BACHELOR IN EARLY CHILDHOOD EDUCATION (HONS.

SEPTEMBER 2021

HBEC 2203

EARLY CHILDHOOD EDUCATION CURRICULUM

MATRICULATION NO : 920218065248001
IDENTITY CARD NO. : 920218065248
TELEPHONE NO. : 0146658722
E-MAIL : [email protected]
LEARNING CENTRE : BANGI LEARNING CENTRE
INSTRUCTIONS
 Do not copy the assignment question and instructions to your answer.
 Prepare your assignment answer following the layout of the ASSESSMENT
CRITERIA shown in the RUBRICS provided for the course. Where RUBRICS are
not provided, follow the instructions/guidelines specified by the Open University
Malaysia (OUM) for the assignment concerned.
 Your assignment should be written according to the number of words outlined
in the assignment instruction EXCLUDING references.
 Type your answer using 12 point Times New Roman font and 1.5 line spacing.
 Show the number of words at the end of your assignment.
 Tables and figures where provided, should be appropriately titled.
 List your references separately in the APPENDIX page.

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 TABLE OF CONTENT

NO. CONTENT PAGE

1 Introduction 3
Definition of Curriculum 6
NAEYC 8 Indicators 8
Conclusion 12
Citation & Reference 14
2 Thematic Lesson Plan 15

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PART 1
Introduction

Many sources of information regarding quality programmes for young children are
available to us as we enter the new millennium. It will take a long time for us to reach the
goals we have set for early childhood education.

However, there are many characteristics of a high-quality programme that have been
described by industry experts. They have been involved in several efforts to define
quality programmes. The descriptions include components such as curriculum, teacher's
preparation and training, assessment, relationships with students and parents' knowledge
of child development, access to adequate funding, and provisions for authorization of
teachers and government.

A quality program includes experiences in all developmental domains. Curriculum

addresses the whole child, in order to achieve balance, learning experiences include
content in reading, mathematics, and science as well as physical activities, music, art, and
drama. The balance in curriculum extends to the inclusion of skills in addition to
expanding the child’s understanding of the world. The child needs the opportunity to
construct knowledge and apply knowledge in
meaningful ways.

From birth until the age of five, a child's health, welfare, and overall trajectory in life are
greatly influenced by their ability to learn and grow throughout this period. Children's
later development is predicated on the foundation laid down in the first five years of their
lives by psychologists. These stages of children's development are a great opportunity to
emphasise that "Brains are created over time, but the basic foundations are established
very early in life." As children grow, their brain synapses, or brain growth, is affected by
the experiences they have with others and their surroundings. Brain development is
affected by several factors; however early intervention and interactions such as talking,

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reading and singing have the biggest impact. Everyday occurrences are what will help
children develop their brains and receive long-term benefits from them.

There are some developmental milestones that must be met at specified dates even
though no two children develop at the same rate. South African revolutionary and
politician Nelson Mandela reportedly said: "Children are the most essential asset in a
country. That asset can only be created if they are well-educated and loved by their
parents. Early childhood education marked the beginning of a nation's and its people's
growth and development. When a child's potential is nurtured by the government, parents
are also accountable for ensuring their child's development. What it means to build a
child's potential is to allow a complete approach to their development so that they can
become a valuable member of society with their talents, knowledge, and skills. Many
economists have long held the view that early education investment is an important
predictor of economic growth and a sound approach for developing human capital. A
productive workforce necessitates both non-cognitive and cognitive abilities. Self-control
and perseverance are said to be formed early on in an employee's career.

It's time for the next generation to take the reins of the country's economy, politics, and
innovation. To ensure a good start in life, the current global trend ensures that all children
have equal access to and receive early childhood education. According to a statement by
the National Association for the Education of Children, the following are a few of their
recommendations (NAEYC, 2009). Approach children where they are and help them to
set objectives that are attainable but challenging, which will help them progress and
pursue their interests. As a second step, apply strategies that are appropriate for the child's
age and cultural environment. For the third step, make sure your goals and experiences
are based on information and research-based facts rather than preconceptions about how
children learn and grow. In accordance with that policy, programmes for infants and
children up to the age of six have been established. Healthy growth and development are
supported by the initiatives that enhance their elementary education and expose them to
national-building activities.

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The goal of this project is to introduce students to the process of developing an early
childhood curriculum and the telltale signs of a successful one. An additional focus of
this task is the various ways in which curriculum has been defined by scholars and
studies3. Early childhood education institutions and other guiding principles throughout
the world look to the eight indicators developed by the National Association for the
Education of Young Children (NAEYC). In the second part of this assignment, you will
find an example of a monthly preschool lesson plan, as well as a weekly lesson plan filled
with educational activities.

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Definition of Curriculum

We have heard the word ‘curriculum’ countless times since we were in school. We may
know the surface of the word itself, but do we really know what a curriculum is by
definition? Can you explain what a curriculum is to you? The Latin term currere, which
means running, course of activity, and race, is the root of the word curriculum.

An educational curriculum, according to Ornstein and Hunkins (2014), is a detailed plan

for all of the experiences that students will have under the leadership of their teachers.

Many people see "curriculum" in a variety of ways: teachers, administrators, and parents
to name a few.

Early childhood curriculum comes in a wide variety of forms. The goals, objectives,
philosophy, strategy, and theory of each design will be unique. Most, if not all, of these
programmes are aimed at improving the overall development of children. There is a good
chance that the teachers' methods will be influenced by their educational philosophy and
learning theories.

It's important to understand what curriculum means in early childhood education. An

early childhood curriculum should be prepared and given in a certain way. In terms of
curriculum design, different people have varying perspectives on how children learn best.
There are many who claim that school subjects are to blame. Another may argue that the
course content is the most important factor, while others argue that the scope of the
course is the most important factor. An early childhood curriculum must be tailored to the
interests and experiences of young children, while also offering them the opportunity for
demanding tasks that will help them grow and develop.

The National Association for the Education of Young Children (NAEYC) defines
curriculum as “an organised framework that delineates the content that children

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are to learn, the processes through which children achieve the identified curricular
goals, what teachers do to help children achieve those goals and the context in
which teaching and learning occurs”.

Curtis (1998) defined early childhood curriculum as “everything that affects

children in the learning environment, covers not only indoors and outdoors
activities offered to young children but also the attitude of the staff towards not
only the children but to each other as well as to parents and everyone who visits
the setting.”

Preschool curriculum in Malaysia refers to the Ministry of Education's nationwide

preschool curriculum. The preschool curriculum, as defined in Section 22 of the
Education Act 1996, is an educational programme that incorporates all necessary
knowledge, skills, norms, values, cultural components, and beliefs for a child's complete
growth - physically, spiritually, cognitively, and emotionally.

Each experience and behaviour that young children acquire are investments in their
future. Early childhood education is about shaping the whole child, which will eventually
serve as the foundation for their entire path. The early childhood curriculum has four
critical points. The first one is that the early childhood curriculum should emphasise all
aspects of a child's development and should integrate and connect all facets of the
programme. Secondly, early childhood education is seen as comprehensive in its
coverage of the child's overall growth, which includes physical, social, cognitive, and
emotional development. Next, the early childhood curriculum is founded on an
understanding of how children learn, what constitutes a positive learning environment,
and which resources are appropriate for young children and lastly is early childhood
curriculum should be age and developmentally appropriate for the child and should build
on previously taught themes.

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When all of a child's developmental domains are supported, he or she will learn. They
should be given with integrated activities and experiences across all domains capable of
meeting their entire set of demands.

NAEYC 8 Indicators of Effective Curriculum

• Children are active and engaged

Children are expected to be cognitively, physically, socially, and artistically active from
the time they are born until they graduate from elementary school and beyond. Every age
group of children has the potential to become increasingly interested and active in a
cultural learning environment that promotes a positive learning attitude in their own
unique ways. Develop positive attitudes about learning and have their perceptions of
security, emotional competence, and ties to family and community bolstered by adults in
their lives. In addition, when children's immediate support structures, such as their
families and communities, provide them with a sense of security and emotional
capability, these possibilities are heightened (NAEYC &NAECS/SDE, 2003). For
instance, the technique for carrying out a curriculum that allows primary education
children to engage in suitable action, an interactive game that integrates learning material
from many disciplines integrated into a single activity is the cornerstone of a strong
curriculum. Children should be encouraged to participate actively in learning centres,
group activities, and outdoor activities of all kinds.

• Goals are clear and shared by all

Curriculum objectives should be coherent and completely stated, conveyed down to all
"stakeholders," including programme administrators, educators, and families, and broadly
understood by all of these "stakeholders." A cohesive and coherent approach is employed
to achieve these aims, as evidenced by the utilisation of curriculum, instructional
methodologies, and related activities (NAEYC and NAECS/SDE, 2003). The curriculum

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should be reinforced with developmental learning goals and abilities for children of all
ages (infants, toddlers, and preschoolers), regardless of their age. These objectives and
competencies are visually reinforced in the classroom through the use of diagrams,
posters, infographics, and labelling. Parents should be informed of their children's
objectives and skill progress on a daily or weekly basis through the use of a Curriculum
Parent Handbook, which should include their children's assessment and appraisal papers.

• Curriculum is evidence-based

The curriculum is based on research that is appropriate for the youngsters who will be
exposed to it. As a result, the Ideal School Curriculum is built on a solid foundation of
decades of study and development theories on how children learn and grow. For example,
Erikson, Vygotsky, Gardner, Piaget, and Maslow's ideas into childhood development
should be incorporated into existing curricular frameworks. An appropriate framework
for the children who will be exposed to it is based on child development and learning
principles. In light of the ever-changing aims and requirements of young children,
modern research gives new perspectives on how to achieve meaningful and socially
relevant learning. The school should be a solid foundation for structuring learning in a
climate that is adaptable to children's growth and culture in order to replicate a sound
historical vision with relevant present perspectives.

• Valued content is learned through investigation and focused, intentional teaching

Inquisitive children will gain knowledge by investigating, contemplating, and asking

questions about a wide range of topics. It is important for children to learn about "large
concepts," which are important to everyone and are linked to future education.
Approaches for teaching children are tailored to their developmental stages, age, native
language, and other factors, such as any special needs they may have. The curriculum
should include learning objectives, and these objectives should be executed in a setting
that encourages experimentation. Educators are advised to provide a stimulating learning
atmosphere, stick to a consistent timetable, and plan out their lessons in advance.

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Additionally, teachers will analyse and evaluate each child's growth for each class
depending on the child's skill, interests, curiosity, objectives, and requirements. In the
classroom, all scheduled activities and learning aids are designed to help children grow.

• Curriculum builds on prior learning and experiences

All students, including those with disabilities, benefit from a curriculum that incorporates
their prior knowledge from a variety of sources, including their own experiences at home
or in the community. It helps youngsters whose first language is not English build a solid
foundation for future education. Educators should be supported in their efforts to tailor
their classrooms and programmes to meet the specific needs of the students and families
they serve. What is socially relevant to the children's intellectual engagement and
personal significance is used as a guide for curriculum design. In an effort to ensure that
all students have a clear understanding of how to learn, the curriculum pushes teachers to
figure out how each kid learns best and to use effective approaches to help them along the
way. Using charts to keep track of each child's goals and abilities is essential. Children of
all ages can benefit from evaluation or assessment methods based on earlier learning and
experience when they transition to an older age group.

• Curriculum is comprehensive

NAEYC highlights that the curriculum should include key developmental aspects as
listed below (but not
limited to):
 children’s physical well-being and motor development,
 social and emotional development,
 learning approach,
 language development,
 cognition and general knowledge,

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  subject matter areas such as mathematics, science, language, social studies,
literacy, and the arts (more fully and explicitly for older children)

Students will learn about physical, social-emotional, cognitive, linguistic and literacy
material through suitable developmental and cultural activities in the new curriculum that
was established. The curriculum's evaluation and lesson preparation process include
crucial areas for improvement in light of the concept that teachers must measure and
analyse before providing mental and culturally appropriate activities for young children.
The curriculum's assessment or evaluation and the lesson planning process are essential
areas for improvement in light of the fact that teachers need to analyse and evaluate prior
to creating adequate developmental and cultural-appropriate activities for young children.
Lesson plans, progress reports for all-age groups, individual and group assessments, and
charts are some of the supporting tools for the assessment and planning process.

• Professional standards validate the curriculum’s subject-matter content

If a specific curriculum is implemented, it must meet the criteria of relevant organizations

and be evaluated and performed in a consistent manner. Some examples of a professional
organization are listed below:
 the American Alliance for Health, Physical Education, Recreation and Dance
(AAHPERD)
 the National Council of Teachers of English (NCTE)
 the National Dance Education Organization (NDEO)
 the National Science Teachers Association (NSTA)
 the National Association for Music Education (MENC)
 the National Council of Teachers of Mathematics (NCTM)

The curriculum must complement the highly regarded early childhood organizations with
early learning principles such as (but not limited to); NAEYC, Early Head Start,

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NAECS/SDE, Head Start, and Bright from the Start: Georgia Department of Early Care
and Learning. Such example is as shown below:
 In the development of curricular content, standards for quality early learning
environment tools including The Infant & Toddler Environment Rating Scale
(ITERS) and The Early Childhood Environment Rating Scale (ECERS) can be
taken into consideration.
 Developmental Goals and Skills can achieve the standards specified in
Developmentally Appropriate Practice (DAP).
 Assessment/evaluation tools can achieve the standards specified in indicators of
effectiveness for curriculum and for assessment of young children and NAEYC’s
position statements.

• The curriculum is likely to benefit children

The curriculum, according to studies and other research, is likely to have an impact on
children's development if applied as intended. These advantages cover a wide range of
possibilities. When evidence is not yet available, plans are drawn out to gather it.
Children's curiosity, needs, and interests are all taken into account in the daily
curriculum-based teaching and learning that takes place. In order for children to reach
their maximum potential, the curriculum should be conducted in a way that provides
them with a continual opportunity to succeed.

Conclusion
Since NAEYC's original position statement on early childhood curriculum and
assessment was published, much more has been discovered about the importance of high-
quality curriculum, effective assessment techniques, and ongoing programme evaluation
in supporting better outcomes for young children (1990). A truly integrated, successful
early education curriculum, assessment, and programme evaluation system has immense
promise. Much remains a mystery, but policymakers are convinced that early education,
particularly for the most disadvantaged children in our society, will lead to future
success. There are several components that can serve as a roadmap for the future

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development of early childhood education. Prior proposals for curricular implementation
require a solid basis. All children, especially those from low-income families, those
whose first language is not English, and those with disabilities, must have access to high-
quality, well-funded early childhood education and care, according to the overarching
goal. There is a long-term benefit to a high-quality early education for children.
(2712 WORDS)

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 ATTACHMENT

REFERENCES

Bredekamp, S., & Rosegrant, T. (Eds). (1992). Reaching potentials: Appropriate

curriculum and assessment of young children (Vol 1). Washington DC:
NAEYC.

Bronfenbrenner, U. (1970). Reaction to social pressure from adults versus peers

among Soviet day school and boarding school pupils in the perspective of an
American sample. Journal of Personality and Social Psychology, 15(3), 179.

Curtis, A. (1998). A curriculum for the pre-school child. London: Routledge.

Essa, E. (2011). Introduction to early childhood education (6th ed.).

Clifton Park, NY: Wadsworth Cengage Learning.

Frede, E., & J. Ackerman, D. (2007). Preschool curriculum decision-making:
Dimensions to consider. National Institute of Early Education Research, (12).

Hunt, J. (1961). McV. Intelligence and experience, 50.

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PART 2
Template : Weekly Schedule Theme Birds Age Group : 4 years Old
Week 1 : 4 /10 /2021 till 8/10/2021

WEBBING

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PART 2
Template : Weekly Schedule Theme Birds Age Group : 4 years Old
Week 1 : 4 /10 /2021 till 8/10/2021

Time Monday Tuesday Wednesday Thursday Friday

8:00-
Welcome Children
8:30
8:30- Outdoor: Bahasa Science Physical Freeplay
9:00 Nature Walk Melayu Activity (Fine
around Outdoor: Motor
Compound Bercerita: Collect Development)
Membaca sticks for
Physical buku kisah bird nest Sensory Play:
Activity burung yang Use tweezer
mudah SA 3.1.1 pick gummy
FK2.2 Carry difahami Differentiate worm into tray
out various living and filled with
locomotor BM 1.2.1 non-living water and
movements Mendengar things leave it
dan memberi overnight
Science respons
terhadap cerita
SA 3.3 Carry yang didengar FK 1.1.2
out Demonstrate
exploration hand-eye
on coordination
animals and fine motor
Resources: Siri skills
Kisah Haiwan through
Resources: - Burung Pipit various
Binoculars activities

Resources:
Tweezer,
gummy worm,
large tray,
water

9:00- Language & English Creativity & Visitor: Invite Early

9:30 Literacy Language Aesthetics a bird keeper Mathematics
Feather: (Listening) (Visual Art) from bird park (Number

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 Write letter B Concept)
for Bird Circle Time: Bird nest:
Jolly Phonics Build bird Count: 6-10
BI 3.1.1 B for Bird nest using eggs into
Demonstrate the sticks basket
fine motor BI 1.2.2 Listen collected
control of to and sing during MA 2.1.4
hands and songs nature walk Count objects
fingers by session
using writing Resources:
tools KE 3.3 Number
correctly Resources: Express cards, toy
Jolly Phonics creative eggs, basket
Resources: on Youtube ideas
Bird feather, in visual art
washable ink, creations
paper (Creative
Expression)

Resources:
Sticks, Glue
9:30-
Break
10:00
10:00- Freeplay Physical Outdoor: Physical Physical
10:30 Activity (Fine Nature Walk Activity Activity (Fine
Motor around (Gross Motor Motor
Development) Compound Development) Development)

Sensory Play: Physical Egg Hunt: Sensory Play:

Scoop bird Activity Walk around Squish
food into bowl the compound overnight
FK2.2 Carry to find hidden gummy worm
out various eggs and add soaked in
FK 1.1.2 locomotor them to basket water tray
Demonstrate movements FK2.1 Explore
hand-eye various
coordination movements FK 1.1.2
and fine motor (spatial Demonstrate
skills awareness) hand-eye
through coordination
various Resources: and fine

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 activities Toy eggs, motor skills
basket through
Resources: various
Scoop, seeds, activities
bowl
Resources:
gummy
worm, large
tray, water

10:30- English Early Cognitive Circle time Creativity &

11:00 Language Mathematics block play with nursery Aesthetic
Story Time: (Number rhymes
Read aloud Concept) Art & Craft :
story book BI 1.2.1 Listen Bird
Count: 1-5 to and recite footprints
BI 1.2.5 eggs into nursery Children draw
Listen to and basket rhymes foot prints of
enjoy simple different type
stories MA 2.1.4 of birds
Count objects
Resources: KE 3.3
“What it's Resources: Express
Like to be a Number cards, creative ideas
Bird” by Tim toy eggs, in visual art
Birkhead basket creations
(Creative
Expression)

Resources:
crayon, paper
11:00- Early Science Moral Language & Cognitive drop Cognitive
11:30 Education Literacy coin in the pretend play
Process Skill: (Love) piggy bank as
Sorting Write letter veterinarian
Feather Game Media play: C for Canary
Short video of
SA 2.2 types of bird in BI 3.1.1
Classify the wild Demonstrate
objects fine motor
PM 7.1 Love control of

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 Resources: oneself, others hands and
Bird feathers and fingers by
animals using
writing
tools
correctly

Resources:
Pencil, paper
11:30- Cognitive Freeplay Freeplay Freeplay Moral
12:00 block play Education
(Respectful)

Circle time
Greetings &
Singing
Shaking
hands and
salam

PM 6.1.1
Emulate
being
respectful to
others

12:00-
Preparing to go home
12:30

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