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EDCU202
Building Curriculum Connections and
Continuities

Assessment Item 1:
Curriculum Position Statement
A personal philosophy underpinning learning, teaching and
assessment in the P-3 years.

Lecturer in charge: Anthony Shearer

By Tahlia Salis
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Curriculum Position Statement:
A personal philosophy underpinning learning, teaching and assessment in the
P-3 years.
In Australian society, there are a variety of influential factors that could influence my
personal philosophy in regards to early childhood education. The way children learn,
diversity of context, nature of knowledge, continuity of learning and professional practice
are relevant aspects to consider and reflect on when developing my individual pedagogy.
Essentially, these factors are the substance of learning, teaching and assessment in the early
years.
Children and how they learn:
I believe children learn through interactions between themselves, other children,
their ideas and their environment (OECD, 2004). This is done through intentional scaffolding
based on their interests (Nuttall & Edwards, 2007) as a result of curious and critical thinking
(Arthur et al., 2005). This inquiry-based learning experience provides opportunities for
learning through play (Hill, Stremmel & Fu, 2005) which generates investigation and
engagement to develop a positive learning disposition (Arthur et al., 2005). The importance
of play is reinforced by Friedrich Froebel who believes that play is the method of education
and learning. He also supports that as educators; we are able to guide and facilitate (OECD,
2004) this learning through encouragement of group work and social engagement (Arthur et
al., 2005). This exchange of interactions will promote the co-construction of their own
learning (Catron & Allen, 2008) and build on the childs creation of identity and
understanding through the use of meaning making (Moss & Dahlberg, 2008).
Diversity and the curriculum:
I believe diversity in relation to applying curriculum, is based on the childs
experiences, interests, relationships, dispositions, attitudes and broad knowledge (Arthur et
al., 2005) which creates the need for adaptability and flexibility when catering for diverse
learners (Hyde, Carpenter & Conway, 2010). The curriculum is there as a foundation to
produce quality (Moss & Dahlberg, 2008), however, the way it is implemented is what
creates meaning and the basis for learning (Arthur et al., 2005). By using a range of relevant
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resources you are able to facilitate active learning experiences (Catron & Allen, 2008) by
using numerous techniques of expression as a means of exploring (Arthur et al., 2005). I
strongly believe that an essential part of finding the most suitable methods for individuals
includes reflection (Catron & Allen, 2008) on behalf of the children and myself (OECD, 2004).
This allows us to extend learning, acquire awareness and gain understanding through our
ability to interpret (Arthur et al., 2005). By having multiple forms of play based experiences,
you are adapting to suit the needs of diverse learners (Hyde, Carpenter & Conway, 2010).
Nature of knowledge and its relationship to learning, teaching and assessing:
I believe knowledge to be a construction of ones mind filled with critical thoughts
based on their experiences relevant to context of time, relationships and their environment.
The way one learns is constructed by how they receive information and perceive their
surroundings (Catron & Allen, 2008).
Knowledge in relation to teaching, I believe, refers to the value of building on a
childs existing capabilities (Arthur et al., 2005). I think that this is done through Vygotskys
role of the teacher; that a childs development is best facilitated and guided in collaboration
with a teacher. (Hill, Stremmel & Fu, 2005). Knowledge in relation to learning refers to the
childrens capability of interpreting and utilising skills relevant to their family and
community context (Nuttall & Edwards, 2007). I believe that the best way this can be done
is through play. Froebel strongly supported that play is the highest expression to human
development (Hill, Stremmel & Fu, 2005). Because play is both creative and imaginative,
children are able to transform, learn and grow to build on prior knowledge (Arthur et al.,
2005).
There are various ways of assessing children, but I believe that it is not relevant to
assess them on their theoretical knowledge. I believe it is important to assess and document
children on their actions, reactions, curiousness, certain abilities, social dynamics, learning
processes and evolving understanding (Catron & Allen, 2008). I believe that to accurately
assess these aspects, I have to consider the practices of participation and social engagement
within a collective community and their view on the nature of knowledge (Nuttall &
Edwards, 2007).
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Continuity of learning across and beyond the early years:
I believe that a continuity of learning is essential in early childhood education and
schooling. This ensures smooth transitions from a variety of settings, creation of identity
and a strong sense of belonging (OECD, 2004). This continuity can be achieved by having
flexible routine, strong relationships, joint collaboration with parents/families and allowing
children to realise their competence in order to ease any confidence issues (Catron & Allen,
2008). One way we can work on this as professionals is to ensure that the relationship
between centre and home stays stable (Hyde, Carpenter & Conway, 2010). The transition to
school is where parent involvement seems to slowly fade. By allowing parents to be a key
decision-maker in their childs education, the children can have an advanced sense of
autonomy (Catron & Allen, 2008) and the ability to realise that these two environments do
not have to be separated. With ideas like these, I believe that we are able to help children
acknowledge that school is a rich context for learning (Arthur et al., 2005).
Professional practice and ethics:
I believe that being a professional involves the critical thinking process of educators
to make decisions based on ethics and beliefs (Newman & Pollnitz, 2005). When teaching,
there are many aspects to consider when making ethical decisions. For me these include;
health and safety practices, child rights, social justice, equality and moral dilemma (Arthur
et al., 2005). To help me reflect on these aspects I would refer to the Early Childhood
Australia Code of Ethics (2010) and the Queensland College of Teachers Standards (2006).
These both provide helpful guidelines on expectations based on your decision making as a
professional practitioner. I have not had much experience in ethical issues and decisions,
but I like to think that my familiarity with these documents and my personal values and
beliefs will guide me in making the right choice when the time comes (Newman & Pollnitz,
2005).



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Reference List:
Arthur, L.; Beecher, B.; Death, E.; Dockett, S. Farmer, S. (2005). Programming and planning
in early childhood settings. (4
th
Ed.). Melbourne: Cengage Australia. (Chapter 8
Curriculum approaches and pedagogies. pp 227 264).
Catron, C.E., Allen, J. (2008) Early childhood curriculum: A creative-play model (4
th
ed.). New
York, America: Pearson Education.
Early Childhood Australia: A Voice for Young People. (2010). The code of ethics. Retrieved
from: www.earlychildhoodaustralia.org.au

Hill, L., Stremmel, A., Fu, V. (2005) Teaching as inquiry: Rethinking curriculum in early
childhood education. United States of America: Pearson Education.
Hyde, M., Carpenter, L. Conway, R. (2010) Diversity and inclusion in Australian schools.
Sydney, Australia: Oxford University Press.
Moss, P., Dahlberg, G. (2008). Beyond quality in early childhood education and care
languages of evaluation. New Zealand Journal of Teachers Work, 5 (1) 03-12.
Newman, L., & Pollnitz, L. (2005). Working with children and families: Professional, legal and
ethical issues.
Nuttall, J. & Edwards, S. (2007). Theory, Policy and Practice: Three Contexts for the
Development of Australias Early Childhood Curriculum Documents. In L. Keesing-
Styles & H. Hedges (Eds), Theorising Early Childhood Practice: Emerging
Dialogues.Castle Hill, New South Wales: Pademelon Press.
Organisation for Economic Cooperation and Development (OECD). (2004) Five curriculum
outlines: Starting strong curricula and pedagogies in early childhood education and
care. OECD: Directorate for Education
Queensland College of Teachers (QCT). (2006). Professional standards for Queensland
teachers. Toowong, Queensland: Queensland College of Teacher
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