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)