Lynn Ang's The Early Years Curriculum: The UK context and beyond PDF

By Lynn Ang

ISBN-10: 0415735823

ISBN-13: 9780415735827

ISBN-10: 1408223325

ISBN-13: 9781408223321

The Early Years Curriculum brings jointly quite a number curriculum versions from the world over, offering in-depth dialogue on key concerns and theories, and permitting readers to think about each one method of kid's studying inside of a global context. It encourages readers to discover other ways of knowing the curriculum, and to enhance a severe figuring out of the main concerns that form the way in which a curriculum is designed.

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Urban (2008, p. 136) quite rightly states that in the implementation of any curriculum: The dilemma unfolds between the day-to-day experience of having to act concretely, spontaneously and autonomously in ever-changing, uncertain situations which, to a large extent, are determined by factors beyond the practitioners’ control. As this chapter will show, practitioners experience daily challenges in implementing the early years curriculum. Vignettes from practice will aim to contextualise the environment and context in which early childhood practitioners Vignette 1 Case study of a student practitioner’s experience in working with the EYFS Nicola, a second-year student on an Early Childhood Studies degree, is required to observe a play activity in a setting that implements the EYFS and then to map this to the areas of learning and development stated in the EYFS.

In a similar way, giving individuals a right to their culture does not, by itself, ensure cultural diversity. Practitioners need to recognise that within cultural groups there are also differences, depending on individuals’ experiences (Ang, 2010). Cousins (1999, p. 10) writes evocatively about four-year-old Sonnyboy, who could be considered at a social and cultural disadvantage because of his background, but has the capacity to ‘jolt adults into thinking’.  I just got to the interesting bit.  .

At the end of the activity, when the practitioner was giving feedback to Sharaz, the first thing she said was that Sharaz must always make sure that the children were wearing aprons before allowing them to paint. Although it is important to ensure that the children’s clothing is protected when carrying out ‘messy’ activities, the focus on feedback should have been the way in which Sharaz had developed the activity in response to the children’s pathways to understanding. He encouraged the children to have the space to make their decisions.

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The Early Years Curriculum: The UK context and beyond by Lynn Ang


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