CURRICULUM

Assessment 2
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Part A

Background information: Example 1

Learning area: Information Communication Technology (ICT)

Setting: Outside area kindergarten
People present: 1 teacher and 1 child
Source( Documented by): This is an example from Kei tua o te pai-book 20.
Consent: Not required as this is an example
Age: Young child.
Documented Learning

Yesterday, Kogi and I decided that this week we would concentrate on taking photos.
We both noticed when I showed you the photo that there was a shadow there! You
were so curious about the shadow, and about the process of taking photos that I
thought you might want to have a turn for yourself. You noticed that there were other
shadows on the ground, and you focused on taking pictures of all the different sorts
and sizes of shadows. First, you took pictures of your shadow and mine. Then you
took lots of photos of all other sorts of shadows. When you had taken lots of pictures
of shadows, you decided you would like to take photos of other people – just like I
had taken one of you. The other children were so interested in what you were doing,
that they started to get excited about doing it too!

Background information: Example 2

Learning area: Science

Age range: Toddler Jay 2 years and 4 months√
Setting: inside area childcare centre
People present: 1 teacher and 6 children
Documented by: This learning story/observation was written by me at my placement
last year.
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Consent: Consent was gained from his mother and can be found on the form
provided in the appendix at the end of this assignment.√
Context.
Documented Learning

This afternoon duringI was setting up the inside area and I noticed Jay and a group
of children helping me set up. Jay came to me and asked me if we could do an
insect and bug scavenger hunt using the resources I created. While I was setting up,
Jay picked up a bug book and began looking at?noticing his favourite bug. I came up
to Jay and asked “what are you looking at?” He pointed to a spider shouting “it’s a
big spider, with eight hairy legs”. Jay then went to grab some magnifying glasses and
said to me “look closer Rahma, his hair is pointy” I then asked Jay “where do
spiders live?” he thought and said “ I think they live everywhere”, I said “that’s true
Jay spiders can live anywhere and everywhere”.

I suggested to Jay and the other children we should make our own spiders using the
different types of spiders I’ve bought in and place them around the centre.

Background information: Example 3

Learning area: Traditional Technology

Age range: Young child Jak
Setting: Inside area
People present: 1 teacher and a child
Consent: no consent needed as this is an example from Kei tua o te pai book 4

Documented Learning

Jak approached me in the back room and asked me if I could help him build
something. We sat together and talked about what he would like to build. Jak started
to but a base down. “What could this be, Maya?” Jak asked me “I’m not sure, but
maybe it’s the floor of a building,” I replied “Look around you, what could this be? I
know, it can be a Māaori house” he said “Do you mean a wharenui?” I asked “Yes,”
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he said, pointing to the photos on the wall. I bought out my book NZ Aotearoa and
Jack looked through the book “My wharenui has lots of people, like the picture.” why
does it have a triangle pointy roof?” Jak asked.

I explained to Jak that the wharenui looks like a person with a spine and bones to
help it stand strong
Jak said “So it’s like a skeleton”
Was there more? Seemed incomplete?

Background information: Example 4

Learning area: Mathematics

Age range: Millie Young children 4 years and 9 months Young children
Setting: Inside area early childhood setting
People present: 2 teachers and 2 children
Documented by: This learning story/observation was written by me at my
placement

Consent: Consent was gained from Millie’s parents and can be found on the form
provided in the appendix at the end of this assignment.√

Documented Learning

Today our current focus was about filling out ‘Aall about me‘ sheets so I could get to
know Millie properly. I was encouraging Millie and her friends to complete their
names, eye colour, age, weight, height, hair colour, finger print and foot print . When
we came to the finger painting activity, I asked Millie “whose hand will be the
smallest?” She replied “Jay because he is the youngest”. When we completed our
prints, Millie said “Look Rahma your fingers are the largest and Jay is the smallest” .

After we completed our prints I asked “why are our fingers different sizes from each
other?” Millie responded “Well, Jay is the younger so he has small hands” I then
asked “will his hand get bigger?” she replied “um… sure when he gets older”. I then
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asked the children to make a hand chart and compare different sizes of hands,
whose hands are the smallest and whose hands are the largest.
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Part B:

Example of Information Communication Technology (ICT)

Information communication technology (ICT) can be defined as “anything which

allows us to get information to communicate with each other, or to have an effect on
the environment using electronic or digital equipment” (Bolstad, 2004, p.viii).
Children today are surrounded by technology such as mobile phones, iPads and
televisions before they are exposed to books (Schleicher, 2019). Vygotsky views this
as children gaining knowledge and developing according to the social and cultural
context of their community (Edwards,2009).

As suggested by Hayes and Whitebread (2006), teaching ICT is not about how to
use the equipment but how to provide children with an open-ended environment
where they have the opportunities to learn and develop. For this example, Jason is
exploring his environment and is being active in his learning. With the equipment
provided he is becoming comfortable with his surroundings and developing his sense
of belonging and noticing his interests.

A pedagogical approach used by his teacher is offering him an open-ended

environment and culturally responsive resources where his interests (and funds of
knowledge) are extended and are taken seriously.√ As commented by Jones, Evans
& Renken (2001 cited in ?) the role of the educators is to “connect the children to the
exploration, connect past explorations to this new learning, and consider
opportunitiesy for future connections (Arthur, Beecher, Death, Dockett & Farmer,
2008, p.234). An example of this is seen when his teacher provides him with the
opportunity to share what he knows and has found out as well as explore other ways
to use the camera.

A teaching strategy that is presented in the example of Jay taking photographs is the
way in which the teacher uses questioning, paraphrase and setting up learning and
extension activities to encourage curiosity. This affirms the learning and models and
assists by using and providing person and other necessary resources. The teacher
encourages Jason to take some photos himself and as a result, the other children
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become interested in his photo’s. The role of the teacher was to encourage him to
use the camera, model how and also to support him in ways that he would develop a
sense of success, belonging and through exploration and the photos, a sense of self
in his environment.

To add to this activity and show how activities and learning might be integrated, an
Education for Sustainability focus could also be provided by encouraging and
supporting Jason to extend his ICT knowledge by creating a virtual diary about his
journey in the kindergarten. This could help Jason make links with family and wider
community. In addition, Jason might learn associated skills such as selecting
images, downloading, creating a new product, collaborating, sharing and publishing.
The development of these skills means Jason is beginning to simulate real-world
skills and tasks which aligns with concepts around children using the social and
cultural context of EfS. (New Zealand Government, 2015).

Example of Science:

The New Zealand Ccurriculum Fframework (Ministry of Education, 2007) defines

science as a way that helps us in investigating, understanding, and explaining our
natural, physical world and the wider universe”√ (para.1). Te Whāriki (Ministry of
Education, 2017) suggests that children should be offered an opportunity to
experience an environment where they are “mMaking sense of their worlds by
generating and refining working theories” (p.57). In this example eExploration is
about finding personal meaning through the senses. An example of this is when Jay
is seen exploring his environment by ‘being curious’ i.e. researching about different
types and textures of spiders. Instances like this provide learning opportunities
where children can observe, discover, collect information and construct their own
learning and understanding about their world around them. The role of the educator
is to provide children with multiple resources to manipulate and extend the
opportunity into teaching and learning moments, one through dialogue (utilising the
role of language in learning) however it may also be through visuals and texts, multi-
media or a book about different insects similar to spiders. Using opportunities,
‘teaching moments’ and resources may initiate, reinforce and also extend new
learning.
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Child initiated learning can be described as naturalistic. Children have the agency to
choose their own actions and interactions with their environment. This idea relates to
Piaget views of learning (Lind, 2005). Jay has his own curiosity and vision and would
like to know more and follow through with learning more. In Piaget’s theory of
cognitive development, cognition (thinking) develops through stages as children
have many opportunities that allow them to interact with their environment through all
their senses ref . To help this the teacher can provide many and multiple
opportunities to observe, make generalisations, assertions, question and so on by
helping children in observing and drawing inferences from the world around them. Te
Whāriki (Ministry of Education, 2017) advises that children engaging in play should
be supported, and play valued as a meaningful learning experience. Agency
alongside thinking skills can be developed in the child by teachers noticing the child’s
curiosity and fostering sponteneityspontaneity (Ministry of Education, 2017).

Two other types of learning experiences which relate well to Vygotsky’s ideas and
views are informal and structured activities (Lind, 2005). These activities occur in
‘community’ and can help children ‘make meaning’ with others. Whereas with Piaget
thinking, children will be encouraged to explore their world and discover knowledge,
Vygotsky had a stronger emphasis on learning with others (Sociocultural view). In
this way, informal learning experiences occur when a child chooses the activity and
an adult offers some support. For example, I gave support to Jay by modelling and
helping him find and use the equipment he needed. A structured activity is led by the
teacher and gives some direction to the child. By first showing him how to make his
own spider, I am scaffolding the activity in a ‘zone of proximal development’ as an
‘expert other’ and at the same time using language (questioning and paraphrasing)
to help shape thinking. This helps the child achieve and experience success at a
level that may not otherwise be as high.

An example of teachers building links between Education for Sustainability and

Science could be provided by encouraging children to get a hands-on experience
with nature and learn about the process of planting and growing their own
vegetables for a healthier lifestyle. An example of this might involve extending Jay’s
scientific knowledge by offering him the opportunity to explore his surroundings by
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encouraging him to think about local resources and processes. Connecting Jay to
surveying plants in their natural environment, growing plants from seeds and
watering, maintaining and following plants through seasonal cycles, would all link Jay
into understanding sustainable eco systems. Further opportunities might exist in
Centres for developing worm farms and composting. At the same time that children
are learning about soil and water quality and dangerous toxic wastes from lead and
mercury in landfills they can be exploring what happens to outdated electronic
devices. Values might be included around consumerism such as owning the latest
and greatest device and associated market ploys to do so . In contexts that value
relationships between people, places, culture and resources (Vygotsky), a
foundational ethic of care toward the environment might be developed in the Centre.
This is the environmental aspect of EfS. (New Zealand Government, 2015) which
also supports relationships that are the heart of te ao Māori and our bicultural
heritage.

Example of Mathematics. ( 4th above)

The purpose of this activity is to observe how unique children are but still with
similarities with other. The most basic skills children need is the ability to compare,
classify, measure and communicate. These skills are important for their daily life and
for their long term development in mathematics (Lind, 2005).

The Mathematical conceptsprinciple used in the following examples are comparison,

reasoning and measuring. Comparison involves looking for similarities and
differences (Macmillan, 2009).√ For instance, we are all the same when it comes to
hands however we have different sizes, shapes, and patterns, skin colour etc. I
therefore could use the principle of classification by encouraging children to find
common relationship and distributing patterns into groups. Similarly, I could
consolidate learning by asking how many children in the classroom have green eyes
and how many have brown eyes. Moving from the familiar and concrete to more
abstract thinking scaffolds the child’s learning.

Reasoning involves children in asking questions and applying logic by solving their
own problems (Macmillan, 2009). This means children need opportunities to gather
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information about why something is, for example, why is a child heavier than
another? why is one child taller than another child? For instance, Millie was seen
having a working theory that if you are older, you are bigger. I therefore challenged
her thinking by finding a child who is younger than but taller than an older child.
Applying this example would require Millie to think about how this is possible and
modify her theory. Piaget calls this process accommodation where children try to
make sense of new experiences, concepts or problems. Piaget also views this as
assimilation when we alter what’s already known and extend it with new information
(Macmillan, 2009).

Te Whāriki (Ministry of Education, 2017) states that children need an environment

where they can “develop working theories for making sense of the natural, social,
physical and material worlds “(p.25). Piaget’s approach focuses on the child’s
thinking rather than getting the answers (Smith,2006). This approach is still valued
for children’s learning in schools? today. Year one children are taught at least three
key knowledge processes before they can move onto the next stage. Children are
then required to interact with others so they know how to reach their answers. The
ideas discussed show how Piaget and Vygotsky (socially mediated learning)
influence a teacher’s pedagogy in the classroom.

Teaching strategies that generate responsiveness are listening, modelling,

responding, collaborating and questioning (Macmillan, 2009). Active listening
involves hearing (paraphrasing, clarifying), checking in (do you mean?) and
assessing (challenging own bias and assumptions). Listening is required for
observation and an educator needs to be located close to the child to be able to
respond. Role modelling can be verbal or non-verbal demonstrations of showing
ways to children of how they can become confident and competent in their everyday
lives and community.

Education for Sustainability can be supported by providing the children with the
opportunity to extend their interests outside. In the Mathematics example, by using
natural resources, children could make a chart and compare the sizes of the leaves,
branches or even sizes of plants in the garden. If this was related to maintaining and
caring for plants in different soil types, the comparisons and reasoning around ‘why?’
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our soil and water is becoming toxic and unsustainable practices such as 3.5 million
phones going into a landfill every two years, means children are exposed to teaching
practices related to societal and economic values. It also gives children the
opportunities to extend their knowledge in mathematics by getting challenged. This
leans the learning to the economical, bicultural and sustainable practice aspects of
EfS (New Zealand Government, 2015).

Example of Traditional Technology

As stated by (Coles, Marale, Muskan, Benjamin, & Michael, 2016) “tTraditional

technology is seen as a positive role in children’s development and learning.
Through the use of technology, teachers have access to more innovative and
improved teaching methods that allow them to encourage learning and create an
active learning environment for children (para.1).

In the example of Jak, he is using images and pictures to figure out how to build his
own wharenui with the assistance from his teacher. He transferred his literacy
experience by coming up with a solution to create his own version of a wharenui.
The technological knowledge used here is problem solving. The documented
example shows As mentioned by Kei Tua o te Pai (Ministry of Education,2004) “Jak
did a lot of problem solving during his learning experience as he had to work out how
he was going to balance the ‘ribs’ so they could stand up and be pointed” (p.16).

Block play is an example of linking play with thinking. Blocks can help children learn
about gravity, stability, balance, trial and error, all within an activity where they also
learn how to co-operate and share their knowledge with others. The role of the
teacher in this example was that she offered him opportunities to explore his
surroundings and supported him with his own ideas. According to Te whāriki
(Ministry of Education,2017, p.) “Communication strand, supports children to
discover and develop different ways to be creative and expressive.”

As stated by McLeod (2019) “Vygotsky believes that when a student is in the zone of
proximal development for a particular task, providing the appropriate assistance will
give the student enough of a "boost" to achieve the task. For example when the
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teacher supported him by using scaffolding by offering him a book that has pictures
of a wharenui, he extended his imagination skills and his knowledge of what a
wharenui looks like and how it might be built.

Education for Sustainability can be developed by providing the children with the
opportunity to extend their interests outside the classroom. In the technological
example, this was by selecting and using natural resources, such as different types,
sizes and shapes of branches, logs and wood. The child might also learn through
opportunities to connect with his world and culture. For example, mokupuna (indeed
all children) will benefit from learning about how the Māori people used natural
resources to build houses and other materials to develop their culture as well as
thrive. This relates to the bicultural practice of EfS because the child is exploring his
surroundings and learning more about how the world works. According to Te whāriki
(Ministry of Education, 2017) in the exploration strand the child is becoming capable
of “ using a range of strategies for reasoning and problem solving” (p.47). This can
lead to curiosity of other world views which in turn might later help develop global
citizenship.
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Appendix
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References:

Arthur, L., Breecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Curriculum
approaches and pedagogies. In Programming and planning in early childhood
settings (3rd ed., pp. 228-264). Sydney, Australia: Thomson.

Baolstad, R. (2004). The role and Potential of ICT in early childhood education: A
Review of New Zealand and international literature. Wellington, New Zealand:
New Zealand Council for Educational Research.

Coles, E., Marale, N., Muskan, Benjamin, J., & Michael. (2016, July 24). The Use of
Technology in Early Childhood Classrooms. Retrieved from
https://novakdjokovicfoundation.org/use-technology-early-childhood-
classrooms/.

Edwards, S. (2009). Early childhood Education and Care: A Socialcultural approach.

Sydney, Australia: Pademelon Press.

Hayes, M., Whitebread, D. (2006). ICT in the Early Years. Berkshire, England: Open
University Press.

Lind, K. (2005). Exploring Science in Early Childhood Education, Fourth Edition. New
York, America: Thomson Delmar learning.

Macmillan, A. (2009). Numeracy in Early Childhood: Shared Contexts for Teaching

and Learning. Sydney, Australia: Oxford University Press
.
McLeod, S. (2019). Zone of Proximal Development and Scaffolding | Simply
Psychology. Retrieved 2 November 2019, from
https://www.simplypsychology.org/Zone-of-Proximal-Development.html
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Ministry of Education. (2004). Bicultural assessment: He aromatawai ahurea rua. Kei

tua o te pae: Assessment for learning: Early childhood exemplars (set 1, book
3). Wellington, New Zealand: Learning media

Ministry of Education. (2009). Information and Communication Technology (ICT)

Te Hangarau Pàrongo me te Whakawhitiwhiti Kei tua o te pae: Early
childhood exemplars (set 1, book 20). Wellington, New Zealand: Learning
media

Ministry of Education. (2017). Te whariki: He whariki matauranga mo nga mokopuna

o Aotearoa Early childhood curriculum. Wellington, New Zealand: Ministry of
Education.

New Zealand Government , 2015). Education for sustainability Retrieved from

https://nzcurriculum.tki.org.nz/Curriculum-resources/Education-for-
sustainability.

Schleicher, A. (2019), Helping our Youngest to Learn and Grow: Policies for Early
Learning, International Summit on the Teaching Profession, OECD
Publishing, Paris.

Smith,S. (2006). Early Childhood Mathematics. Boston, America: Pearson

Education, Inc.

Technology in Early Childhood Classrooms. Retrieved from

https://novakdjokovicfoundation.org/use-technology-early-childhood-
classrooms/.
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Bachelor of Teaching(Early Childhood Education) Self-review

(For student use) Assignment 2
Instructions: Self-review is an opportunity to plan your learning
and to identify areas where you might need guidance or support.
This is a two-part process. Part 1 asks you to review your
completed assignment, checking it against each of the
assessment criteria. Part 2 asks you to review your planning and
learning. You will receive feedback on your self-review from your
lecturer as part of the feedback provided with your assignment
results.
This form is to be submitted with Assignment 2 and will be
returned to you so that you can include it in your professional
inquiry portfolio.
Course title: Curriculum 2 75204 Student name:
Assessment: 2 Rahma Osman
Lecturer name:
Part 1: Self-review against assessment criteria My self-review
score

Review your assessment against the assessment criteria, rating

how well you met each criterion. Use this achievement scale:

Poor Fair Good Excellent

Four documented examples of children’s learning are provided:

one each for infants, toddlers, and young children; and one
further example for any one of infants, toddlers, and young
children; including learning in both indoor and outdoor
environments.
Good
At least one documented example is a learning story assessment
or observation documented by the student.
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The four documented examples must include, at least one of

each of, the learning areas of mathematics, science, technology
and information communication technology. Documented
examples are analysed, including identification and explanation of
each of the following:
• The subject content knowledge / domain knowledge, for
the learning area chosen, for each documented example
• Theoretical perspectives underpinning the child’s/children’s
learning
• Pedagogical approaches used, and teaching strategies
used, including bicultural perspectives and responding to
diversity
• Opportunities for education for sustainability practices that
were provided, or that could have been provided.
Coherence and clarity
• Relevant ideas/concepts are articulated with clarity and
fluency
• Clear links between theoretical concepts and the four
examples provided
• Discussion is integrated in an orderly way.
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Supporting evidence
• Uses a range of information, perspectives and considerations to
inform analysis
• Analysis is supported by pedagogical approaches, and
theoretical perspectives on how children learn
• includes reference to relevant course readings, set texts and
wider literature
• For each documented example of children’s learning an
explanation and documentation of consent is provided
• All sources are acknowledged using accurate APA referencing
formats.

Structure, presentation and referencing

• Overall structure is logically organised
• Sound paragraph and sentence structure, grammar and spelling
• Overall presentation: Neatness, legibility, layout
• In-text citations correctly acknowledged; reference list complete
and correctly compiled in APA format.

Part 2: Self-review of planning and learning

My reflections on what I have learned in this course and how I

have been influenced

Why have I taken this approach? (Provide a rationale for the way you
approached the assignment)

For the first time in my study, I read the question for this assignment and
understood what was required. I was able to reflect on the sixfour? examples
I have used and through reading many books found the teaching strategies,
the theory behind what was happening and links to Te Whāriki.

Who or what has influenced me and how?

Macmillan I found very easy to read and understand especially for teaching
strategies. Lind was an easily understood book with good ideas and concepts
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for science. Found the article by Bolstad very informative, lots of ideas for
ICT in early childhood being used in effective ways.

How have my understanding and actions changed or remained the

same as a result of the learning I’ve achieved so far on the course?

Before the course I felt there was no place in Playcentre for ICT. However I
now realise it’s already present and many children are capable of using the
equipment if they have the opportunity. I can now see ICT and technology
have an important role in early childhood and I must keep up. I already learn
from my own nieces and nephews as they embrace technology with ease.