26 Curriculum – planning principles, concrete to abstract, known to unknown, simple to complex

N. Dhanya

Curriculum is an educational tool to help the teacher implement the preschool’s educational goals into practice. It contains both educational and administrative elements that allow the teacher and staff to organize and carry out their work.

It is important that the curriculum must to be determined by the teacher and other staff.

Some fundamental principles have been structured on a common basis for all preschool professionals.

Preschool children learn from everywhere. They better learn from their experience and in turn it fosters their healthy development. Children acquire intellectual and social knowledge and learning during their daily activities. A good syllabus is always enjoyable and challenging and it fosters learning in a wide variety of subjects and contributes to the children’s better understanding of the world at large. In every preschool, activities and curriculum are planned considering the goals and objectives of the preschool. It should allow all staff members to participate fully.

The pedagogic work plan includes a breakdown of the knowledge, values, skills and abilities the children are expected to develop and design for the ways for their promotion.

The aims of the syllabus are determined by the teacher and staff whilst adhering to the policies of the Ministry of Education, the local authority and views that educators strive to promote. Planning the work of the preschool should also demonstrate the professional expertise of the teacher regarding children’s development, learning programs and her familiarity with the specific group of children at her class that particular year.

Every preschool program must allow children to reach significant result in terms of development and learning through a variety of age appropriate experiences such as: play, different ways of expression, and learning that interest them.

Basic tenets of curriculum development

• The curriculum should be developed
• Based on the needs and capabilities of young children
• For recognizing special characteristics of children’s thinking. To include formal and informal interaction
• To have familiarity and challenge in everyday rhythm To promote primacy of experience rather than expertise Based on developmentally appropriate practice.
• Using locally available material and knowledge which emphasize the diversity and culture of the children.

The preschool education work program:

• Sets targets that reflect the staff’s professional views, the preschool education division policy and that of the district and local authorities and the population sector, as well as the directive outlined by the learning programs;
• Reflects the expertise of each member of staff;
• Includes activities that must be initiated by both adults and children.
• Includes pre-planned activities and those generated following events in the preschool and local community.
• Is constructed based on children’s existing knowledge.

Reflects the unique class structure and it includes:

1. The design of the learning environment
2. Range of activities taking place in the same area at one time
3. Activities planned under the guidance of an adult as well as those planned by the children themselves

Includes learning experience that follow the developmental

needs and educational requirements of young children:

• Games using different colours.
• Various methods of expression
• Activities for children with different learning styles
• Integrative themes that the children know and are interested in attending
• Reflects the deliberate adaptation to the socio-cultural context of the community (family and community needs)
• Reflects children needs based on the teacher’s assessments (medium-and short-term work plan)
• Reflects the teacher’s reflective assessment of her work (self-assessment): the reflective evaluation of what has been achieved so far and will contribute in the future to help the children progress and what should be discontinued.

The types of educational programmes are of three types namely Annual, medium term and short term.

ANNUAL EDUCATION PROGRAM

Annual education program determines the general aims. These goals will explain how the activities for the whole academic year would take place. The annual planning ensures the co-ordination between staff members. This creates a healthy atmosphere at preschools. The education program for the whole year includes the results of repeated major courses of action that foster children development.

MEDIUM-TERM EDUCATION PLAN

The medium-term education plan is planned based on the assessment of the children’s needs and should also reflect events at the preschool and in the community. The medium-term plan sets out specific goals for the coming several months for all the children at the preschool and for various group of children. Moreover, the plan also details the main regulations for preschools and changes in the design of the educational surroundings.

SHORT TERM EDUCATIONAL PLAN

The short-term education plan is taken from the medium term plan. The time in this case varies from a few days to a week and the program is based on assessments of the children’s need and should reflect the events in the preschool and the community.

The short-term plan sets out operation goals and details activities for all the children as well as individual plans for various groups of children. When planning activities, it is important to remember: the subject of the activity, the areas in which the activity will help the child’s development, the defined goals, the children who will take part in the activity, the instruction methods to be used, during what part of the daily routine the activity will take place, the location of the activity (inside the preschool/ in the yard), if this is an one-time activity or if it will be continued), who will lead the activity (the teacher, the assistant, children, parent)

Let me now discuss about the organization of the Annual work program

The preschool work plan covers the whole school year. An organizational annual work plan allows the preschool staff to schedule the attainment of goals and help in planning instruction.

The organizational work plan must determine the timetable:

•  For the children’s participation in the different activity at the preschool;
• To organize and coordinate the staff’s work (meeting at least three times during the year);
• To summarize information on the children on the children and prepare future activity;
• To reflect on the work of the teacher and the staff;
• Parent participation;
• Community activities
• Meetings with interested officials

The organizational annual work program is part of a portfolio which includes procedures, forms, letters, security and safety arrangements and preschool maintenance. Changes during the academic year may require updating the agenda. The daily schedule as well as topics of meeting and activity will be determined close to time of the event.

The educational program will include the core subjects: life skills, physical education, introduction to reading and writing, science and technology, math, art, bible stories, culture, heritage and tradition.

Are you familiar with the Maxims of teaching?

A student teacher should be quite familiar with the various maxims of teaching and able to apply appropriately in the context in which he/she is engaged. They are:

1.Proceed from the known to the unknown: The most natural and simple way of teaching a content / lesion is to proceed from something that the student already knows to those facts which they do not know. The teacher is to proceed using steps to connect the new matter to the old one.

2.Proceed from simple to complex: The simple task or topic must be taught first and the complex one can follow later on. The word simple and complex are to be seen from the point of view of the child and not that of an adult. We would be curbing the interest and initiative of the children by presenting them complex problems before the simpler ones are presented.

3.Proceed from easy to difficult: The student at the elementary stage should be exposed to easiest thing first and then move to the difficult. This will help in sustaining the interest of the students. There are many things which looks easy to us but are in fact difficult for children. The interest of the child also to be taken into account.

4.Proceed from concrete to abstract: a child’s ‘imagination is greatly aided by a concrete material. “things first and words next “is the common saying. Small children learn first from things which they can see and handle concretely. Care must be exercised to ensure that the student do not remain at the’ concrete stage all the time. This is the initial step for children with a view to reach the higher stage of ‘abstraction’ as they advance in age

5.Proceed from particular to general: before giving principles and rules, particular examples should be presented. As a matter of fact a study of particular facts should lead the children themselves to frame general rules

6.Proceed from indefinite to definite: ideas of children in the initial stages are indefinite and vary vaguely. These ideas are to be made definite, clear, precise and systematic. Effective teaching necessitates that every word and idea presented should stand out clearly in the child’s mind. Adequate use must be made of actual objects, diagrams and pictures. Every possible effort should be made to the children interested in the lesson.

7. Proceed from empirical to rational: observation and experience are the basis of empirical knowledge. Rational knowledge implies a bit of abstraction and argumentative approach. The general feeling is that the child first of all experiences knowledge in this day to day life and later he feels rationally.

8.Proceed from psychological to logical: in the psychological approach, one proceeds from the concrete to abstract from the simple to the complex and from known to unknown. Psychological approach aims at the child’s interest, needs, mental makeup and reactions. Logical approach is concerned with the arrangement of the subject matter. While treating a subject logically, we are usually thinking of it from our own point of view and not from the point of the view of the child.

9.Proceed from whole to part: whole is more meaningful to the child than the parts of the whole. The’whole’ approach is generally better than ‘part ‘ learning because the material to be leant ‘makes sense’ and its part can be seen by the learner as interrelated. The leaner sees a relationship between the central ideas of the material to be learned. However, the’whole’ unit or passage for slow learners should be smaller than the ‘whole’ for the fast learners.

10.From near to far: a child dwells in the surrounding in which he resides. So he/she should be first acquainted with his/her immediate environment. Gradually he/she may be taught about things which are away from the logical geography and then take up Block, district, state, the country and the world gradually.

11.From analysis to synthesis: Analysis means breaking a problem into convenient parts and synthesis means grouping of these separated parts into one complete whole. A complex problem can be made simple and easy by dividing bit into unit.

12.From actual to representative: when actual objectives are shown to children, they learn easy and retain them in their minds for a long time. This is especially suitable for younger children. Representative objects in the form of pictures, models etc. should be used for the grownups.

13.Proceed inductively: in the inductive approach, we start from particular examples and establish general rules the active participation of the learners. In the deductive approach, we assume a definition, a general rule or formula and apply it to particular examples.

It must be accepted that in the ultimate analysis maxims are meant to be our servants and not masters. Moreover, by and large, they are interrelated. Different maxims suit different situations. It is, therefore, essential that a judicious use should be made of each maxim. They are only means and not the end by themselves.

Other principles to be followed while teaching: There are certain other principles which needto be applied in teaching-learning contexts.

(a)Principle of definite goal: teaching should start with a definite goal. In the absence of the definite goal/aim the teacher might go astray and at the same time his teaching might lack coherence and definiteness. The students do not gain much if the lesson is transacted haphazardly and aimlessly. Without definite aim /goal, even the best lesson would fail to achieve its objective. Definite aim is of great help to both the teacher and the taught. It makes the teaching interesting, effective, precise and definite.

(b)Principle of achieving participation in learning: Teaching becomes effective only when student actively-both physically and mentally participates in the lesson. Children learn their best through psychologically sound activities. Learning by doing removes the dullness of the lessons and puts the children in life situations. The child engages himself fully in the activity and learns qualitatively as well as quantitatively. Only that knowledge becomes a part of the life, which he gains through self activity. Hence teaching should be organized as to provide the maximum opportunities to the child to learn by doing.

(c)Principle of motivation and interest: principle of motivation is considered very important to carry out successful teaching – learning process. It is said that half the battle is won if the students are truly motivated for the lesson. Motivation is the petrol that drives the mental engine. Motivation not only promotes but also facilitates learning. It arouses the interest of the child and once he is genuinely interested, he becomes attentive, and consequently learning becomes effective. Hence teacher should properly motivate the students by creating interesting learning situations.

(d)Principle of co-operation: Teaching turns successful only when there is co-operation between teachers and hence, a teacher should plan his teaching to give the pupils abundant opportunities for co-operation in organization, management, participation in discussion, and other class-room activities.

(e)Principle of creativity and recreation: Successful teaching is a source of happiness to the teacher and students. Work becomes its own reward for the teacher, and the students enjoy it to the maximum.Successful teaching proves to be a source of creativity and recreation. It awakens in the learners the desire to be creative and engages them in activity which is a source of pleasure to them.

(f)Principle of progressiveness: A good teacher must be concerned with the progress of children in the development of attitude and interests, ideas and information, skills and abilities and development of habits of thoughts and action. Good teaching looks forward for improvement in the light of new experiments in the field of teaching. When teaching improves steadily, it is progressive.

The Curricular frame work for ECCE is not same as the curricular framework of higher classes.

The main objectives of ECCE are:-

• Overall development of the child to enable him\here to realize his\here maximum potential
• Preparation for schooling
• Providing support service for women and girls

The curriculum is defined as development and age appropriate, all round, play based, integrated, experiential, flexible, and contextual. The guiding principles of the ECCE curriculum are:

• Play should be seen as the basis of learning
• Art should seen as a base to recognition the special features of child’s thinking Primacy of experience should be focused on rather than expertise
• Experience of familiarity and challenge in every day routine Mix of formal and informal interaction
• Use of local materials, arts and knowledge
• Developmentally appropriate practice, flexibility, and plurality Overall well-being and development of healthy habits.

Curricular framework for 3-5+ children

The curriculum is the sum total of everything thathappens in the classroom, and its contents can be drawn from the child’s entire natural and social world. The strategies and methods to be followed by the teacher must be drawn from these basic principles, and should be adapted to the age of the child.

Play as the basis for learning

Most ECCE thinkers have emphasized the importance of play in a child’s life. This is because play is natural, spontaneous attractive, enjoyable, and rewarding to the children, and it is self-initiated. It prompts growth and developments in each domain of development. For example, it stimulates curiosity and exploration, leads to mastery of bodycontrol skills, encourages creativity and social skills, and develops emotional balance and language skills, develops emotional balance and language skills. However, parents at all levels often view play as a waste of time in opposition to learning. Hence the term ‘activity – based curriculum’.

ECCE settings must cater to the requirements of supervised play with objects such as balls, sand boxes, swings, and rocking toys. The play area should be appropriate for explorative activities and for gaining mastery over physical competencies. Playing on a jungle gym and spending time in walking and balancing areas will help children gain confidence. Running, jumping, and balancing are necessary for 3-5 year olds. Free play can be arranged both indoors as well as outdoors. Outdoor play is more highly beneficial as it aids in the development of gross motor skills while indoor free play such as beading, peg boards, and puzzles is largely beneficial for the development of fine-muscle skill. Mechanical toys are helpful in enhancing fine motor skills. Play can include drawing lines, dabbling in colour, and sometimes in matching-and pairing activities. Worksheets can comprise matching familiar objects and occasionally colouring within outlines. Such activities need to be balanced with opportunities for free drawing where colours and crayons are the modes of expression.

Arts as a basis for education

With ECCE being the foundation for initiating an interest in forming positive attitudes towards learning, contents of joyful expression and comprehension can be created through the use of arts in many forms. Arts are integral to developing children interests and have the propensity of naturally invoking a flow of children’s responses. Time divisions should afford freedom for children to explore their desire for movement. Aesthetic experience through music and art can easily be part of the daily routine for example, beginning the day with songs, group moments, and physical exercise. Each day needs a song time when children can repeat songs or rhymes.

Creative drama is a particularly enabling experience that sharpens children’s observation. Drama can be introduced as a classroom resource in many different ways, such as having a doll’s house where children get familiar sets to explore and the opportunity to pretend to be the people with whom they live. It allows free rein to fantasy as well as offers insights into the social and emotional areas of the children’s life beyond school. Children can also have access to baskets of props(such as sandals and shoes, old pairs of spectacles, purses and bags, dupattas, walking sticks, and other safe objects) to play with and impersonate adults inhabiting their environments for the sheer joy of being “the other “. Such opportunities lead to acts that foster curiosity, confidence, and conviviality. If possible, children should be allowed to experience the presence of local artists.

Recognition of the special features of children’s thinking

The ECCE curriculum has a major impact on children’s interests and performance in the later years of schooling. Children have a natural desire and capacity to learn and to make sense of the world around them. They develop concepts about themselves and others, and the world around them, through interacting with people and real objects and by seeking solutions to concrete problems. They learn mathematics and science by pouring water into bottles, filling cups with sand, counting beads, and distributing plates for snacks. They enjoy sorting objects and arranging them in ascending or descending order. They learn about transformation in the environment by watching plants grow. The ECCE teacher needs to draw the children’s attention to such acts through conversations. Children learn to communicate, express themselves, and comprehend the world around them in an atmosphere of trust. Storytelling, talking about their personal likes and dislikes, and describing their emotions and feelings are examples of children’s meaning-making processes. Making such active choices and claiming the space for dialogue allows children to reflect on their acts of learning, and thus grow and mature. The ECCE teacher can help children gain self-confidence and stroke their interest in going on to the next stage of the educational system by encouraging their natural capacity to learn.

Blend of the textual and the cultural

One of the complaints voiced most often about a play-based curriculum is the absence of emphasis on the teaching of the three Rs-reading, writing, and arithmetic. It would be unfair to young minds at this stage to expect them to grapple with the abstract. Yet learning the vocabulary of quantity-heavy-light, more-less, few-many-and understanding the difference through activities would clarify pre-numeracy concepts. Children can grasp these notions through games, worksheets, and other sensorial sources such as play with objects or dramatic acts. Pre-literacy involves play with shapes and sizes and learning to master fine motor skills to be able to gain mastery of neuro-muscular functions. Art activities converge with pre-literacy tasks. Children need to participate in as many activities that will promoter familiarity with labels and help them identify sounds and words. Listening to stories and poems, going on field trips, looking at charts and posters-These activities are all basic to initiating an interest in reading and writing.

Mix formal and informal interaction

Play interspersed with sit-down activities can help channel the restlessness, energy, and active disposition of young children. Children must feel safe and should be able to express themselves without fear of loss of identity. Such security is possible only if the child experiences familiarity. Personalizing the pedagogical spaces’ (or making children feel At home in the classroom) is most crucial for young children. A special time can be set aside when children are encouraged to talk about their personal preferences and choices or describe events that hold special meaning if the children are permitted to work in small groups and join together to perform a large group activity. Classroom need to be organized so that they have both small group areas as well as ‘big circle time’ for the whole group to meet and interact. A child who wished to work alone for some time should also have the space and freedom to do also.

Familiarity and challenge in everyday rhythms

Children need to repeat not only songs and stories but also activities. During the early years, repetition is an essential form of learning. Therefore, the daily time table should include certain basic activities every day. This gives the children a sense of security. But the routines should not be rigid. They should be flexible, open to suggestions from children, able to accommodate unexpected events such as a visitor or a celebration, and be able to adapt to children’s changing attention spans and shifting moods. Varity is basic to any activity that seeks to challenge.

Primacy of experience, not expertise

The ECCE classroom must be lively and offer wide-ranging activities for children to be intellectually curious. Often the inputs tend to be guided by anxiety about what the children many not be able to accomplish. It is true that we cannot advise embroidery as a task, yet children can learn to see that fabrics have many texture and colours. Children need to experience a diverse range of activities such as song and music, and learn about different people’s dresses, food habits, celebration of festivals, etc. awareness about social diversity is of special significance for teaching tolerance and inculcating attitudes of peace in multicultural contexts. A multilingual classroom is a rich resource in this regard, and can be drawn upon by the teacher.

Use of local materials, arts, and knowledge

Easily available materials like pebbles, flower petals etc can be collected by the teacher to use for sorting games and flower petals from the ground and use them for sorting activities. Both in rural areas as well as in metropolitan contexts children can gain a lot through knowing local arts and crafts, stories and folk tales, songs and language variations. Such experiences enhance children’s social competence and awareness about the socio-cultural backgrounds of different people. But children of rural communities do not get opportunities to use cotemporary materials.

Developmentally appropriate practices

The practices need to cover all domains of development, individually appropriate, as well as contextually meaningful. Learning activities must be concrete, real, and relevant to the lives of children as learning is an interactive process. The organization of learning should be multicultural as well as sensitive to gender and caste/ ethnic concerns. A flexible approach will lead to pleural and context- specific curricular models reflecting the enormous social, cultural, ecological, economic and linguistic diversity of our country above all the curriculum has to be transacted by the teacher, and the significance of the teacher’s role and guidance cannot be over emphasized.

Health, well-being, and healthy habits

Children learn many things at pre-schools. ECCE setting ensures their overall well-beingand development of healthy habits such as keeping clean teeth and nails, washing, behind the ears, and between toes, as wellas create awareness about indicators of poor health and avoidance of certain practices. Children in the 3 to 8 age group are in the process of forming habits. Teaching children healthy habits is equipping them with attitudes of self-care and clean and living, and encouraging them to develop self-monitoring competencies.

Conclusion

The noon meal is an opportunity not only for providing nutrition but, more importantly, for sitting together, sharing food, and eating in a pleasant atmosphere. Whether the food is provided under the noon meal scheme, or cooked in common, or whether the children bring there on food from home, this is a unique opportunity for social as well as cognitive and language learning. Names of plants and vegetable ingredients, identification of the different kinds of tastes, and personal preference and likes and dislikes can from topics of discussion. The social learning of caring and sharing, and of overcoming social barriers by sitting together, is equally important.

Web Links:

• www.copenhagenconsensus.com
• www.childfoundation.org