International Early Childhood Curricula
Lessons for Canada
Monica Lysack
Child Care Advocacy Association of Canada
Objectives
To provide a theoretical perspective of ELCC curricular frameworks
To identify Canadian ELCC curriculum issues, challenges, and conundrums
To provide a brief overview of examples of international curriculum frameworks
To stimulate thought and discussion on how this applies to Canada
Language and Assumptions
“Curriculum”: a four letter word in ELCC?
Borrowed from the education sector Assumptions attached to traditional
education for older children Is there another word or is it possible to
promote understanding?
What does “curriculum” mean?
Curriculum is what we do with children Planned or unplanned
Are children learners from birth? OR are we getting them “ready to learn”?
What does “curriculum” mean?
To borrow from New Zealand’s Te Whariki:The term “curriculum” is used…to describe
the sum total of the experiences, activities, and events, whether direct or
indirect, which occur within an environment designed to foster
children’s learning and development.
The OECD on Curriculum
Organisation for Economic Co-operation and Development
Concerned with economic growth and employment and therefore education
Starting Strong: Thematic reviews of ELCC
The OECD on Curriculum
John Bennett (2004) defines curriculum:A short, general framework that includes: A statement of principles… A summary of programme standards… An outline of goals for children… Pedagogical principles and guidelines
http://www.educ.um.edu.mt/Computing/Eph/Presentations/John%20Bennett-paper.pdf
The OECD on Curriculum
John Bennett’s Continuum (2004):
Broad developmental goals Focused cognitive goals
The OECD on Curriculum John Bennett (2004)
Two main approaches to ELCC curriculum:
1. The Social Pedagogy Approach2. The Infant School Approach
The OECD on Curriculum John Bennett (2004)
The Social Pedagogy Approach A focus on the whole child; “education
in the broad sense” Strong inter-generational and
community outreach A short core curriculum to guide early
education practice, local interpretation encouraged
The OECD on Curriculum John Bennett (2004)
The Social Pedagogy Approach Curricula are generally developed in the
centres, based on the objectives and content of the core curriculum
A Play-based, active and experiential pedagogy… with an emphasis on the outdoors
Little system monitoring of child outcomes or measures (the centre’s responsibility…)
The OECD on Curriculum John Bennett (2004)
The Infant School Approach Focus on readiness for school Parent/community dimension is
underplayed except in at-risk situations
A detailed curriculum by a curriculum authority for 3-6 year olds, central specification
The OECD on Curriculum John Bennett (2004)
The Infant School Approach Structural quality is less A restrained, teacher-directed play-
based pedagogy Attention is given to achieving
curricular aims and to measuring individual performance
The OECD on Curriculum John Bennett (2004)
Similarities and differences: a blend of approaches
Based on the tradition of ELCC in the country – the view of childhood
Availability of resources Training of teachers and the
conditions in which they work
Historical Perspective
What is Early Learning and Child Care?
What is the goal?– to care for children so parents can work?– to educate children?– to compensate children who are deemed
to be vulnerable or “at risk”?
Multiple Goals
Multiple goals = multiple challenges Competing priorities and tensions Canadians need to wrestle with some
challenging questions around the multiplicity of goals for child care, the answers to which will shape the answer to the curriculum question.
Does Canada need a nationalearly childhood curriculum
framework?
Why we need to determine the purpose of Canada’s system of Early Learning and Child Care:
Impacts training Impacts resources Impacts planning Impacts outcomes
Jurisdictional Issues
Education is a provincial / territorial responsibility
Federal Government role: National Children’s Agenda, National Children’s Benefit, ECD Agreement, Multilateral Framework Agreement on ELCC, Bilateral Agreements
Social Union Framework Agreement (SUFA)
Jurisdictional Issues
National Framework
Province / Territory
Municipal / School District
Program Level
What do other countries do?
The Social Pedagogy Approach: Sweden, Finland, Norway, Eastern
European countries
The Infant School Approach: USA, Belgium, France, Ireland, Korea,
UK, Mexico, Netherlands
Sweden
http://www.skolverket.se/sb/d/354/a/944Twin aims:1. To support parents to combine
parenthood with employment or studies
2. To support and encourage children’s development and learning
Dual purpose was established in 1970’s.
Sweden
Child care is the cornerstone of Swedish family welfare policy
Responsibility transferred to Ministry of Education in 1996
Curriculum is based on a division of responsibility where the state determines overall guidelines and municipalities oversee implementation
Sweden
National Agency for Education is the supervisory authority
Legislation incorporated into the Education Act
Act stipulates that municipalities are obliged to provide preschool activity of high quality without unreasonable delay
Sweden
Based on an overall view of the child's development and learning needs bringing together health care, social care, fostering and teaching.
Proper care is seen as a prerequisite if the child is to feel happy and content, which in turn is a prerequisite for its ability to absorb knowledge and to progress in life.
Sweden
Fundamental Values Democracy forms the foundation Help children acquire the values on
which Swedish society is based Care, consideration, justice, equality,
rights of the individual Lay the foundations for lifelong
learning
Sweden
Goals and Guidelines Goals specify the orientation of the
work of the preschool and thus the desired quality targets
Guidelines for the staff in the preschool state the responsibility the work team has in ensuring that work is directed towards the goals of the curriculum
Sweden
Goals and GuidelinesThe national curriculum lists goals and
guidelines for the following : norms and values (example to follow) development and learning children's own influence cooperation between preschool and home interaction with the preschool class,
compulsory school and the leisure-time centre
Sweden
Example of Norms and ValuesGoals:The preschool should strive to ensure that each child develops: Openness, respect, solidarity, responsibility Ability to empathise and help others Ability to discover, reflect on… different ethical
dilemmas and fundamental questions of life in daily reality
Understanding that all persons have equal value independent of gender, social, or ethnic background
Respect for all forms of life… care for the surrounding environment
Sweden
Guidelines:All who work in the preschool should: Show respect for the individual and help in
creating a democratic climate in the preschool where a feeling of belonging and responsibility can develop and where children have the opportunity of showing solidarity and
Stimulate interaction between children and help them to resolve conflicts, work out misunderstandings, compromise, respect each other
Sweden
Guidelines:The work team: responsible for ensuring that each child’s needs
are respected and satisfied and that they are able to experience their own unique value
responsible for ensuring that the preschool applies democratic working methods in which the children actively participate
Should emphasise and approach the problems involved in ethical dilemmas and questions of life
Sweden
Guidelines:The work team: should make children aware that people may
have different attitudes and values that determine their views and actions
Should be responsible for developing norms for the work and their participation in activities for the group of children
Should cooperate with the home concerning the child’s upbringing and discuss with the parents the rules and attitudes of the preschool
Finland
http://www.stakes.fi/varttua/english/e_vasu.pdf
Australia
Similar to Canada in political structure (a federation)
Similar in diversity of population and history (Indigenous population / immigration)
Government policies support pluralism (multiculturalism)
Australia
Federal government has a role Early childhood curriculum is
determined by each state
Example to follow: New South Wales
Australia
New South Wales Curriculum Framework for Children’s Services
The Practice of Relationships:Essential Provisions for Children’s
Services
http://www.community.nsw.gov.au/documents/childcare_framework.pdf
Australia
New South Wales Curriculum Framework for Children’s Services
This curriculum framework for a children’s service is a foundation out of which come the daily experiences of children, their families and the professionals who work with them. It is not mainly about what professionals in children’s services do or how they go about their practice; rather, most importantly, this curriculum framework is about why: a rationale for practice.
Australia
New South Wales Curriculum Framework for Children’s Services
Structure and FormatConsists of four major sections: information about the Framework and the document the Framework itself, the application and implementation of the Framework
(the Framework in Practice), and the Rationale paper.
Australia
New South Wales Curriculum Framework for Children’s Services
Explanation of the components: The Framework is a collection of
statements which forms a foundation for practice, a rationale for what professionals do in a children’s service.
Australia
It consists of four core concepts, or overarchingunderstandings that inform desirable practice• four major obligations of professionals, whichare the aims of practice• four essential qualities that professionals mustbring to their practice.
Australia
New South Wales Curriculum Framework for Children’s Services
Developed through a long process of community consultation
Commitment to working with professionals in existing services to facilitate buy-in and understanding
Ongoing professional development Recognition of diversity at program level
New Zealand
http://www.minedu.govt.nz/index.cfm?layout=document&documentid=3567&indexid=3612&indexparentid=1095
Te Whāriki is the Ministry of Education's early childhood curriculum policy
statement.“Woven Mat”
New Zealand
Te Whāriki is a framework for providing for tamariki/children's early learning and development within a socio-cultural context.
Emphasises the learning partnership between kaiako/teachers, parents, whānau/families.
New Zealand
Kaiako/teachers weave an holistic curriculum in response to tamariki/children's learning and development in the early childhood setting and the wider context of the child's world.
New Zealand
Bicultural curriculum statement
Contains curriculum specifically for Màori immersion services and establishes, throughout the document as a whole, the bicultural nature of curriculum for all early childhood services.
New Zealand
This curriculum is founded on the following aspirations for children:
to grow up as competent and confident learners and communicators, healthy
in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.
New Zealand
Four broad principles:1. Empowerment The early childhood curriculum
empowers the child to learn and grow.2. Holistic Development The early childhood curriculum reflects
the holistic way children learn and grow.
New Zealand
3. Family and Community The wider world of family and
community is an integral part of the early childhood curriculum.
4. Relationships Children learn through responsive and
reciprocal relationships with people, places, and things.
New Zealand
Strands and GoalsThe five strands – and the corresponding
goals – arise out of the principles:1. Well-being2. Belonging3. Contribution4. Communication5. Exploration
New Zealand
Goals for “Contribution” strand:Children experience an environment
where: there are equitable opportunities for
learning, irrespective of gender, ability, age, ethnicity, or background;
they are affirmed as individuals; they are encouraged to learn with and
alongside others.
Building a Framework for Canada
Who should be responsible for developing a framework (what level of government if any)?
Of the two main approaches on the continuum (social pedagogy / infant school), where would you like to see a Canadian curriculum framework fall?
What are the values of Canadian society that you would like imbedded in an ELCC curriculum? (Reference Swedish goals)
How would we promote those values through an ELCC framework? (Reference Swedish guidelines)