition of the close connection between social welfare and educational development in children between birth and age of five. In addition, an assessment prior to the introduction of the EYFS by the Center for the Use of Research and Evidence Education (CUREE) established a lot of support for a unified framework to cater for the learning and development needs of children (QCA, 2005, p.6).

The single framework would also ensure equality and non-discrimination of children in the different educational settings they attend by providing for equality regardless of the ethnic, religious, or cultural backgrounds of the child.

The EYFS Development and Learning Requirements

The early year’s providers have to adhere to particular learning and development requirements, which reflect the individual needs of the children under appropriate educational settings (DCFS 2007, p.9). Every child has the potential to learn; therefore, the practitioners, having appreciated this simple fact should consider every student’s needs by coming up with ambitious but gratifying learning modules.

The Childcare Act of 2006 provides the requirements for early learning and development that should be followed by the providers (National Children’s Bureau [NCB] 2010, p.2).

The EYFS learning and development requirements comprise of three elements; firstly, the early learning goals, which entails the skills and knowledge projected that the child would have acquired by the age of five, the educational programmes to be incorporated in the curriculum including the skills to be taught and the assessment criteria to evaluate the progress of the children.

All these elements are essential for promoting early learning; however, the early learning goals tied with the physical and emotional development of the child.

The early learning goals are aligned with the educational programmes to facilitate a balanced child learning and development. To promote social, personal, and emotional development, the educational programs must be tailored in a way that allows the children to learn social skills and respect for others (NCB 2010, p.5) Therefore, the providers must support the children’s emotional well-being in a way that allows them to know themselves and their capabilities.

With regard to communication and language, the providers should support reading, writing, speaking and listening skills of the children in accordance with the EYFS (DCFS 2007, p.9).

In addition, the children should be granted the opportunity to use their communication skills with confidence under different settings. To achieve this, the providers should encourage interactions among the children that would improve their speaking skills. The providers should ensure that by the end of the EYFS, there should an improvement in listening and communication skills with respect to music, poems, and stories.

These EYFS assessment guidelines provided are recommended for use by the practitioners to evaluate the children’s learning and development. However, effective assessment depends on the ability of the providers to assess the child’s knowledge prior to teaching them. In this way, appropriate and challenging activities can be devised to promote child learning and development.

With regard to problem solving and numeracy, the providers should support the children’s understanding of problem solving concepts, reasoning and numeracy by providing them with opportunities to learn and practice these concepts. In addition, the providers are required to support the child’s understanding of the world by using a variety of teaching aids (DCFS 2007, p.10).

Through frequent exposure to different objects, animals, and plants in their natural environments, the children’s understanding of the world is improved. Consequently, the children are able to identify some key features of these living things and objects, which allow them to understand the world better.

In addition, they are able to tell the similarities or the differences between a range of objects, animals, or plants (Garrick et al. 2010, p. 21). The exposure to the EYFS program also enables the children to develop cognition of their surrounding environment and select objects or features they like. By exposing them to different objects, the children begin to recognize their cultural practices and are able to distinguish them from those of other people.

Under the EYFS, the physical and creative development is promoted by proving opportunities for interaction. To achieve the physical development of children, the providers should provide interactive opportunities whereby, children learn coordination, manipulation, and control skills through play-based learning (NCB 2010, p.6). They must also have the opportunity to engage in physical activities and have access to healthy foods that would promote their physical growth and development (DCFS 2007, p.10).

However, safety should be guaranteed under the play based learning to promote the children’s confidence of participating in physical activities. To promote creative development during the EYFS, providers are required to support play based learning in order to enhance curiosity and exploration. In addition, the children should have the opportunity to express their feelings and ideas with respect to what they learn.

The learning and development process requires continuous assessment during and after the EYSF. The providers should monitor the children, respond appropriately to their needs, and be able to assess the child’s development.

During the assessment process, care should be taken to ensure that the children make progress with respect to early learning (Broadfoot 2007, p.11). Therefore, the practitioner’s assessment should be based on the child’s activities and response to the educational programs with respect to the early learning goals.

Since the assessment relies on evidence collected from a variety of educational settings including home and school, the people who interact with the child like the parents should provide the information for the assessment. The EYFS encourages partnerships between the parents and the providers particularly with regard to the child’s learning and development (DCFS 2007, p.13). The educational settings should contribute to the children’s learning and development progress.

During the EYSF, the practitioners should be able to assess each child’s progress and learning abilities, which then should be used to plan specific learning method for each child (Broadfoot 2007, p.14). Additionally, careful observations allow the practitioners to realign their instruction methods with the child’s learning pace.

Through the assessment that practitioners carry out at the end of the EYFS, a profile outlining the learning and development advancement of every child is developed. The final assessment encompasses all of the ongoing assessments in different aspects of learning and development. At the end of the EYFS, the providers should ensure that children are assessed “against the thirteen assessment scales developed from the early learning goals” (Broadfoot 2007, p.19).

However, since children who have special needs may not meet the requirements for this scale and therefore, an alternative approach should be used. In my opinion, the assessment should incorporate the information from parents/guardians who spend much time with the child. In addition, gathering information from other settings prior to learning would prove to be vital in the assessment exercise.

The EYFS has had an effect on the way the assessment of the child is conducted. The assessment involves people who frequently interact with the child and it entails close observation and evaluation of each child’s interests and learning capabilities. The assessments are then used to identify the specific measures that can promote learning for each child (Blakemore, & Frith 2005, p.54) In addition, the observations and assessments are matched with the early learning goals to identify deficits and seek ways to address them.

Before conducting the final assessment, a qualifies practitioner evaluates the children’s advancement during the closing year off EYFS and the providers then issue a summary on the child’s performance relative to learning objectives rolled out at the start of an EYFS (DCFS 2007, p.14).

The provider can also avail the EYFS profile to the parent on request and facilitate discussion involving the practitioner and the parents. The EYFS provider also is required to provide relevant information to a new provider in case the child moves to a new provider. This should include the EYFS profile of the child and the assessment of the child as performed by the provider.

EYFS Statutory Welfare Requirements

The EYSF welfare requirements provide relevant information that allows providers to meet the legal requirements with respect to early learning and development. The welfare requirements are derived from the Practice Guidance for the Early Years to ensure that the individual needs of the children are meet taking into account the learning environment (QCA 2005, p.16). Proper learning and development among children occurs when they are safe, healthy and have established stable relationships with people surrounding them.

Therefore, the welfare requirements specifically aim at providing ample educational settings where the children enjoy play based learning and grow in confidence to attain their fullest potential with regard to early learning and development (DCFS 2007, p.17). The welfare requirements have a legal force and thus all the providers must comply with these regulations.

Among the welfare requirement that have a legal force is the requirement that the providers should protect and promote the well-being of the children. The provider is required to ensure that the children are of good health and in case of infection, take necessary measures to curb its spread to other children.

In line with the responsibility to ensure the wellbeing of all children, Rudduck and Flutter (2005, p.49) hold the opinion that, the provider has the responsibility to manage the children’s behavior effectively to promote the development of their individual needs. Indeed, this would promote discipline and moral development of the children that is vital for children’s learning and development.

By extension, the providers are required to ensure that people taking care of the children in different settings other than the educational settings, are well suited for that work, meaning that the practitioners and the parents should have appropriate skills and knowledge to meet the needs of child with regard to early learning and development.

Another statutory requirement of the EYFS involves the suitability of the learning environment and equipment for learning. The practitioners are required to provide sufficient playground both indoors and outdoors and provide safe and suitable play toys for the children (DCFS 2007, p.18).

The providers should also ensure that the learning environment is enjoyable and yet provides a learning and development experience that is challenging. The welfare requirements also demands that the providers manage effective documentation of the early learning and development. They are required to keep records and procedures that are necessary for the proper management of the educational settings.

The sole purpose of the EYFS welfare requirements is to promote an enabling environment that allows children to interact freely in order to meet their learning and development requirements (DCFS 2007, p.21). Therefore, providers have the obligation of continuously assessing the learning environment and the learning programs to make necessary changes that promote learning and development.

In my opinion, the EYFS has immensely contributed to improvement in teaching and learning in schools. In contrast with the earlier curriculums, current school programs now focus on areas of social development, which was not adequately addressed in earlier learning programs. This contributes to progress in as far as child learning and development is concerned.

The Early Years Foundation Stage provisions, particularly the use of assessment and monitoring practices that culminates in an EYFS profile has enhanced quality teaching and assessment. The EYFS profile contains an assessment guidance involving 13 assessment scales, which are important for quality assurance of the early education. The partnerships developed between the teachers, parents, and adults who interact with the child, greatly contribute to the evaluation and assessment process.

The local authorities’ involvement under the EYFS program means that they effectively support improvements in teaching, learning, and assessment (Rudduck, & Flutter 2005, p.63). I particularly single out the EYFS provision, which ensures that children from disadvantaged background are identified early and supported, for it has had positive impact on the quality of learning and teaching.

EYFS promotes equality in educational settings to deter discrimination based on ethnicity, culture, language, physical disabilities or religion. By ensuring a close working relationship between the various stakeholders including the parents, early year’s providers and the health people have contributed to the improvements achieved in this area.

Additionally, I think the emphasis by EYFS on personal, social, and emotional welfare of the children has contributed to improved learning and success shown in many early learning and development settings. Through the emotional and social support, the children’s learning is enhanced with respect to acquiring new skills and knowledge.

Under the EYFS framework, the providers are required to ensure children safety. This has contributed to improved play based learning since children can engage in extracurricular activities safely. The practitioners carry out risk assessment prior to allowing children to play in order to minimize risks and promote confidence that is essential for learning and development.

Implications of the EYFS for Curriculum Change

DCFS proposes an independent review of the EYFS to align it with the aims and values of the policy and curriculum development. The review will be in line with the stipulations of the Children’s Act, which forms the basis for EYFS. Many changes have been suggested including reducing the 69 early learning goals to 17and in the process reduce overload (Fullan 2009, p.62).

However, since the curriculum is usually dynamic, it should be subjected to periodic review to ensure that it lies in line with the national and global requirements (Kelly 2004, p.154). Following a comprehensive review of the EYFS, a new curriculum proposed promotes challenging extra-curricular activities as well as high quality subject teaching.

The Independent Review Commission proposes different learning areas that are derived from the EYFS framework to ensure a smooth transition from the foundation stage to key stage 1 (DCFS 2010, p. 2). According to the Kelly, the curriculum should emphasize on promoting children’s understanding of languages particularly English, communication and understanding of basic mathematical concepts (2004, p.12). The curriculum should also promote understanding of scientific and technological developments.

The social and environmental understanding is another area that the commission recommends that the new curriculum should focus on (Fullan, & Stiegelbauer 2009, p.47). The review also recommends that the curriculum promote the children’s understanding of their physical health and well-being. Additionally, the existing curriculum is being reviewed, with the help of professional groups, to ensure that it covers the important skills and knowledge necessary for the children’s later learning.

Based on the EYFS, the independent review commission emphasizes that literacy and numeracy alongside Information Communication Technology (ICT) should have a priority. Under the existing curriculum, less attention is given to the spoken communication (Kelly 2004, p.162). Consequently, the new curriculum as proposed by the review should promote speaking and listening skills, which are essential skills that can promote literacy, numeracy and general learning in educational settings.

In addition to promoting literacy, which involves listening, reading and writing, the review considers scientific and economic literacy as essential components of the primary curriculum. With regard to EYFS’s personal development, the review promotes moral, cultural, physical and mental development of the children, which is important for their future learning and development (DCFS 2010, p.4).

The personal development of the children is derived from the Social and Emotional Aspects of Learning (SEAL) program (Craig 2007, p. 26). The SEAL program covers the various areas that raise concerns in the society with regard to emerging issues of drug abuse, sex, and behavior among others.

The EYSF framework has implications on the school development plan, which is different from the earlier curricula. Providers now emphasize on the principles of the framework in developing their curricula. The practitioners now focus on promoting the child’s personal, social, and emotional development alongside learning (Fullan, & Stiegelbauer 2009, p.76).

Communication and literacy to improve listening and speaking skills is now part of the EYFS curricula developed by schools. In addition, the creative and physical development is core to EYFS curriculum in line with the EYFS framework. The children are also exposed to new things in the environment to promote their understanding of the world.

To improve their reasoning and problem solving ability, the curriculum provides for numeracy through mathematical problems. Most importantly, the curricula developed in line with the EYFS framework also focus on the children’s welfare to ensure that children stay safe and healthy.

To ensure that children’s learning is effective and makes progress, the EYFS planning is important. The EYFS has had implications on the way practitioners assess the individual children’s progress throughout the EYFS program (Broadfoot 2007, p.111) The EYFS provides that long-term planning encompass the six areas of child learning and development.

The long-term plan acts as a guide towards the achievement of the ELGs. The medium-term planning bridges the gap between short-term plans, which are made on a daily or weekly basis and long-term plans. The practitioners are required to have effective planning to promote children’s progress with regard to learning and development.

The EYFS framework supports the principle that children should learn through play based learning settings, something that defines the teaching methods applicable under the EYFS to suit play requirements. Practitioners keep records and observations regarding the child’s progress in the various settings that the child attends (Fullan, & Stiegelbauer 2009, p.121).

The primary care providers are required to keep an EYFS profile of the child and are thus allowed to teach formal reading and writing skills to the children. Additionally, the primary providers are required to offer ICT based teaching of communication and literacy skills. This has an impact on learning programs in that the curricula have to be tailored to include ICT skills in child learning and development.

The EYFS framework also influences the CPD programs, whereby, under the CPD programs, many ways have been explored to attract male practitioners in early education through workshops and sessions that advocate for collaborative support in early education (Rudduck, & Flutter 2005, p.34).

To cater for the needs of children with special needs, the practitioners are required to establish a close working relationship with the parents. The early CPD programs aim at attracting professionals into the early education sector. Practitioners are required to work closely with the children and their families in order to promote learning, development, and welfare of the child in accordance with the EYPS.

Curriculum Development as a Social Process

The EYFS was influenced by the Every Child Matters report, which laid the basis for the development of the EYFS framework. The Every Child Matters report came into being following the tragic death of a student, Victoria Climbie, while in school (Kelly 2005, p. 34).

The event necessitated the need to reform the curriculum to ensure safety and security of all children. In addition, the emphasis by the society on literacy and numeracy formed one of the core principles on which the EYFS is based indicating that curriculum construction is a social process.

According to the Curriculum Guidance for the Foundation Stage, the ideal curriculum goes beyond the formal schooling context and includes the objects that children see, feel, or hear under different settings (QCA 2005, p.2). Therefore, the curriculum in the early years includes all the experiences that the child goes through during learning and development.

Curriculum development is a social process relying on the social and cultural settings to promote child learning and development. Rudduck and Flutter argue that, the curriculum models reflect the beliefs and values that the society considers important for child learning and development (2005, p.138). As a society, agreements concerning the components of an appropriate curriculum are reached after much deliberation.

The agreement relies on the experience, research evidence, and aim at promoting the needs and well-being of the children. Therefore, the educational curriculum for early years is not entirely about schooling but considers the child as part of the wider community, which should be reflected in the child’s culture.

In this regard, the curriculum must be able to develop in response to changes in the society and the understanding of the child’s learning and development processes. This means that the curriculum must be able to grow and evolve in response to the dynamics of the society taking into account the technological and scientific developments.

England adopted the EYFS, a single framework that combines the earlier approaches including the Curriculum Guidance for the Foundation Stage (CGFS) and the Birth to Three Matters (BTTM) in order to suit the new trends in the early education sector (Fullan 1999, p.132).

Both of these documents reflected the society’s belief that early year’s education requires that practitioners have necessary knowledge, skills, and insights to promote learning and development in children. However, the two documents lacked coherence with regard to their principles and content.

The disparity between the BTTM and the CGFS necessitated the establishment of a single framework, the EYFS curriculum that could promote high quality learning and development in children from birth up to the age of five as contained in the ten-year childcare strategy (White 2004, p.121).

The EYFS framework seeks to promote an integrated approach towards child development and learning. Consequently, all providers are required to adhere to the EYFS framework to ensure that children get quality learning much to the expectations of the parents.

Curriculum Development and Aims of Education

Curriculum development entails the organized preparation of learning and teaching over a given duration in a given year. The curriculums act as guides to teachers to promote learning in schools (White 2004, p.85). The curriculum enables the teachers to identify what to teach the children as well as how they can structure their lessons.

The curriculum is made compulsory for use for teachers. However, the teachers have the sole responsibility to determine content of the lesson and the method of teaching to use. In structuring the curriculum, the basic aims of education to the child are reflected in the curriculum.

The basic aim of education is to promote child development and integration of personality, which is important for personal freedom. Education, therefore, enables an individual to exploit his/her talents and capabilities with respect to the surroundings for hi/her own use as well as for others.

Education has two main goals: development of an individual and the contribution to the society because the society comprises of individuals (White 2004, p.115). Education fosters independence, effective decision making and critical evaluation of a situation prior to making a decision.

Through education, individuals acquire knowledge useful for problem solving, cooperation and adaptability to different situations. It also allows individuals to make proper utilization of the available resources for their own good and for the welfare of the society.

In line with the EYFS framework, the curriculum developed by providers must be able to address the children’s social, emotional, and moral development in the different settings. The aims of the Early Years Foundation Stage curriculum are to provide a quality learning experience to children through play-based learning (DCFS 2007, p.2).

The curriculum also takes into account the children’s developmental needs and allows them to make progress in relation to their learning and development abilities. The EYFS curriculum ensures that the children have positive experience, which could later transform to better learning in the future. The curriculum also supports children to achieve the expectations of Every Child Matters (ECM), which include safety, healthy and enjoyable learning, and development (White 2005, p.51).

The early learning goals supported by the Qualifications and curriculum Authority is another major aim of the EYFS curriculum. The curriculum also provides equal opportunities for all children in as far as their learning and development is concerned. Additionally, the EYFS curriculum supports partnership between practitioners and the parents to enhance learning and development in their children.

The Principles of Effective Implementation of Curriculum Change

Curriculum change involves a gradual process whereby the teachers adjust to the new curriculum. Improved implementation of a new curriculum into practice demands that the teachers and the early year’s providers develop a clear understanding of the new curriculum (QCA 2005, p.32). Successful curriculum development requires better manageability of the new concepts.

The policy makers and teachers should focus on understanding the factors that lead to successful change of curriculums in schools. In addition, curriculum change requires that teachers and pupils acquire new approaches for teaching and learning respectively (Kelly 2004, p.107) Therefore, extra on-job training of the teachers would arm them with important skills to manage curriculum change.

Partnerships between teachers and professionals in children growth and development as indicated in the EYFS framework would allow teachers to learn from each other regarding the teaching approaches to be acquired following the curriculum change.

During curriculum development and implementation, continued monitoring and evaluation is important in determining the success of the curriculum change process. Under the EYFS policy, continuous assessment of the children allows the teachers to gauge the success level of the curriculum.

Under the EYFS curriculum, the providers are required to monitor the children and assess their progress in relation to the early learning goals (Broadfoot 2007, p. 123). The assessments for the young children are based on the daily observation of the child’s activities. In addition, the adults who interact with the children provide vital information for the assessment process.

During the monitoring and evaluation process, the children’s achievements with regard to the early learning goals provide a basis for rating the curriculum change as successful or not. Individual learning and development achievements, at the end of the EYFS in six key areas are recorded as an EYFS profile against the thirteen assessment scales.

Tensions between external requirements and internal curriculum development

Internal self-evaluation involving the various stakeholders such as the parents, teachers, and pupils forms an important part of curriculum design and development (Rose 2006, p. 47).

However, the move to increase the involvement of parents and the community in school governance means that the teacher’s accountability is put to test exerting more pressure on schools. Blakemore and Frith argue that an appropriate school evaluation process creates an enabling environment that allows the school community to tackle both internal and external pressures (2005, p.65). To achieve this, an all-inclusive communication and participation from all stakeholders is important.

The internal evaluation allows teachers and students to assess themselves regarding their progress. Under the EYFS framework, internal and external inspection by Hofstede’s complements each other giving rise to a comprehensive evaluation process (DCFS 2007, p.4). However, tensions between the external inspection and internal self-evaluation still exist.

Conclusion

The Early Years Foundation Stage framework aims at promoting the social and emotional development and learning of the child at the different educational settings that a child of between birth and age five grows. All the childcare providers including the parents, teachers, and adults who interact with the child are required to observe the regulations as laid down in the EYFS framework.

The framework has had an impact on the existing curriculum with the introduction of new methods of teaching and learning methods. However, the curriculum development is affected by many factors among them the challenges of curriculum change.

To promote successful implementation of the EYFS curriculum, continuous monitoring, and evaluation is important (White 2004, p.27) In conclusion; the EYFS provides a plausible framework to address the physical, emotional and health needs of children taking into consideration the dynamics of the modern society and better prepares the children for future learning.

Reference List

Blakemore, S., & Frith, U., 2005. The Learning Brain; Lessons for education. Oxford: Blackwell.

Broadfoot, P., 2007. An Introduction to Assessment. London: Continuum

Bronson, M., Pierson, D., & Tivnan, T., 1984. The Effects of Early Education on Children’s Competence in Elementary School. Evaluation Review 615

Craig, C., 2007.The potential dangers of a systematic, explicit approach to teaching social and emotional skills. Glasgow: Centre for Confidence and Well-Being.

Department of Children and Family Services (DCFS), 2007. Early Years Foundation Stage. Nottingham: DCFS

Department of Children and Family Services (DCFS), 2010. Childcare and early years providers survey 2009. London: DCFS

Fullan, M., & Stiegelbauer, S., 2009. The New Meaning of Educational Change. New York: Teachers College Press.

Fullan, M., 1999. Successful School Improvement. Buckingham: Open University Press.

Garrick, R., Bath, C., Dunn, K., Maconochie, H., Willis, B., & Wolstenholme, C., 2010. Children’s Experiences of the Early Years Foundation Stage. London: DCFS.

Kelly, A., 2004. The Curriculum: Theory and Practice. London: Sage.

National Children’s Bureau, 2010. What works in early years: EYFS Parent Survey. London: NCB.

Qualification and Curriculum Authority (QCA), 2005. Curriculum Guidance for Fundamental Stage. London: QCA

Qualification and Curriculum Development Authority, 2010. The first year of implementation of the EYFS. London: QCA

Rose, J., 2006. Independent Review of the Teaching of Early Reading. Nottingham: DfES.

Rudduck, J., & Flutter, J., 2005. Improving your school: The pupil perspective. London: Continuum.

White, J., 2004. Rethinking the School Curriculum: Values, Aims and Purposes. London: Routledge Falmer.

White, J., 2005. The Curriculum and the Child: The selected works of John White. London: Routledge.

Introduction

The evaluation of a curriculum brings about changes in the administration role. In addition, the role of the learner also changes in the assessment-focused classrooms.

A rubric for evaluating the students’ speech including primary and secondary sources is researched, the main points of their speech are noted and the students speak clearly and they know the facts to back up the assertions. The scale used for evaluating each of these ranges from one to four (1- 4) with 1 being the highest level.

Developing a curriculum includes the following aspects:

• Organization / administration.
• Content.
• Assessment
• Materials.

Organization

Organization refers to the way the administrator controls the institution. In this case, the rubric for curriculum evaluation in a Kindergarten will bring changes in the role of the administrator.

A rubric is a guideline with specified criteria for assessing the abilities and knowledge of your students. The appropriate age of learners in this curriculum will be from three to five years. The learners will be taught things that they are well aware of. Questions posed to them mainly include a familiar ordeal to all and when responding or speaking their sounds will be recorded on sound slides so that they can be retrieved. The aim is to teach students what they expect. The rubric therefore will be designed in a way that it will reflect the most significant elements related to success in a learning task.

The curriculum will also enable teachers to grade children more accurately and fairly.

Content

A quality curriculum evaluation rubric consists of the following components.

A process and tools for assessing students’ interests, learning styles, and self-directness that provide a way for students to self-assess their learning styles.

It also includes strategies to guide students in taking responsibility for their learning, a list of specifically defined pre-requisite skills.

Assessing learners’ prior knowledge that includes one or more assessments of current knowledge and skills needed for the specific content area.

A standard-based content outline that takes into consideration the purpose of learning by providing supplemental topics that are offered to the child’s choice and flexibility. The articulate learning outcomes (EFF) include the six levels of the cognitive domain that is Bloom’s taxonomy.

Acquisitions, analysis, evaluation, knowledge, skills, and synthesizers. They specify how the learning will be demonstrated and under what conditions.

Suggested instructional strategies

Which are based on student’s goals are learner-centered and inclusive of learners’ interests and learning styles. They are also multi-sensory involving more than one sense. They include a combination of individuals, small groups, and large group instruction.

Suggested Assessment Strategies

They are transparent and are both formative and summative. They allow the learner to demonstrate his/her knowledge and skills in various ways and varying contacts. They provide the opportunity for learners’ involvement in the learning process and self-assessments.

Suggested Instructional Resources

This strategy contains an anointed resource list with contact information and is screened for accuracy and authenticity. They are appropriate for certain ages and skill levels. They are also multi-sensory.

Assessment

The mode of assessment at Kindergarten is mainly the traditional assessment method which involves answers that require recall of facts and recognition of know phenomena. The traditional assessment is preferred over the alternative assessment because the alternative assessment goes beyond the paper-pencil and recall boundary. They measure a broad range of scientific processes of higher-order thinking skills. The traditional assessment uses traditional rubrics. In this rubric student’s work is graded holistically usually by judging the paper from the high score end of the rubric and subtracting points based on interpretation of the criteria.

Materials

A good material for making a rubric should meet the following guidelines in a Kindergarten.

A good rubric should:

• Address all relevant content and performance objectives.
• Should be easy to understand and use.
• Should also provide students with an opportunity to succeed or pass at some level to motivate them.
• It should also yield consistent results even when administered by different scorers.

The materials used in the Kindergarten in rubric curriculum should expose the children to different issues and technological changes. It should also aim at opening the minds of the child in major aspects of life.

A curriculum should also instill good morals in the children, not just knowledge and skills.

Reference

Pate, P. (1993), Designing Rubrics for Authentic Assessment Middle School Journal.

Jensen, K., (1995). Effective Rubric Design. The Science Teacher. New York: Prentice-Hall.

Introduction

A school dedicated to character development stands intended for ethics reminiscent of caring, honesty, fairness, responsibility, and respect for self and others form the basis of good character. These values are used on the basis of human relations in the school, celebrate their manifestations in the school and neighborhood, and hold all school members accountable to standards of conduct consistent with the core values. They are also a matter of obligation in those schools, which are committed to these values as having asserted on the sense of right and wrong of the individual and community. It also emphasizes that the soundness of these values, and our conscientiousness to endorse them, draw from the piece of information that such values insist our human dignity, encourage the development and well being of the individual, hand around the common good, meet the conventional experiment of reversibility (i.e., Would you want to be treated this way?) and universality (i.e., Would you want all persons to act this way in a similar situation?), and report to rights and responsibilities in an autonomous society. The school makes clear that these basic human values go above religious and cultural differences and communicate our universal compassion.

Schools unswerving to character development give the impression of being a moral lens to evaluate how virtually the whole thing that goes on in school has an effect on the character of students. It is what sometimes identify as the concealed curriculum (e.g., school ceremonies and procedures; the teacher’s example; students relationships with teachers, other school staff, and each other; the discipline policy); the intellectual curriculum (i.e., core subjects, including the health curriculum); and extramural programs (i.e., sports teams, clubs, service projects, after-school care).

Character Education Curriculum

“Standalone” The programs which can be useful for the elements of the first step of an enduring endeavor but are not a satisfactory replacement for a holistic loom that integrates character development into every characteristic of school life are called “Standalone” character development.

As a final point, to a certain extent, simply in the making of opportunities to happen, with a premeditated and practical approach, the school staff takes intentional hierarchy for developing character, drawing everywhere achievable practices shown by investigating to be effectual.

Affianced schools are providing effective character educations that have the cream of the crop who champion the attempt. Slightest schools and districts institute a character education committee over and over again cool, calm and collected staff, students, parents, and possibly community members that takes accountability for planning, accomplishment, and prop up.

The customary governing organization of the school or district may be given the functions of this committee. The leadership as well takes steps to make available the long-range support of the character education inventiveness, together with the support at the district and state levels. In addition, contained by the school students believe developmentally suitable roles in the most important effort through class meetings, student government, peer mediation, cross-age tutoring, service clubs, task forces, etc. Students learn the most by doing that is they are constructive learners in the intellectual domain. Many opportunities have to been brought to apply values such as compassion, responsibility, and in having interactions through community service for developing a good character. By grappling and facing the consequences, students do learn practically and are prepared with the requirements of life for others and giving of oneself.

Schools that reach out to families and include them in character-building efforts greatly enhance their chances for success with students. They take caution at each point to exchange a few words with families via newsletters, e-mails, family nights, and parent conferences in relation to goals and behavior regarding character education. To put together better trust connecting home and school, they are represented on the character education committee. Schools to make a particular attempt to achieve out to subgroups of parents who may not feel part of the school community. To end with, schools and families improve the value of their partnership by recruiting the help of the wider community in encouraging character development.

Schools and communities promoting character education are looking forward to the signs of positive behavior and academic achievements by students. This education is really helpful in teaching strategies that are really helpful in developing positive character traits in children and youth. Students learn about the right and good and act accordingly through observation of role models and, above all, practical experiments. Character education holds that core ethical values like respect, honesty, responsibility, love, and caring are quite essential in order to create a learning and nurturing environment. It is definitely intended to reinforce what parents teach. Schools are among the very few places where children can learn positive character traits since many of them are not being taught values at home.

Bibliography

American Youth Policy Forum. “Character Education Makes a Difference: Reinvigorating the Work of Schools”, 1998.

Character Education Partnership. “Eleven Principles of Effective Character Education”.

Escalante, Pastor C. “Effective Approaches to Character Education”. Alemar-Phoenix, 1973. p. 257.

Helen Dwight Reid Educational Foundation. “The Journal of Experimental Education”. HELDREF Publications, 1932. p. 217.

Otto, Henry John. “Social Education in Elementary Schools”. Rinehart, 1956. p. 273.

Worzbyt, John C. O’Rourke, Kathleen. Dandeneau, Claire J. “Elementary School Counseling: A Commitment to Caring and Community Building”. Brunner Routledge, 2003. p. 7. ISBN 1560325062.