1.

1: CHILD CURRICULUM

1.1.3:
1.1.1: 1.1.2:
Process of
Purpose of Influences of
Curriculum
Curriculum Curriculum
Development
1.1: CHILD CURRICULUM

In general, the word “curriculum” suggests different

concepts to different audiences, be they teachers,
administrators or parents. A curriculum can be:

(b) (c)
A framework for A
(a) making comprehensive
A set of specific decisions about approach to
activities the choices of fostering the
materials and development of
activities a child
• The National Association for the Education of Young Children
(NAEYC) and the National Association of Early Childhood
Specialists (NAECS) in the State Department of Education
(SDE) define curriculum as “an organised framework that
delineates the content that children are to learn, the
processes through which children achieve the identified
curricular goals, what teachers do to help children achieve
those goals and the context in which teaching and learning
occurs” (Bredekamp & Rosegrant, 1992).
• In addition, for infants and toddlers, curriculum is defined
as” every experience, and every minute in the day is part of
the infant and toddler curriculum.
• Diapering, feeding, washing and comforting are elements of
the curriculum, including singing, playing, watching and
moving” (Watson, Watson & Wilson, 2003).
• A curriculum has many
process levels or terms
including what takes place in a
classroom, which in turn
reflects the centre philosophy,
goals and objectives (refer to
Table 1.1).
 1.1: Terms Used in Curriculum

Objectives:
Goals: Specific teaching
techniques designed
Philosophy: Broad general to meet the physical,
Basic principle, overview of what
the children are intellectual, cultural,
attitude and belief of
expected to gain social, emotional
the centre
and creative
from the programme development of
the children
• Regardless of the curriculum’s specific focus, most
early childhood educators agree on the following
set of assumptions about a child’s curriculum:

(b) A curriculum must focus

(a) A curriculum is related to on “the whole child”
the overall programme programme as well as
quality integrate all areas of
development

(c) Playtime serves many

functions for young
children; among the most
important is that it is the
primary mode for learning
in early childhood education
(d) Teachers must agree
with the philosophy and
practices of the curriculum
and understand its content
 (e) Teachers also must
understand a child’s (f) Children are active
development and theories learners
of learning

(h) A curriculum should be

(g) A curriculum should be aware of the role of the
developmentally social and cultural context
appropriate in a child’s development
and learning process