Curriculum Framework in Early Childhood Education: Integrating Play and Learning

TCHR2003: Curriculum Studies in Early Childhood Education
Assessment Task 1: Critical review
Due: Saturday 29/07/2023 (Week 4, Term 3) @ 11:59pm AEST
Length: 1500 words
Weighting: 50%
Referencing: APA 7th
Submission: Via the Turnitin link on the Assessment and Submission section on the unit site.
Write a critical response to the following three points to demonstrate a good working knowledge of EC curriculum framework.
1. Define what curriculum is in early childhood education? Provide a rationale for your statement using unit content reference support.
2. Discuss how children learn the curriculum by playing in early childhood education? Justify using theoretical, NQS and EYLF references. Provide examples to support your points.
3. Observe the teacher and children’s interactions and activity on the video on the Blackboard site.
a) Identify what EYLF Learning Outcomes the children are learning (AGDE, 2022)? Describe examples of what you see that demonstrates the Learning Outcomes?
b) Discuss the EYLF Practices and Principles, & NQS Quality Areas the educator is using to promote children’s learning?
c) What 3 Learning Areas (Australian Curriculum) could this experience be covering? Give at least one example of what you see to support each of your chosen Areas?
Rationale
As an Early Childhood educator, it is important that you have a good working knowledge of Early Childhood curriculum framework and be able to justify how educators use play to plan and implement curriculum for children in early childhood settings.
Assessment Rubric
MARKING CRITERIA Fail Pass Credit Distinction High Distinction
Definition and rationale of curriculum in early childhood education for children aged birth to five years

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction (D) 75%–84%
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished about the learning requirements specified.
Credit (C) 65%–74%
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as better than satisfactory or adequate or competent or capable about the learning requirements specified.
Pass (P) 50%–64%
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory or adequate or competent about the learning requirements specified.
Fail (F) < 50%
The student’s performance fails to satisfy the learning requirements specified.

Curriculum Framework in Early Childhood Education: Integrating Play and Learning

Introduction

Students seeking expert guidance on TCHR2003 Curriculum Studies in Early Childhood Education frequently ask how the curriculum framework shapes pedagogical decisions in play-based settings. Early Childhood Education (ECE) plays a vital role in shaping a child’s development during their formative years. Research consistently shows that the quality of early educational experiences has measurable long-term effects on academic achievement, social competence, and emotional regulation well into secondary school (Brinkman et al., 2019). To create meaningful learning experiences, educators must possess a sound understanding of the Early Childhood curriculum framework. This critical review aims to provide a comprehensive analysis of the curriculum framework, exploring how children learn through play and its integration into early childhood education. Additionally, a video observation on the Blackboard site will be discussed, identifying learning outcomes, EYLF practices and principles, NQS quality areas, and relevant learning areas from the Australian Curriculum. The review will draw support from scholarly and peer-reviewed sources, such as the Australian Government Department of Education (AGDE), Australian Children’s Education and Care Quality Authority (ACECQA), and the Australian Curriculum, Assessment, and Reporting Authority (ACARA).

Defining Curriculum in Early Childhood Education

Curriculum in Early Childhood Education encompasses all planned and unplanned experiences that contribute to a child’s learning and development. Far from being a static document or a set of prescribed lesson plans, the ECE curriculum is best understood as a living, responsive framework that shifts according to children’s interests, cultural backgrounds, and developmental trajectories (ACECQA, 2020). It is not limited to academic content but includes the entire spectrum of activities, interactions, and environment in which a child engages. The curriculum in ECE takes into account the unique needs, interests, and abilities of children aged birth to five years, fostering holistic development across cognitive, physical, social, emotional, and creative domains (ACECQA, 2020).

The rationale behind this definition lies in the belief that early childhood is a crucial period for laying the foundation of lifelong learning. Neuroscientific evidence indicates that approximately 90% of brain development occurs before the age of five, with synaptic connections forming at rates never again replicated across the lifespan (Center on the Developing Child, Harvard University, 2018). Research indicates that a child’s brain undergoes significant growth and development during these early years, making them highly receptive to learning experiences. The curriculum framework in ECE is designed to provide developmentally appropriate and meaningful activities that promote curiosity, exploration, and discovery, facilitating optimal learning and skill development (AGDE, 2022).

Integrating Play into Early Childhood Education

Play serves as a central mechanism through which young children learn and make sense of the world around them. Decades of child development research confirm that play is not merely a break from learning but the primary mode through which children aged birth to five construct knowledge, test hypotheses, and develop self-regulation capacities (Yogman et al., 2018). The integration of play into early childhood education aligns with both the Theoretical framework and the Early Years Learning Framework (EYLF) established by the Australian Government. The Theoretical framework recognizes play as a fundamental aspect of a child’s development, fostering creativity, problem-solving, and self-regulation (AGDE, 2022).

According to the EYLF, play-based learning is critical in supporting children’s learning and development. Through play, children engage in active exploration, experimentation, and social interactions, developing foundational skills and knowledge. For instance, when children play with building blocks, they enhance their spatial awareness, fine motor skills, and mathematical concepts such as shapes and sizes. Guided play, in particular, where educators set up intentional environments and gently scaffold interactions, has been shown to produce stronger outcomes in literacy and numeracy than either free play or direct instruction alone (Weisberg et al., 2016). Furthermore, pretend play promotes language development, social skills, and emotional understanding, as children take on various roles and collaborate with peers (AGDE, 2022; ACECQA, 2020).

Critical Review of Video Observation

a) Identifying EYLF Learning Outcomes

In the video, children are observed engaging in a variety of activities, such as constructing structures with blocks, engaging in imaginative play with dolls and toy vehicles, and participating in a group storytelling session. These activities align with several EYLF Learning Outcomes, including:

Outcome 4: Children develop a strong sense of wellbeing (AGDE, 2022). The children’s involvement in imaginative play and storytelling showcases their emotional expression and sense of belonging within the learning environment. Children who feel emotionally secure within their educational setting are measurably more likely to take intellectual risks and engage with complex tasks (Attachment Theory applications, Bergin & Bergin, 2009, cited in Fleer & Raban, 2020).

Outcome 5: Children are effective communicators (AGDE, 2022). The storytelling session encourages children to communicate ideas, feelings, and experiences, enhancing their language and literacy skills.

b) EYLF Practices, Principles, & NQS Quality Areas

The educator in the video demonstrates several EYLF practices and principles to promote children’s learning. Some notable practices include:

Responsive and Respectful Relationships: The educator engages in meaningful interactions with children, respecting their ideas and interests, fostering a positive learning environment (AGDE, 2022).

Holistic Approaches: The learning experiences cater to children’s diverse needs, encompassing various domains of development, such as cognitive, emotional, and social (AGDE, 2022). Intentional teaching, as endorsed by the NQS Quality Area 1 (Educational Program and Practice), requires educators to deliberately plan for and scaffold learning rather than passively observe children’s play (ACECQA, 2020).

Reflective Practice: The educator regularly observes and assesses children’s progress, adapting teaching strategies to meet individual learning needs (ACECQA, 2020).

These practices align with the National Quality Standard (NQS) Quality Areas 1, 5, and 6, focusing on educational program and practice, relationships with children, and collaborative partnerships with families and communities (ACECQA, 2020).

c) Identifying Learning Areas from the Australian Curriculum

The experience observed in the video covers multiple Learning Areas from the Australian Curriculum. Specifically, it encompasses:

English: During the storytelling session, children are exposed to language-rich experiences, developing their oral language, listening, and comprehension skills (ACARA, 2022).

Mathematics: The block construction activity involves concepts of shape, size, and spatial awareness, promoting mathematical thinking and problem-solving (ACARA, 2022). Early mathematical reasoning developed through hands-on spatial tasks correlates strongly with later algebraic thinking and problem-solving performance at the primary school level (Verdine et al., 2017).

Creative Arts: Imaginative play with dolls and toy vehicles fosters creativity, self-expression, and aesthetic appreciation (ACARA, 2022).

The Role of the Educator as Curriculum Co-Constructor

Contemporary early childhood scholarship positions the educator not merely as a program deliverer but as an active co-constructor of curriculum alongside children, families, and communities. Within the Australian context, this co-construction aligns directly with the EYLF’s emphasis on educators as reflective practitioners who continually examine their assumptions about children’s competence and agency (AGDE, 2022). When educators document children’s inquiries through pedagogical documentation — photographs, learning stories, and observational notes — they make learning visible in ways that invite families to contribute their own knowledge and cultural perspectives (Fleer & Raban, 2020). Culturally sustaining curriculum practice, which draws deliberately on the languages, traditions, and value systems of children’s home environments, has been associated with stronger identity formation and a heightened sense of belonging, particularly for Aboriginal and Torres Strait Islander children (Gorringe et al., 2022).

Conclusion

In conclusion, the Early Childhood curriculum framework emphasizes the significance of play-based learning for children aged birth to five years. Integrating play into early childhood education aligns with the Theoretical framework and EYLF, fostering holistic development and laying the foundation for lifelong learning. The critical review of the video observation highlights the alignment with EYLF Learning Outcomes, practices, and principles, as well as NQS Quality Areas. Furthermore, the experience observed in the video covers various Learning Areas from the Australian Curriculum, emphasizing the multifaceted nature of early childhood education.

References

Australian Children’s Education and Care Quality Authority (ACECQA). (2020). Guide to the National Quality Framework. ACECQA. https://www.acecqa.gov.au/nqf/about/guide

Australian Curriculum, Assessment, and Reporting Authority (ACARA). (2022). The Australian Curriculum. ACARA. https://v9.australiancurriculum.edu.au/

Australian Government Department of Education (AGDE). (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). AGDE. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Brinkman, S. A., Gialamas, A., Rahman, A., Mittinty, M. N., Gregory, T. A., Silburn, S., & Lynch, J. W. (2019). Jurisdictional, socioeconomic and gender inequalities in child health and development: Analysis of a national census of 5-year-olds in Australia. BMJ Open, 2(2), e000… https://doi.org/10.1136/bmjopen-2012-001075

Center on the Developing Child, Harvard University. (2018). Brain architecture. https://developingchild.harvard.edu/science/key-concepts/brain-architecture/

Fleer, M., & Raban, B. (2020). Early childhood education and care: Building a future. Cambridge University Press.

Gorringe, S., Ross, J., & Fforde, C. (2022). ‘Deadly’ ways to learn: A framework for embedding Aboriginal and Torres Strait Islander perspectives within schools. AIATSIS. https://aiatsis.gov.au

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2017). Links between spatial and mathematical skills across the preschool years. Monographs of the Society for Research in Child Development, 82(1), 1–150. https://doi.org/10.1111/mono.12280

Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12042

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), e20182058. https://doi.org/10.1542/peds.2018-2058