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Connecting an international curriculum with an early childhood education model

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The high-scope paradigm of learning brings schooling and instruction to a whole different dimension. It defines a learning mechanism that stresses the engagement of children with a number of items in the environment of the classroom. Adults and parents are an integral part of this paradigm of learning. It is associated based on the average rate of success. In essence, as it borrows from cognitive principles developed by Jean Piaget and John Dewey, constructive learning is an integral part of the paradigm. In relation to the Singapore learning program, the paper addresses the dangers of the model described above. As a consequence of the research performed, essential observations can be unraveled.
Question 1
The expectations of learning emphasized by the above model are numerous. For instance, education expects children to be active in terms of involvement with people, ideas and objects (Epstein, 2014). The overall aim of the above model is to teach through active learning processes. As a result, the learners are equipped with a variety of learning objects together with a group of qualified professionals to emphasize this fact. Learning also expects the students to become responsible individuals of society in addition to being accountable and confident. The model fosters the undertaking by teaching and laying emphasis on proper values and life skills.

In addition to the above, learning expects students to plan many of their activities, carry them out and liaise with others on what they have done and their experience whilst doing executing the undertakings (Epstein, 2014). The high scope model embeds on this by providing a large variety of learning processes and presenting them in an organized and predictable manner. Children are hence able to anticipate the transition into different learning activities. Therefore, they can predict and plan accordingly. Conclusively, it can be stated that the model dramatically ensures that expectations of learning are met through its complex yet coherent learning model. Active learning through aesthetics and creative expression is an integral part of the Singapore early childhood education curriculum making the model to suffice.

Question 2

The nature of relationships is an essential portion of teaching through this model. It correlates to the whole “Active Learning” theme of the model (Selmi, Gallagher & Flores, 2015). An insight into the concept reveals that the curriculum in Singapore fosters learner’s self and social awareness skills. Adults-children and the children-children interactions works a great deal to create self-awareness and communicative learners. In terms of children-teacher relationship, a give or take the type of relation exists. Notably, for this kind of scenario, both group members exist as active learners and listeners when the situation demands it (Selmi et al., 2015). In addition to the above, both members of the groups work hand in hand as leaders and followers. This mutual interaction is crucial in promoting social awareness skills. The children-children relationship also employs a similar set of standards. The communication between the children is, however, more underscored since they all have one goal. A particular category of this relation includes group work settings.

Question 3

The partnerships formed as a result of this model are of significant importance toward its overall success rate. Since the model significantly teaches on proper self-awareness and social skills as is per the aims of the Singapore curriculum, the partnerships formed are of great significance. Partnerships between parents and teachers develop a crucial relationship. In essence, parents may give the instructors valuable insight regarding behaviors of their children which in turn improves education plan offered to realize best results. In essence, partnerships formed between parents and teachers are of great importance in light of circumstances (Wortham & Hardin, 2016). Another example of a highly effective partnership transpires between teachers within different schools. This particular type of collaboration allows sharing of essential insights and findings aimed toward the general improvement of the education system. The connections also permits occasional transfers, which, in turn, enable teachers to experience different learning environments to diversify their practice significantly (Wortham & Hardin, 2016). Since the Singapore curriculum lays emphasis on offering quality education above standards, such partnerships substantially push this idea.

Question 4

In general terms, something that is pedagogical relates to teaching as a practice. There are a variety of educational activities applied to learning as a process; these include the following: Fields trips and outings that allow breaking of classroom monotony and exploration of external environment. In addition, it permits recreational practices which is an integral part of the learning process (Wiltshire, 2011). Singapore’s overall curriculum as per early childhood education showcases the importance of play as part of a conducive learning environment. The famous saying that all work and no play makes Jack a dull boy applies as per this teaching process. Assessment, which is an issued test aimed at establishing whether or not the learners have grasped various concepts, is also an essential pedagogical activity.

Pedagogical activities based on the high scope learning model primarily aims at creating an active learner’s environment. As a result, different processes are divided into learning and object-oriented (Wiltshire, 2011). As per the learning portion, students are taught basic concepts such as arithmetic and counting. The object-oriented portion basically defines the learning process in terms of real objects, for instance, matching blocks of shapes, and use of plasticine.

Question 5

The high scope model emphasizes equity in education through employing a wide variety of processes. As already covered above, the model highlights the active part of learning which in turn enshrines a wide array of activities (Wiltshire, 2011). Equity in education revolves around offering equal training in terms of content. It does not lay emphasis on one portion solely. Such is the overall aim of Singapore’s early childhood education curriculum (Wiltshire, 2011). Equity in education also implies fair distribution of educational based resources to learners regardless of prevalent factors.

The model employs a large number of adults who are equally distributed as per a learning center;what this means is that no teacher is tied down to a particular classroom. The inmitiative fosters equity since students actually have a chance of benefitting from a wide array of experienced professionals (Wiltshire, 2011). The time is also divided professionally through various activities of active and passive learning. In conclusion, overall foundation of high scope learning model is based on equity in education standards. It is worthwhile to note that it is not only in Singapore where equity in education is emphasized but all around the globe.

Question 6

As already explained above, the Highscope learning model showcases respect in diversity. This is primarily emphasized on the fact that the model does not emphasize on active learning alone, but somewhat passive learning as well. This is manifested in the idea that the model employs a large number of activities to choose from and apply (Wiltshire, 2011). This is the primary concept of diversity. In addition, the model encourages a wide array of professional adults who work hand in hand to educate a specific portion of learners. The fact that the model was not designed to suit the needs of a particular nationality also showcases its overall emphasis on equality in light of prevailing circumstances. Such a diverse and balance based model should be employed in many regions since it guarantees quality education.

Question 7

As already discussed above, the high scope model or approach is characterized by a large number of activities all between the active and passive learning spectrum (Selmi et al., 2015). The educators divide a typical learning day into a variety of programs where both the students and teachers play a crucial role in determining daily learning activities which will be employed (Selmi et al., 2015). A typical day in terms of the high scope model involves a planning segment, a small or large group discussion segment, transition times between these sections and finally eating and resting periods. Activities employed include drawing, reading and writing, and so forth.

Question 8

The model adds value to the Abu Dhabi context since the curriculum, and overall scope of practice are similar. The Abu Dhabi context underscores equal and diverse educational standards. Notably, the high scope model actually provides this (Selmi et al., 2015). Due to the similarity in the learning approaches, the model can actually add value in the Abu Dhabi context by introducing the segmented learning process. As already explained above, the high scope learning divides learning into a set of predefined activities which are of much importance. Introduction of more activities is the basis of adding more value.

Question 9

The Abu Dhabi learning environment is characterized by a strict adherence to standards. For instance, toys and learning approaches used should be age appropriate always. In light of this, there are some objects which are suitable for one age and not for another (Selmi et al., 2015). In essence, one way of applying the model is through the use of its conventional insights and plans but laying more emphasis on the age appropriateness of the actions performed. Another method of implementing the model is through use of language. The learning curriculum of Abu Dhabi lays focus on the use of English as the conventional language in teaching. It also recognizes the importance of the second and local language toward enhancing understandability (Selmi et al., 2015). As a result, the plan calls for an uneven mix of the two in teaching. In essence, the model may be applied conventionally but with this additional rule in terms of language usage.

Concluding Sumamry

The overall experience whilst performing the above activity is nothing if not insightful and rewarding. The activity has permited comparison of different learning models together with their overall implications on the general learning environment. In addition, the model has made me more open-minded on the different teaching models a child may be subjected to. This is in terms of the general diversity in terms of learning requirements that children are faced with. The different curricula models go hand in hand with the various learning models. Each can benefit from the other in a variety of ways. All these insights were uncovered as a result of careful analysis provided by the above task.

References

Epstein, A. (2014). Essentials of active learning in preschool: getting to know the Highscope curriculum. Ypsilanti, Michigan: High Scope Press.

Selmi, A., Gallagher, R. & Flores, E. (2015). Early childhood curriculum for all learners: integrating play and literacy activities. Thousand Oaks, California: SAGE.

Wortham, S. & Hardin, B. (2016). Assessment in early childhood education. Upper Saddle River, N.J: Pearson.

Wiltshire, M. (2011). Understanding the High Scope approach: early years education in practice. New York: Routledge.

KHDA website: https://www.khda.gov.ae/CMS/WebParts/TextEditor/Documents/Early%20Childhood%20Education%20&%20Care%20-%20Executive%20Report%20-%20Eng.pdf

Highscope: https://www.youtube.com/watch?v=aqasAjD5MNM

https://www.education.com/

October 20, 2021
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