Answer:
1) Curriculum in early childhood education refers to the planned and intentional learning experiences that are provided to young children to help them develop and learn. It encompasses all aspects of a child's development, including their physical, emotional, social, and cognitive development. The curriculum is based on an understanding of child development and learning theories and is designed to meet the needs and interests of individual children.
The rationale for this definition is based on the unit content, which emphasizes the importance of providing developmentally appropriate learning experiences that are responsive to the needs and interests of young children. The curriculum in early childhood education is not a static set of skills and knowledge to be acquired, but rather a dynamic and flexible process that is continually evolving to meet the changing needs of children.
The unit content also highlights the role of play in the curriculum, as children learn best through play-based experiences that are engaging and meaningful to them. The curriculum in early childhood education should be designed to promote children's active engagement in learning and their sense of agency and ownership over their learning experiences.
2)Educators use children's play to plan and implement the curriculum in early childhood education settings because play is a natural and essential way for children to learn and develop. Play-based learning is based on the understanding that children learn best when they are actively engaged in meaningful and relevant experiences that are aligned with their interests and abilities.
The use of play in the curriculum is supported by a range of theories, including Piaget's theory of cognitive development, Vygotsky's sociocultural theory, and Bronfenbrenner's ecological systems theory. These theories emphasize the importance of child-centered and play-based learning, as well as the role of the environment and social interactions in children's development and learning.
The National Quality Standards (NQS) and the Early Years Learning Framework (EYLF) also recognize the importance of play-based learning in the curriculum. The NQS Quality Area 1: Educational program and practice, requires educators to provide play-based learning experiences that are responsive to individual children's interests and needs. Similarly, the EYLF emphasizes the importance of play-based learning as a key pedagogical approach in early childhood education.
For example, an educator may use play-based learning to teach children about colors. They may set up a painting activity where children are given a range of colors to choose from and encouraged to mix and experiment with them. Through this activity, children are learning about color theory and developing their fine motor skills and creativity.
3)a) The educator in the video is using a range of EYLF Practices and Principles and NQS Quality Areas to promote children's learning. For example, they are providing a safe and supportive learning environment (EYLF Practice 3: High expectations for every child) by setting up the activity in a way that allows children to explore and experiment safely. They are also promoting children's sense of agency and ownership over their learning (EYLF Principle 2: Partnerships with children), by encouraging them to make choices and take the lead in the activity.
In terms of NQS Quality Areas, the educator is addressing Quality Area 1: Educational program and practice, by providing a play-based learning experience that is responsive to the needs and interests of individual children. They are also addressing Quality Area 5: Relationships with children, by establishing positive and respectful interactions with the children and promoting their social and emotional development.
b) The children in the video are learning a range of EYLF Learning Outcomes. For example, they are developing their social and emotional skills (Outcome 1: Children have a strong sense of identity), as they interact with each other and the educator in a positive and respectful way. They are also developing their cognitive and language skills (Outcome 4: Children are confident and involved learners), as they