EDCU202 Alicia Trent

Assignment 1: Curriculum Position Statement

The following philosophy statement has been planned and prepared in order to guide my learning as
an Early Childhood Educator, giving specific reference to curriculum planning and decisions making.

Children and how they learn
I believe young children learn effectively through play, both spontaneous and teacher initiated.
Hill, Stremmel & Fu (2005) also support this, stating that theorists such as Piaget focused on children
as active learners, exploring the world and using problem solving techniques and experimentation
(pg. 15). This links with the EYCG (2006), which urges teachers to challenge childrens thinking and
provide a flexible learning environment (pg. 17).

Diversity and the Curriculum
It is my belief that each child brings a number of unique social and cultural experiences to the
classroom from which teachers and children can learn.
Diversity within the classroom is explored throughout the Early Years, with the EYCG (2006)
suggesting that children learn about cultural and social diversity through active participation within
the community (pg. 68).
As an early childhood educator, I will provide information about different cultures and encourage
parents and the community to bring what they know to the classroom.

Nature of knowledge and its relationship to learning, teaching and assessing
I believe children start learning at a very young age, not just when they start school, and that they
bring a variety of different experiences and knowledge to the classroom.
This view is supported within the EYCG (2006), which states that from birth, children are learning
about their world and the people in it (pg. 16). Nuttal & Edwards (2007) suggest that through a
postmodern view, knowledge cannot be assumed to be preconceived. The EYCG (2006) captures this
view also, placing emphasis on the view that children have indeed been learning and observing since
they were born (pg. 16).
Linking this information to the early childhood context, as a teacher I believe it is of great
importance not to just assume childrens prior knowledge, but to engage in activities and discussions
which will allow me to observe children, what they know, and what they want to know.

Continuity of learning across and beyond the early years of schooling
I believe that learning should be a holistic and child centred experience, with particular attention to
the life cycles of the child along with their interests. Furthermore, I feel it should include skills which
are relevant to real life situations.
Hill, Stremmel & Fu (2005) support this, suggesting that children need experiences they can engage
with now and further on as they get older (pg. 149). This provides children with a sense of
continuous learning, as they can reflect back on a certain project they have started previously and
compare that to now. With this information and reflecting on the continuity of learning within the
curriculum, I would implement such activities as growing vegetables or constructing something
considerably large, depending on the childrens interests.

Professional practice and ethics
Teaching is a profession; therefore I believe teachers should behave in a professional and ethical
manner whilst working with young children.
Newman (2005) suggests a similar approach to ethics and professionalism, stating that teachers
have a great deal of responsibility and should be aware that they have a large impact on childrens
lives (pg. 6). The Code of Ethics (2010) also places high importance on the professional practices of
teachers and how they conduct themselves in the classroom, suggesting that teachers should be
competent in regards to workplace disagreements relating to staff, parents and children.












REFERENCE LIST

ACARA (2010). The Australian Curriculum. http://www.australiancurriculum.edu.au/Home

Early Childhood Australia. (2010). Code of Ethics. Retrieved from:
http://www.earlychildhoodaustralia.org.au/code_of_ethics/code_of_ethics_literature_revie
w.html

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.

Newman, L., & Pollnitz, L. (2002). Professional, ethical and legal issues in early childhood. Pearson
Education: Frenchs Forest.

QSA (2006). Early Years Curriculum Guidelines. Brisbane: QSA, The State of Queensland.