Early_Childhood_Programme-_Curriculum_Planning_and_Programme_Development.edited[1]s[1]c

1 Early Childhood Programme- Curriculum Planning and Programme Development Student’s name Course Institution name Date

2 Early Childhood Programme- Curriculum Planning and Programme Development Early childhood education is an essential part of a child's development since it establishes the groundwork for their cognitive, social, and emotional growth. Educators are responsible for creating an environment that nurtures these developmental aspects. However, acknowledging the diversity in children's learning styles, it becomes evident that more than one-size-fits-all approach is needed. Therefore, educators must make choices based on various teaching and learning approaches to ensure children receive the best possible education. In this essay, we will explore various approaches and pedagogies that can be implemented in local preschools to promote holistic development. Several approaches and pedagogies effectively promote children's learning and development. One such approach is Developmentally Appropriate Practice (DAP). DAP is a teaching approach grounded in the building relationships and environment where educators nurture with each child and family and among all children and families. It is intended to support each child's growth and education in all areas and domains ( Qasmi et al., 2022). The pedagogy acknowledges that children actively create their conceptions of the world in environment which they live. As such, the pedagogy posits that teachers should incorporate opportunities for every kid to have agency and choice within a designed environment to support certain learning objectives and meaningful goals. As evident from various scholars environment plays a crucial role in enhancing education quality by influencing physical and socio-cultural factors and educators are pivotal in enhancing the learning environment and influencing students' academic success, personal development, and

4 Furthermore, the pedagogy recommends that teachers supplement and expand on the play experiences of the kids by offering materials and tools that are chosen after closely observing the kids' play decisions. With the help of educators who provide targeted instruction and assistance to expand and scaffold children's attention, engagement, and learning, these guided activities allow children to exercise active agency. Children's learning is supported when adults provide them direct instruction, such as by giving them academic language that is relevant to their work, making links, helping them recognize certain occurrences, or providing a different perspective. Analyzing early childhood programs at the local and international levels is crucial. FComparing approaches and pedagogies implemented globally and locally can help identify trends and commonalities in contemporary education. For instance, the Malaysian Early Childhood Curriculum (ECCE) curriculum values play-based learning and emphasizes the need for ongoing development of teacher preparation programs and curriculum execution. Because of this, the government adopted a curriculum that prioritizes learning via play (Hafsah & Zahyah, 2020). The program aims to foster critical thinking, creativity, and problem-solving abilities. Additionally, it is made to be inclusive, making sure that kids with impairments are included. Nordic countries, such as Finland and Sweden, have also been known for their play-based approach, where structured lessons are minimal, and the emphasis is on learning through play ( Sahlberg & Doyle, 2019). Unlike Finland and Sweden, some Asian countries, like Japan, often incorporate a more structured curriculum with a focus on discipline and respect ( Shahjahan et al., 2022). Despite these diffrencies, a common trend observed globally is the recognition of the significance of play in early childhood education. Play-based learning is not only enjoyable for children but also enhances their cognitive and social skills. Locally, preschools have started to integrate play-based activities into their curricula, aligning with the global acknowledgement of

5 its effectiveness. Considering that the proposed pedagogy recognizes the importance of play as critical for children to experience we can affirm that this approach will align with the current educational trend and needs. One educationist who has made significant contributions to early childhood education is Jean Piaget. Piaget believed that children learn through play and that play is essential for their cognitive development. Additionally, he thought that children's cognitive development occurs in four stages: sensorimotor, preoperational, concrete operational, and formal operational ( Babakr et al., 2019). Piaget’s views align with DAP, which recognizes the importance of play in children’s learning and development. Another educationist who has made significant contributions to early childhood education is Lev Vygotsky. Vygotsky believed a concept children learn up via social interaction and that learning is a collaborative process. Additionally, he thought that children's upbringing and culture had an impact on their ability to learning ( Irshad et al., 2021). Vygotsky’s views align with DAP, which recognizes the importance of fostering compassionate bonds between educators and all children and family as well as between all children and families. As we discerned, the formative years of a child's schooling have a significant impact on their cognitive, social, and emotional growth. Acknowledging a diversity of learning styles, educators must confront the difficulty of implementing a range of strategies to deliver quality instruction. The approach known as Developmentally Appropriate Practice (DAP) is noteworthy since it places a strong emphasis on planned surroundings, child agency, and loving interactions. The learning environment that educators create is essential for promoting overall wellbeing, personal growth, and academic performance. It goes beyond the classroom, molding people to

7 References Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews , 2 (3). https://ssrn.com/abstract=3437574 Hafsah, T., & Zahyah, H. (2020). Malaysian early childcare and childhood education (ECCE) curriculum: Perspectives of Malaysian ECCE educationists. Asia Pacific Journal of Research in Early Childhood Education , 14 (3), 45-71. http://dx.doi.org/10.17206/apjrece.2020.14.3.45 Ibrahim, A., & El Zaatari, W. (2020). The teacher–student relationship and adolescents’ sense of school belonging. International Journal of Adolescence and Youth , 25 (1), 382- 395. https://doi.org/10.1080/02673843.2019.1660998 Irshad, S., Maan, M. F., Batool, H., & Hanif, A. (2021). Vygotsky’s Zone of Proximal Development (ZPD): An evaluative tool for language learning and social development in early childhood education. Multicultural Education , 7 (6), 234-242. https://www.academia.edu/download/68050672/VYGOSTKY.pdf . Pyle, A., Pyle, M. A., Prioletta, J., & Alaca, B. (2020). Portrayals of Play-Based Learning: Misalignments among Public Discourse, Classroom Realities, and Research. American Journal of Play , 13 (1), 53-86. https://eric.ed.gov/?id=EJ1304727 . Qasmi, F., Nahak, F. M., Sarujin, S., Effendy, F., & Choudhury, S. (2022). Significance of Developmentally Appropriate Practices (DAP) for learning and development of learners. International Journal of Early Childhood Special Education , 14 (3). http://doi.org/10.9756/INT-JECSE/V14I1.221001

8 Sahlberg, P., & Doyle, W. (2019). Let the children play: How more play will save our schools and help children thrive . Oxford University Press, USA. https://shorturl.at/gnINY Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2022). “Decolonizing” curriculum and pedagogy: A comparative review across disciplines and global higher education contexts. Review of Educational Research , 92 (1), 73-113. https://doi.org/10.3102/0034654321104242