EDEC109 Curriculum Approaches for the Early Years Assignment 1 Assessment Template Essay (2500 words) Learning Outcomes 1-3 Critical analysis of one relevant curriculum approach or model Criterion...

Running Head: EDEC109                                    1
EDEC109        2
EDEC109 CURRICULUM APPROACHES FOR THE EARLY YEARS
Table of Contents
Introduction    3
Cu
iculum Approach    3
Theoretical Perspective    5
Pedagogical Choice    6
Learning Environment    8
Critical Reflection    9
Conclusion    10
References    12
Introduction
Cu
iculum is a term that is dispute and sometimes misunderstood. The cu
iculum literally means a review course, at a basic level. The word derives from the Latin word meaning 'racecourse' or 'race' and has define to mean a general path that conveys the notion of heading in a predefined direction somewhere (Tomlinson & Quinton, 2019). Coursework-making across these levels (or activity layers) may not be consistent, but there may be valid reasons for this (for example, to compensate for variations in the nature of school).
Often the cu
iculum programme is called recommended education. Cu
iculum is a transferable body of information. It is an effort in students to attain such ends-product. As method, cu
iculum defines as practical instruction. The Theory Approach as Christians helps us grow in understanding God (His intentions and ways), training everyone to progress the Kingdom of Christ to the ends of the earth. The Theory Approach as Christians enables us to distinguish the biblical doctrine of government, under which the nation was established, thus enabling us to restore what has been destroyed over the generations.
The core of the Approach to Principles encourages students to think from biblical reality, or values and to extend to any field of life. Raising Dayspring Christian training group starts with the Word of God. From the Biblical Mathematical language to the hands of Providence in history, each topic is learned from God’s viewpoint as Creator (Chrismastianto, Susanti & Dwikristanto, 2020). Under this philosophy, the purpose of education is to educate awareness, position personality, shape disciplinary habits and start planning young boys and girls to accomplish their God-given potential.
Cu
iculum Approach
The chosen cu
iculum approach for this report is transmission and constructivist. The transmission learning approach is a teacher-centric model of education - learning wherein the job of the instructor is to plan lessons targeted at defined goals and to display knowledge and expertise in a prescribed sequence and the tasks of the learners are to acquire educator-specific skills and knowledge passively. On the other hand, the constructivist gives a sharp perception of comparison from the viewpoint of transmission. As mentioned by Taber (2016), the basic principles of constructivism are that knowledge is personal, cultural and social rather than being impartial and static and that knowledge is actively produce by the learner and not passively obtained from the environment.
There are several distinctions between the Teaching of Constructivism and the guidance of Transmission. Some teachers tend to use one approach over the other, while others mix the two. Knowledge and understanding of both of these teaching methods is important. Finding, which approach works best for specific topics is also important. Understanding what the students feel about these two methods and how these approaches use in classroom. Constructivist lessons challenge students with a query that acts as a lesson guide (Kranzow, 2017). Students are participating, both within their classes and in the conversation of the whole class.
It gives students considerable autonomy to operate alone. Students establish comprehensions, which make sense to them. Students also obtain interpretations, which can be applied to daily life. Transmission instruction is very successful when the main targets of the teacher are unique material and skills. One of the most important tools available for teaching such skills and behaviours is the primary feature of the teacher's modelling of attitudes, skills and behaviours. Procedural competencies include a common sequence of operations or techniques.
They can demonstrate them by a wide range of examples and established with practices. As indicated by Payong (2020), constructivist-learning experiences concentrate on the reasons and solutions to questions or issues. The interpretations and responses come from the learners, not the teachers and they are derived from descriptions of social as well as cultural interaction. The instructor helps students develop awareness by directing the social interaction and presenting representation of content.
This comparison of approaches for teaching constructivism and transmission has been very useful as an instructor. However, they have enjoyed learning about constructivist teaching because they believe it helps the children more and they would like to be vi
ant and entertaining in classroom. The minds of the students should be nervous and eager to learn new skills and constructivism seems to be the approach that allows the students to encourage for this (Liana, 2020).
Theoretical Perspective
Constructivism is a theoretical construct, which has gained attention in recent years in education. Constructivism has opened up the door to substitute dimensions of leadership, which include a richer knowledge of the determinants of advancement, interpersonally and society. While Christians have benefited from constructivism as religious models, constructivist approach also has responsibilities that Christian therapists would be smart to take into account when assessing therapeutic methods and goals.
These responsibilities derive from the core argument of radical forms of constructivism in order to remove and consider replacing our concept of external truth by understanding the true phenomenal of individual (Lindemann, 2018). Several disciplines consider a worldview as an important force in learning. Despite philosophical discussions among scholars over the utility and changing rationale of the architecture, teachers strive to explore useful training for the formulation of worldview.
It offers a Christian materialist philosophy that empowers cognitive therapists to take advantage of the benefits of constructivist approach in a context that affirms authoritative borders. The optimistic attitude of the teachers towards a constructivist...