Topic Notes

Towards Program Planning and Curriculum Integration

In any early learning programs, it must be holistic, responsive, and be socio-culturally

appropriate. They should focus on the healthy development of the whole child – social,
emotional, physical, intellectual and spiritual development. Children, family members and early
childhood educators should always collaborate in enriching children’s learning and growth.

Children and Their Learning Experiences

Children engage in open-ended exploration with increasing independence, acknowledge their
expanding abilities, and communicate their understandings of the world with confidence and
creativity. Children develop holistically, demonstrating a range of abilities. They grow socially,
emotionally, physically, creatively, intellectually and spiritually through active participation in
individual and group activities, selection of materials and sharing of ideas and interests.

Children and Their Relationships

Children relate positively and responsibly with their peers, adults, families and community
members. They acquire a sense of acceptance, self-worth, belonging, generosity and trust
through the caring, consistent relationships that emerge in culturally sensitive learning contexts
and communities.

Children and Their Environments

Children experience healthy, inclusive and safe settings that enhance their learning and well-
being. Children see themselves reflected in flexible environments that stimulate
communication, invite questions, encourage investigation and promote exploration. Children
sense that they and their families belong in the setting.

PRINCIPLES OF EARLY LEARNING

Quality early learning programs incorporate the following principles into their daily
programming and practice.

Children as Competent Learners

• appreciate that children are active learners, drawing on their experiences to construct their
own understandings of the world
• accept that children are competent co-learners with educators and learn best when their
ideas are valued, their physical needs are met and they feel psychologically secure
• acknowledge that children demonstrate their various ways of knowing, doing and learning
through their multiple ways of communicating

Holistic Development and Learning

• integrate the domains of social-emotional, physical, intellectual, and spiritual development
into learning experiences
• base practice in early childhood education on current knowledge and research about child
development and learning
• recognize that individual children develop at different rates • support children’s development
with opportunities to advance children’s growth beyond their current level of knowledge, skills,
interests, attitudes and abilities

Strong Positive Relationships

• respect the dignity, worth and uniqueness of children in the context of family, culture and
society
• partner with children, families and community in program planning

Stimulating and Dynamic Environments

• facilitate and guide play, exploration and discovery as important processes in enhancing
children’s holistic development
 • promote the holistic nature of children’s learning in an environment that stimulates
exploration, curiosity and
interactions with others
• encourage children’s independence, responsibility and participation in the learning
environment, family and community.

These principles reflect a holistic approach to children’s development and learning. They
provide a foundation, set the direction for the early learning program in subsequent sections
and offer guidance for effective practices. “Early childhood educators must act with intention to
make our beliefs about the value of children, childhood, family, community and the learning
and teaching process visible in the environments we create in children's programs." (Carter &
Curtis, 2003, p. 7)

REFLECTION AND DECISION MAKING

Reflection How do I ... respond to the programme vision? Does it currently demonstrate the
major principles in any ECE program?
• children as competent learners
• holistic development and learning
• strong positive relationships
• stimulating and dynamic environments

Action - What will I do ... to include the vision and principles of early learning into my program?

Evaluation - How will I know the vision and principles are evident in my program?

CHILDREN AS COMPETENT LEARNERS

A CHILD’S LEARNING EXPERIENCE: AN EXAMPLE:

When the children were playing outside, Jone noticed a ladybug crawling in the grass. He called
to his friend, Mere: “Hey, Mere, a ladybug! That’s the sign on your locker and I gonna catch it.
Hey, I got an idea — why don’t we find more ladybugs so we can keep them and feed them and
everything?” All of the children began to look for ladybugs in the play yard but they didn’t find
any. Joji had another idea! He pointed to an area outside the play yard. “I know! Let’s go over
there in the grass, Teacher. We probably find lots and lots over there.” Mele decided that they
needed something to put the ladybugs into once they were caught. He remembered the bug
containers in the classroom. “Hey, Teacher! Can we get those things to put the ladybugs in so
that they don’t get away on us?” The children searched for ladybugs. Jone crouched down and
spread the grass blades apart. He carefully picked up the ladybug. “I got one, I got one!” he
shouted excitedly. He carefully placed the ladybug in the container. The children gathered a few
more ladybugs and carried them in the container into the classroom. They placed them in the
terrarium so that they could observe them every day. “This is our ladybug garden, right,
Teacher?” asked Joji, looking for confirmation of his idea. The next day Ricky gently gathered a
few ladybugs from the “garden.” He placed them in a magnifying container to observe them. He
used coloured markers to draw what he saw. As he drew, he described his picture: “My ladybug
got six legs and black dots. It is red; they all red. We find them flying around and under the
grass. Now they live in our classroom.”

In the text, it emphasizes that the educator’s belief about children is a foundational and critical
component of a high quality learning program. When educators view children as competent
and capable, the learning program becomes a place of wonder, excitement and joy for both the
child and the educator. How adults value and treat children influences how children develop.
Children flourish when they are respected by adults and are engaged in making choices about
their play activities. Quality early learning programs recognize children develop socially,
emotionally, physically, intellectually and spiritually. When children have opportunities to grow
holistically in well-prepared environments, children build relationships with their peers, adults,
families and communities. The educator creates an environment that reflects children’s
strengths and interests, and which supports the child’s holistic growth. When children are
viewed as capable, competent and full of ideas, adults begin to observe and listen to the ideas
children contribute, fostering a shared learning opportunity between adults and children.

EDUCATOR REFLECTION: WHAT DOES THE LADYBUG EXPERIENCE MEAN TO ME?

Seeing children in new ways … This episode reinforced the importance of seeing children as
inquisitive adventurers both in the formal learning setting and beyond. I learned that children
do not see a difference between learning and playing. They are learning all the time even
though I as an adult might think that outdoor play is a “break” from educational activities and,
in my case, teaching responsibilities in the classroom environment. The children reminded me
of their curiosity, their creativity and their determination to observe the ladybugs closely. Also,
the ladybug experience helped me:
1. See children as sources of inspiration and knowledge
• Educator as learner
• Children sharing their knowledge
2. Recognize the power of peer ideas
• Adults valuing children’s suggestions
• Showing respect for other children
3. Understand the messages from children about their knowledge and abilities
• Noting what the children say and do in their play and investigations
• Reflecting on what was said and done
• Deciding where to take the ideas through scaffolding and additional materials
4. Appreciate the leadership of a child in a group
• Inclusive approach
• Language of invitation
5. Reflect on my view of children
• Seeing them as partners in learning
• Appreciating their ideas, energy and exuberance
• Changing my ways of interacting and participating with children
EVOLUTION OF EDUCATOR VIEWS OF CHILDREN
There are many different ways to view children’s capabilities. Fraser (2006) describes three
influences on how children are viewed. One perspective reflects our family values through the
experiences of our own childhood. Another is generated from observing and interacting with
children during various societal activities as we progress through life stages. Lastly, Fraser
(2006) writes about the cultural view – the one that is “shaped by the values and beliefs about
what childhood should be at the time and place in which we live.” (p. 20) Views of children have
evolved over many years but remain somewhat similar in that adults make most decisions
about children’s education. Much of the current information about Canadian programs for
young children continues to depict children as dependent on adults for direction in the learning
environment. “Policy and practice in Early Childhood Education leans strongly toward the image
of the child as innocent, and in need of adult protection, as adults grapple with decisions
involving the child's best interests.” (Sorin, 2005, p. 4)

THE COMPETENT, CAPABLE CHILD

This view proposes that early childhood educators believe children are capable of manipulating
materials, discovering their world and problem solving. Children contribute ideas to
conversations that help the educator understand how the child is interpreting a concept.
Children make choices about where they would like to play, who they would like to play with
and what materials would engage them in play activity. Children engage in open-ended
exploration with increasing independence, acknowledge their expanding abilities and
communicate understandings of their world with confidence and creativity. The Vision and
Principles of your centre must expand upon the idea that focusing on children’s strengths
positively impacts their learning. Specifically, the Children as Competent Learners principle
states that in quality programs, early childhood educators:
• appreciate that children are active learners, drawing on their experiences to construct their
own understandings of the world
• accept that children are competent co-learners with educators and learn best when their
ideas are valued, their physical needs are met and they feel psychologically secure
• acknowledge that children demonstrate their various ways of knowing, doing and learning
through multiple ways of communicating

SUPPORTING CHILDREN’S SELF-IDENTITY

High quality early childhood programs include caring educators who establish stimulating
environments that support positive self-identities in children. Children develop as confident
learners when educators acknowledge the experiences and skills children bring to their play
and learning activities. When educators build on children’s accomplishments, this strengthens
connections to learning and to the sense of belonging in the classroom.

As educators scaffold children’s understandings through authentic questions about their play,
offer ideas that extend their play and allow children to contribute ideas to their learning,
children reciprocate by demonstrating their trust in their own ability to make decisions and to
investigate new projects. Building positive self-identity depends on adults who:
• acknowledge children’s rights to high quality learning opportunities
• care about and respect children • emphasize children’s strengths and abilities
• recognize children’s curiosity, questions and theories
• follow the children’s lead into their projects or ideas
• involve children in decisions • include all children in activities
• encourage positive relationships among all children
• observe and provide quality experiences and materials
• value the many ways that children communicate
• respect the importance of families, communities and cultural environments
• invite parents and families to participate in the program

RESPONSIVE LEARNING PROGRAMS FOR CHILDREN

When the adult embraces these understandings, children experience a high quality, responsive
learning program, one that integrates important findings of early childhood research about
holistic development and learning; for example, play research and brain development – with
effective practices that are developmentally and culturally appropriate.

QUALITY IN ACTION
High quality programs provide:
• environments where children can physically see themselves and others through windows and
mirrors
• photographs of the children and their families featured throughout the environment
• descriptions of the children’s speech, photographs of the children’s actions and displays of
children’s work allowing children to reflect on past projects

REFLECTION AND DECISION MAKING

Reflection How do I view children who attend my program?
Action What will I do to view children as capable and full of ideas? How might I change the
program environment to reflect capable children?
Evaluation How will I know children contribute ideas, make decisions and choices on a daily
basis?

TALKING ABOUT ROLES: AN INTERVIEW WITH AN EARLY CHILDHOOD EDUCATOR

How has your role changed in the past few years?
In my current practice, I am less directive and adult-centered than I was earlier in my
career. I feel that I have come to trust my belief that children are competent learners who,
along with their parents and families, have much to contribute to the program. My role as
advance planner has changed from developing all of the activities and themes to
exchanging ideas, sharing my knowledge and negotiating projects with children and adults.

What differences in your role have you experienced?

Instead of my coming up with all the ideas and “running” the whole show, many of our
events are a collaboration with resource people in our community. I have become a
supporter of children’s creative ideas, diverse backgrounds and experiences. Rather than
the pre-determined daily craft, children are encouraged to choose how they will
communicate their ideas and thoughts about their activities and explorations.

What remains the same in your role?

Several areas are somewhat similar to my past role, but my ways of carrying these out
continue to improve and grow. I continue to support holistic development and children’s
language and literacy. I continue to use appropriate evaluation tools.

What circumstances do you think caused the role change for you?
My professional development experiences, combining my reading and what I learn from
children, led to many of the changes in my role. For example, listening, observing and
documenting what children attend to, what they observe and what they question help me
to recognize “good practice.” When children are not engaged with materials, I reflect on
the situation and consider what might be a better way to do things.

What feelings have you experienced around these changes?

At times I have felt excited, other times frustrated and even fearful. Most of the time, I
feel excited and affirmed, especially when I observe children actively involved with
materials and connecting with other children in creative and positive ways. When I witness
the quality of children’s work, I am amazed and excited by the levels of learning that take
place through their projects. My frustration and fear occurred at times when I didn’t know
how to proceed. Once I
realized that I could invite my colleagues to collaborate with me, I began to relax. Just as
children benefit from re-visiting an experience, I too gained from talking about my
experiences and thoughts with my peers. There are many areas that I need to develop in my
practice. Change does not happen overnight. I remind myself to take one step at a time.
Most adults who work with young children spent many of their early years in settings where
adults took charge of directing most happenings in the classroom. Early childhood educators
today are changing that approach to one that is sensitive to preschool children as learners,
competent to participate in deciding what they will learn. When educators view children as
active participants, capable ofcollaborating in decision making in the learning context,
children’s voices become part of the discussion about the direction of learning. Children are
invited to offer their suggestions on activities, materials and project ideas. Together adults and
children build a supportive learning space.Together they build on children’s interests and
educators’ knowledge and resources. Through this type of collaboration, both adults and
children experience satisfaction as they find a place for their ideas and strengths.

EXPANDED ROLES
The following expanded roles are adapted from Fraser (2006) and describe the changes that
educators are embracing in their professional practice. Observer Observations, once used
primarily for safety and developmental assessment, are now an integral part of a quality
program. The educator watches and listens to children regularly. Observations are used to
review processes, reflect on and analyze children’s learning and as a foundation for program
planning. Documenter
Many educators have experienced recording anecdotal notes and may have shared these
descriptions with parents. Building on these practices, a growing number of educators are
recording the learning processes, children’s language and questions. Audio tapes, photos and
art capture the learning processes and are publicly displayed. This documentation is shared
with parents and children.
Listener
An increasing number of programs are encouraging educators to prioritize listening to children.
Children contribute ideas through conversations and initiate actions that demonstrate their
learning. When educators reflect on how children express themselves through their words and
actions, educators become better equipped to extend children’s learning. In turn, this enhanced
learning develops critical thinking and problem solving skills in children, creating a deeper
understanding in the child and the educator. In addition, listening is a tool that provides an
opportunity for the educator to model how to accommodate other people’s ideas within a
learning community.
Researcher
Educators often did not think of themselves as researchers. In this expanded role, the educator
researches other methods, strategies or play experiences based on observation and discusses
the ideas with children. The educator reflects on recorded observations to consider next steps
in planning with the children. Participation includes ongoing professional learning. Program
decisions are based on research not assumptions.
Creator of stimulating environment
To create a stimulating learning environment, educators are moving away from the use of
commercial materials, decorations and adult-directed themes. Educators consider children’s
current questions and interests when modifying the materials and resources in the room. The
modifications are made to support children’s investigations. Aesthetics and natural beauty have
become a strong focus in the environment. The environment reflects educator, family and
community values. By offering multiple choices of activities, the environment stimulates ideas,
learning and experiences.
Co-constructor of knowledge
Many early childhood education experts are challenging the effectiveness of the practice of
planning program content prior to meeting the children. This may involve transmitting
knowledge to children through direct instruction or a worksheet task. Educators are moving
away from direct instruction as their primary practice to one which is more inclusive of
children’s ideas. In this expanded role as a co-constructor of knowledge, the educator becomes
a partner in the learning process, learning alongside the children. The program content is
negotiated by educators and children. Educators share information or engage in discussions
that elicit children’s understandings, questions or ideas about a topic or issue. The educator
participates in the activity by adding props and asking open-ended questions to extend the
learning. The educator welcomes children’s suggestions about materials to include in the
activity.

Negotiator
 In the past, children did not enter into negotiation with adults. In a quality early learning
program, educators assist children in thinking and expanding their ideas and projects by
questioning and offering resources. Educators discuss with children how they can explore the
possibilities in a new way.

Supporter of children’s participation in decision-making

Educators are reflecting on their role in supporting children’s participation in planning and
decision making rather than predominately guiding and controlling children’s behaviour. In this
expanded role, educators respect children as competent learners who are able to participate in
decisions that affect their learning opportunities. Children share in decisions about routines and
schedules to accommodate their ideas and needs. Educators organize choices that reflect
children’s interests and assist children to find appropriate ways to become involved in projects.
Children have opportunities to make choices about their play activities.
Facilitator of small group learning
While still allowing time for interaction with an individual child, educators are enhancing small
group learning time. Educators engage children in small group play investigations or support
individual exploration of an idea or combine small group and additional children in a project of
mutual interest. Educators assist individuals who are not participating in a small group to enter
into the action. Large and small group gatherings are used to plan the day or the project.
Supporter of social relationships
Early childhood educators have always prioritized children’s social development. Current
literature emphasizes the educator’s role in modeling appropriate communication and problem
solving skills that encourage children’s ability to form and maintain relationships. Children are
encouraged to be sensitive to differing opinions and ideas.
Partner with families
In quality early learning programs, educators honour the families’ role as children’s first
teachers and collaborate with them to provide consistent support and culturally sensitive
learning opportunities. Educators have expanded communication from one-way discussions,
such as family-educator interviews, to authentic engagement where parents are invited into the
program to participate as members of the learning community. This enables the children’s
feeling of security to increase as they observe trust developing between their family and
educators. Supporter of diversity
As more children from different cultural backgrounds and with varying abilities participate in
early learning and child care programs, educators are highlighting this rich array of
perspectives. Educators include all children in activities, stories, discussions and experiences
that expose new ways of cooperating, new information about cultural understandings,
practices or languages and additional ways of supporting each other. Children are encouraged
to value diverse viewpoints, cultures and abilities. Educators ensure all children can participate
to their full potential.

IN THE NXT MODULES WE WILL BE LOOKING AT Curriculum Integration and the using of the
trans-disciplinary approach into the Inquiry learning of young children.

Specific curriculum or learning centres in EC are the focus of the preceding modules which
should give you an exciting journey towards how to teach these areas using the trans-
disciplinary inquiry approach.

Now try to think of yourself in an ECEC setting. How would you visualize your programme with
young children under your care?