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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...

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EDEC109     Cu
iculum Approaches for the Early Years
Assignment 1 Assessment Template
Essay (2500 words)
Learning Outcomes 1-3
Critical analysis of one relevant cu
iculum approach or model
Learning Outcomes
1. Explain how a biblical worldview influences implementation of cu
icula and instructional choices.
2. Examine the inte
elationships of
a. cu
iculum and pedagogy,
. cu
iculum theory,
c. policy statements and cu
d. decision making
of teachers and caregivers within early childhood education settings
3. Compare and contrast
a. theories,
. models,
c. research, and
d. influences
of early childhood cu
iculum as they impact on cu
ent practices in the field
General Issues
1. Communication and writing style,
2. Thesis (flow of argument or logic)
3. Application of unit content
4. Evidence of independent learning
5. Word count
6. Presentation
7. On time
8. Turnitin similarity
9. Academic Integrity
10. Use of APA referencing style
11. Strengths
12. Areas of Development

EDEC109 S2 2020
Due Date: End of teaching week 6 11:59PM 4th October 2020
Assessment 1: Critical analysis of one relevant cu
iculum approach or model
iculum approaches refers to the method or methods used in the delivery of the cu
All cu
iculum approaches
1. are underpinned by theoretical perspectives,
2. require appropriate pedagogies and learning environments.
Chapter 7 from Arthur et al XXXXXXXXXXintroduces 11 cu
iculum approaches and describes them as
continuums (see pages 233 – 251).
Suggested structure:
A suggested structure for your essay is as follows. Section word counts are approximate.
• Introduction (250 words)
• Outline the chosen cu
iculum approach (400 words)
• Critically evaluate how how your selected approach is suitable for theoretical perspectives
that support a biblical Christian worldview (400 words),
• Explain
o what pedagogical choice or choices support your chosen approach (400 words), and
o how the learning environment might be organised to support the chosen approach
(400 words).
• Reflect on how you might ensure that your cu
iculum approach, pedagogical choices and
the organisation of your learning environment are properly adapted to the setting of a
particular preschool (400 words).
• Conclusion (250 words)
Select one cu
iculum approach (continuum) from the list on page 233 and explain
• how this approach is suitable within the context of a biblical Christian worldview,
• what pedagogical choice or choices might be used to support this approach,
• how the learning environment might be organised to support this choice.
You may refer to one other approach to compare with your chosen approach.
Reading and Research
You are expected to refer wherever relevant
• to the chapters of your text-book we have covered in the lectures, or
• links that have been provided in the PowerPoint Presentations.
You may also refer to other relevant texts and/or peer-reviewed journal articles such as may be
found on the shelves in or online through the College li
In-text referencing and reference list (at the end of your essay) should be formatted according to
APA guidelines. Click here to access the Excelsia College APA guide.
Due Date: End of teaching week 6 11:59PM 4th October 2020
Answered Same Day Aug 25, 2021


Nishtha answered on Sep 02 2021
129 Votes
Running Head: EDEC109                                    1
EDEC109        2
Table of Contents
Introduction    3
iculum Approach    3
Theoretical Perspective    5
Pedagogical Choice    6
Learning Environment    8
Critical Reflection    9
Conclusion    10
References    12
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.
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...

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