Three Curriculum outlines
What constitutes quality in care and education?
The treatment – the educational context and the teacher’s actions: the infrastructure and the equipment, the content of activities, teaching methods, adult style ….
The outcomes – make assessments of the outcomes to check if the desirable goals are met …
The process – what the children are doing …
EXPERIENTIAL EDUCATION (EXE)
Effective learning through well-being and involvement
Developed in Flanders and the Netherlands from a 1976 forum of pre-school teachers and educational consultants
Suggests the most economic way to assess the quality of any educational setting is to focus on two dimensions of the ...view middle of the document...
At least three times a year children are screened with a five point scale for each of the dimensions
“Experiential educators strive for the development of future adults who are self confident and mentally healthy, curious and exploratory, expressive and communicative, imaginative and creative, well-organised and entrepreneurial with developed intuitions about the social and physical world and with a feeling of belonging and connectedness to the universe and all its creatures” (OECD Starting Strong, 2004)
The High/Scope Curriculum
Active learning through key experiences
Developed in the 1960s by David Weikart and his team in Michigan, USA with the purpose of helping children from disadvantage areas to be successful in school and society.
Longitudinal studies show that children from the High/Scope program have adapted better to societal demands and found themselves a better life with higher education and employment than children in control groups (Weikart 1989; Schweinhart & Weikart 1994)
It is a set of ‘guiding principles and practices
Has the belief that children learn best through active experiences with people, materials, events and ideas rather than through direct teaching or sequenced events – active learning
Children in High/Scope settings are encouraged to make choices about materials and activities throughout the day. In this kind of environment children naturally engage in “key experiences” – activities that foster developmentally important skills and abilities.
High/Scope has identified 58 key experiences in child development for the preschool years
The key experiences are categorized into five groups
Creative representation (draw, paint, role play, pretend, make models)
Language and literacy (talk about personally meaningful experiences, describe, write, have fun with language)
Initiative and social relations (make plan, decisions, solve problems encountered in play, express feeling, be sensitive to others)
Movement and music (feel and express steady beat, move in various ways and with objects, explore the singing voice, develop melody)
Logical reasoning (classify , explore and describe similarities, differences and attributes of things, compare, arrange, fit and order things by attributes, develop number – count, compare, be aware of space, experiencing different play spaces and interpreting spatial relations, awareness of time, starting and stopping, time intervals, anticipation and sequencing of events)
Teachers give a sense of control over events of the day by planning a consistent routine that allows anticipation.
Plan-do-review – children state an intention and make a plan, carry it out, reflect on it and discuss it with the teacher and other children
High/Scope teachers and caregivers are trained to...