A Matrix for Reflection and Decision Making
| A Matrix for Reflection and Decision Making | ||||
|---|---|---|---|---|
| My Beliefs | Curriculum A | Curriculum B | Curriculum C | |
| What is the purpose of early childhood education? | ||||
| What are young children like and how do they learn? | ||||
| Who participates in early childhood education and what are their roles? | ||||
| What’s worth knowing? What should children learn? | ||||
| How should curriculum be implemented and acted out? | ||||
Hopefully, you will find that your philosophy and the curriculum you work with are a good match. If, however, you find yourself in the sticky position of having to implement a curriculum you know to be highly inconsistent with what you believe, at least you will be prepared to deal with that and make compromises from an informed stance, knowing that there are always things you can do in the best interests of your students.
These first two chapters provide foundational information about the history and nature of early childhood curriculum. In the next two chapters, we will shift our focus to the child. Chapters 3 and 4 will focus on the critical relationships between knowledge of child development and curriculum decision making.
Chapter Summary
- Curriculum is developed from a vision about what early education should be like. It reflects assumptions and attitudes about children, teachers, families, and other stakeholders. Curriculum content answers the question, “What’s worth knowing?” Moreover, the manner in which it is implemented has a great impact on outcomes for children.
- Curriculum is inspired and informed by a long history of research about how children learn. Time-tested classic comprehensive curricula such as Montessori, Waldorf, Bank Street, and Reggio Emilia are internally consistent; all the parts fit together as a cohesive whole.
- Modern curricula in use today are inspired by the work of those who came before. While there are differences across the spectrum, abiding principles about how children grow and learn coexist alongside evolving notions about how those principles can be implemented to make learning interesting and exciting for children and their teachers.
- Established curricula can be adapted to an ever-expanding knowledge base and new curricula continue to emerge to meet societal changes and demands. Good teachers understand the importance of developing a personal philosophy as a framework from which to analyze and implement the curriculum they work with responsibly.
A Matrix for Reflection and Decision Making