Curriculum Reflection And Critique.edited - Copy

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1 Curriculum Reflection and Critique Student’s Name University Course Professor Name Date

2 Curriculum Reflection and Critique Day 2 Curriculum Painting with Ice Cubes Kids are given frozen paddle pops in different tones for this play to paint on paper. The idea was to cultivate youngsters' innovative fine motor abilities while empowering them to try different things with various hues and colour combinations. Fire Escape Experience Specifically, this dramatic play was made to improve kids' fire security mindfulness while connecting with them in a great approach for them to learn as well as apply these skills. With this program, kids have been introduced to fire safety, emergency numbers and safe escape during a fire outbreak. Baby Doll Washing For this activity, kids were given different props, for example, a bathing tub, empty shampoo bottles, body wash bottles, baby dolls, baby clothes, cloth hangers, as well as towels to create a bathroom set up. The proposed goal was to urge kids to utilize their dramatic play skills while fostering efficient communication, social skills, and problem-solving, as well as developing their empathy skills. Can you Make a Fish? Children were given scissors, papers, glue, pencils, and cotton sticks to make a fish for this exercise. The proposed goal was to improve children's imagination and creative abilities. Being Different: How Does It Look and Feel? This exercise arose as a result of youngsters recognising and commenting on distinctions between themselves and their peers, such as skin tone. Following on from this, the activity has been designed to provide youngsters with more opportunities to recognise these disparities.

3 Children will participate in a topic-related group discussion, book reading, portrait art activity, and team games. How Far Can Your Car Travel? Following the interests of the children, this activity has been set up with wooden blocks of various shapes and sizes for them to build ramps and experiment with force and movement with automobiles. Critique and Reflection Today's curriculum included a wide range of activities, each of which was designed to foster distinct areas of children's growth. While the Ice Cubes Painting activity is good in stimulating colour exploration and fine motor skills, it could benefit from the addition of music ( Deans, 2016) . According to research, rhythmic beats during creative activities improve coordination and rhythm perception in children, suggesting a possible avenue for future improvements. The Fire Escape Experience blended learning and play to provide an engaging platform for fire safety awareness aligned with the Early Years Learning Framework (EYLF) (Lillard et al., 2013). Through auditory cues, introducing a musical element, such as a specialised fire safety song, could aid in increasing engagement and reinforce critical safety information. In addition, incorporating simple rhythmic motions into the exercise may strengthen the kinaesthetic learning experience, contributing to improved motor abilities. The Baby Doll Washing exercise stood out as a wonderful social and emotional development opportunity. Soft background music reminiscent of bath time or lullabies could perhaps enhance the overall experience by introducing a calming influence ( Deans, 2016) . Incorporating a short musical section during doll dressing may also help with rhythm recognition and fine motor skill development, enhancing the activity's overall impact.

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4 The “Can You Make a Fish” activity effectively stimulated imagination and creativity. While music is not specifically included, the potential benefits of doing so are significant ( Deans, 2016) . According to research, listening to music improves creative thinking (Barrett et al., 2019). In future iterations, incorporating music with diverse tempos during creative activities should be considered, stimulating different elements of creativity. The activity “The Being Different: How Does It Look and Feel?” offered a holistic approach to dealing with diversity. In the realm of music, offering culturally varied tunes or music from many places could complement the topic and generate a sense of inclusivity ( Deans, 2016) . Incorporating rhythmic movements during team sports may also increase engagement and foster togetherness among the students. The How Far Can Your Car Travel science and technology-focused activity, which used wooden blocks and cars, was an effective hands-on exploration of force and motion. Including music with varying beats that match the speed of the cars can reinforce scientific notions. Furthermore, incorporating elementary coding aspects with programmable toys coincides with early STEM education, addressing the needs of talented children. In retrospect, the curriculum provided a well-rounded range of activities that encouraged creativity, social skills, and cognitive growth. Integration of heightened insights could intensify the learning journey for the kids, catering to different learning styles and fostering holistic development. Day 3 Curriculum Balancing Game The educator gave the youngsters bottle lids and little wooden blocks to use in balancing and construction activities. The children appeared to be concentrated on the action. The intended

5 goal was to improve children's cognitive development, hand-eye coordination, and fine motor skills. Can You Fill the Lines? Children were given counters and number cards. The instructor made several lines on paper and instructed the youngsters to choose a number card and set that many counters on the lines. The proposed goal was to assist children in improving their counting and number recognition skills. Baby Doll Washing For this exercise, children were given a bathing tub, empty shampoo bottles, body wash bottles, baby dolls, baby outfits, a cloth hanger, and towels to make up a bathroom. The suggested goal was to encourage youngsters to engage in dramatic play while also improving communication, social skills, problem-solving, and empathy. Can you Make a Fish? Children were given scissors, papers, glue, pencils, and cotton sticks to make a fish for this exercise. The proposed goal was to improve children's imagination and creative abilities. Being Different: How Does It Look and Feel? This exercise arose as a result of youngsters recognising and commenting on distinctions between themselves and their peers, such as skin tone. Following on from this, the activity has been designed to provide youngsters with more opportunities to recognise these disparities. Children will participate in a topic-related group discussion, book reading, portrait art activity, and team games. How Far Can Your Car Travel?

6 Following the interests of the children, this activity has been set up with wooden blocks of various shapes and sizes for them to build ramps and experiment with force and movement with automobiles. Critique and Reflection Today, a balanced set of activities was provided, including numeracy games, visual arts, dramatic play, and constructive building aligned with EYLF goals for early numeracy and cognition ( Johnson et al., 2019) . The morning began with outdoor play, which provided youngsters with opportunities for physical movement and exploration. Graduation and Christmas concert songs practice not only adds to the festive spirit but also includes music and movement into the curriculum. Music and dancing have been shown to help children's cognitive and emotional development by promoting language development, rhythm awareness, and emotional expressiveness ( Barrett et al., 2019 ). The imaginative play at the fire station set-up allowed children to express their creativity while also improving their social skills. Pretend play has been identified as an important part of early childhood development because it promotes language development, problem-solving skills, and emotional control ( Johnson et al., 2019). In addition, since children's cognitive, emotional, and social development have been linked to art activities, the fish art exercise enables youngsters to express themselves imaginatively while strengthening fine motor abilities through drawing and cutting ( Theodotou, 2017) . The baby washing game promoted theatrical play by encouraging communication, social skills, problem-solving, and empathy enhanced by the play (Lillard et al., 2013). Building constructions out of wooden blocks and plastic lids encouraged imagination and inventiveness, enhancing the children's spatial cognition and problem-solving abilities.

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7 The diversity-focused activities, such as the global map puzzle and group discussions, help children develop a sense of belonging and appreciation for differences. On the other hand, the Balancing Game allowed for cognitive development, hand-eye coordination, and fine motor skill improvement. The numeracy activity “Can You Fill the Lines?” aids in the development of counting and number recognition abilities." According to research, early numeracy experiences have a good impact on later mathematical success ( Twigg and Garvis, 2010) . I believe extending such initiatives through culturally diverse music and rhythmic movements can create an enriched multicultural environment. Finally, the activity “How Far Can Your Car Travel?” corresponds to children's fascination with force and movement, which enhance early STEM education, meeting the needs of possibly gifted youngsters. As a result, today's activities were well-rounded, covering a wide range of developmental domains, ensuring the children's learning experience is complete and enriching. Day 4 Curriculum Counting Fun Children were given counters and number pads to write down the quantity they counted with the intended goal of improving numeracy and cognitive development. Learning to Write Chinese Characters Children have been urged to study Chinese characters as a result of parental input intended to introduce children to Chinese culture. Can You Fill the Lines?

8 Children were given counters and number cards. The instructor drew several lines on paper and encouraged the kids to choose a number card and place many counters on the lines to assist children in improving their counting and number recognition skills. Baby Doll Washing Today, in this exercise, children were given a bathing tub, empty shampoo bottles, body wash bottles, baby dolls, baby outfits, a cloth hanger, and towels to make up a bathroom. The goal was to encourage them to engage in dramatic play while also improving communication, social skills, problem-solving, and empathy. Being Different: How Does It Look and Feel? As a family input, this exercise arose as a result of children recognising and commenting on distinctions between themselves and their peers, such as skin tone. Following on from this, the activity has been designed to provide youngsters with more opportunities to recognise these disparities. Children will participate in a topic-related group discussion, book reading, portrait art activity, and team games. How Far Can Your Car Travel? Following the interests of the children, this activity has been set up with wooden blocks of various shapes and sizes for them to build ramps and experiment with force and movement with automobiles. Spontaneous Activities An educator brought in some empty boxes that were glued together. Children came in and sat in the boxes, saying it felt like a train. Other educators began to build and design the required accessories to create a station-like environment with wonderful collaboration! Children came in after it was finished and engaged in a dramatic performance of a rail station. Some students

9 expressed an interest in dinosaurs the previous week, so the educator equipped them with a dinosaur-themed puzzle table. They also took part in dinosaur-related discussions. Critique and Reflection Today's programme consisted of a mix of scheduled and unstructured activities that addressed many aspects of children's development. The activities included numeracy, language development, imaginative play, and exploration of various interests, resulting in a comprehensive approach to early childhood education (Lillard et al., 2013). While not directly related to music or movement, many activities incorporated rhythmic aspects into numeracy activities that have the potential to increase participation ( Barrett et al., 2019) . For instance, the "Counting Fun" activity aimed to improve numeracy and cognitive development as early numeracy exposure has been linked to core mathematical ability. While not directly related to music or movement, incorporating rhythmic aspects into numeracy activities has the potential to increase participation. The initiative to learn Chinese characters infused the curriculum with cultural diversity. Language exposure has been linked to increased cognitive flexibility and problem- solving abilities. In addition, the "Can You Fill the Lines?" activity, which uses counters and number cards, adheres to early mathematics teaching principles. Incorporating rhythmic motions or linking numbers with simple tunes may boost participation and recall during such activities ( Barrett et al., 2019) . Although not specifically tied to music and movement, the "Baby Doll Washing" activity promotes communication, social skills, problem-solving, and empathy by emphasising theatrical play. The exercise "Being Different: How Does It Look and Feel?" addressed diversity while also building social understanding and inclusivity. The "How Far Can Your Car Travel?" activity

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10 was based on STEM principles and included wooden blocks and cars, resonating with the idea that linking scientific concepts with simple songs might boost interest and memory recall Building a train station and investigating dinosaur-themed puzzles, for example, demonstrated educators' response to children's interests as dramatic play is necessary for cognitive and socioemotional development (Lillard et al., 2013). Incorporating background music or rhythmic components into such spontaneous activities can boost creativity and participation. Therefore, today's activities provided a varied range of experiences that contributed to several aspects of children's growth, with opportunities to integrate music and movement to enrich the program further. Day 5 Curriculum Paper Rainbow The educator provided coloured papers, scissors, glue sticks, and paper plates for this task. Children cut the papers and arranged them on the paper plate to make rainbows. The intended goal was to stimulate children's artistic expression. Can You Fill the Lines? Children were given counters and number cards. The instructor made several lines on paper and instructed the youngsters to choose a number card and set that many counters on the lines. The proposed goal was to assist children in improving their counting and number recognition skills. Baby Doll Washing For this exercise, children were given a bathing tub, empty shampoo bottles, body wash bottles, baby dolls, baby outfits, a cloth hanger, and towels to make up a bathroom. The

11 suggested goal was to encourage youngsters to engage in dramatic play while also improving communication, social skills, problem-solving, and empathy. Being Different: How Does It Look and Feel? This exercise arose as a result of youngsters recognising and commenting on distinctions between themselves and their peers, such as skin tone. Following on from this, the activity has been designed to provide youngsters with more opportunities to recognise these disparities. Children will participate in a topic-related group discussion, book reading, portrait art activity, and team games. How Far Can Your Car Travel? Following the interests of the children, this activity has been set up with wooden blocks of various shapes and sizes for them to build ramps and experiment with force and movement with automobiles. Spontaneous Activities Educators continued to build the train station, and some students volunteered to help set it up and aid educators throughout the process! Some students expressed an interest in dinosaurs the previous week, so the educator equipped them with a dinosaur-themed puzzle table. They also took part in dinosaur-related discussions. The instructor has set up a display with dinosaur models and books today. While children were engaging with and learning about different sorts of dinosaurs, they began to wonder what had happened to them and why they were no longer alive (Theodotou, 2017) . They then worked with a tutor to build a volcano. Critique and Reflection

12 Today's curriculum included a wide range of activities aimed at engaging kids in all parts of their development. When we reflect on these activities, we see a holistic approach that encourages creativity, numeracy skills, socio-emotional development, diversity awareness, and scientific research. The "Paper Rainbow" activity was designed to encourage creative expression. While not directly related to music, using background music throughout the creative process may improve the sensory experience as visual arts enhance cognitive, emotional, and social development in children (Hamilton, Jin and Krieg, 2019) . The numeracy activity "Can You Fill the Lines?" aids in early cognitive development ( Twigg and Garvis, 2010) . While not explicitly including music, dancing, or drama, incorporating rhythmic components into counting exercises may improve engagement and cognitive processing. Dramatic play was promoted in the "Baby Doll Washing" practice to promote communication, social skills, and empathy ( Johnson et al., 2019) . Soft background music reminiscent of bath time could enhance the immersion experience, aiding in emotional regulation. The activity "Being Different: How Does It Look and Feel?" addressed diversity, which is an important component of socio-emotional learning; including various tunes or rhythmic aspects during related discussions could enrich the experience and create more rigid inclusivity. The STEM-based project "How Far Can Your Car Travel?" encourages experimentation and research. While it was successful, considering rhythmic components during conversations or linking scientific topics with simple tunes may improve engagement and recall (Hamilton, Jin and Krieg, 2019) . Finally, the spontaneous activities such as train station set-up and dinosaur- themed exploration, for example, demonstrated educators' response to children's interests to

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13 enhance dramatic play, which can be increased further by incorporating background music or rhythmic aspects. The dinosaur-themed activities, which included puzzles, models, novels, and volcano construction, provided a multifaceted learning experience. Incorporating rhythmic components into discussions or simple songs may improve engagement and memory recall (Hamilton, Jin and Krieg, 2019) . Finally, today's activities incorporated a holistic approach to early childhood education. While music, movement, and drama were not explicitly integrated, adding these aspects in future iterations could increase engagement and contribute to a more multimodal and rewarding learning experience for the children. References Barrett, M. S., Flynn, L. M., Brown, J. E., & Welch, G. F. (2019). Beliefs and values about music in early childhood education and care: Perspectives from practitioners. Frontiers in psychology , 10 , 724. Deans, J. (2016). Thinking, feeling and relating: Young children learning through dance. Australasian Journal of Early Childhood , 41 (3), 46-57. Hamilton, A., Jin, Y., & Krieg, S. (2019). Early childhood arts curriculum: A cross-cultural study. Journal of Curriculum Studies , 51 (5), 698-714. Johnson, J. E., Sevimli-Celik, S., Al-Mansour, M. A., Tunçdemir, T. B. A., & Dong, P. I. (2019). Play in early childhood education. In Handbook of research on the education of young children (pp. 165-175). Routledge. Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1–34.

14 Theodotou, E. (2017). Supporting personal and social development through child-led art projects in the early years settings. Early Child Development and Care . Twigg, D., & Garvis, S. (2010). Exploring art in early childhood education. The International Journal of the Arts in Society , 5 (2), 193-204.

Curriculum Reflection And Critique.edited - Copy

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