LEARNING WITHIN THE CORE CURRICULUM

Learning Within the Core Curriculum



Learning Within the Core Curriculum

Introduction

Child development can be described as growth, physically and emotionally, and cognitive development biologically. To live a satisfying and momentous life, two areas are very important for individuals. Interpersonal relationships and intellectual capability development define the proper development of a child (Bergin, 2011, pp. 77- 570). The paper discusses the theoretical perspective and the implementation of the early childhood education within the core curricula. It highlights the learning and etching techniques and philosophies keeping in view of the subjects of English, Math, Science, and Reading (Golding, 2008, pp. 64-222).

Theories of Child Development

Several theories of child development and learning influenced the discussion of school readiness.

Learning and Ideological Perspectives

The Behaviourist Perspective

The behaviourist view of reading and the teaching of reading hold that before you can read you must be "ready" to read. According to this view children have to be a certain age before they can begin to read, and they must be able to do certain things before they are ready to read. Despite this idea of children having to be a certain age before they are ready to read, there is no agreement as to which age children should begin formal instruction in reading. Teachers favouring this view believe that certain activities make children 'ready' to learn to read. So, before children read books, they are given pre-reading activities such as learning the sounds of letters, or learning the alphabet, or completing puzzles - all to help children acquire the skills that behaviourists think are necessary before formal teaching of reading and writing can begin.

The Psycho-Linguistic Perspectives

Psycholinguists have shown that children who grow up in literate societies pick up a great deal of literate behaviour from people and the print around them. Often this learning is incidental, and some of it is taught by their families and others before they come to school. Literacy has its roots in the social interaction of children with others and their environment from the time they are born. Children have also acquired a great deal of language and knowledge before they come to school.

Social-Cultural Perspectives

In considering socio-cultural theories of reading, reading maybe viewed as a social practice that is valued and played out differently within each community. While participation in reading activities in a particular community, learners learn what counts as good reading behaviours and how to use such behaviours. Learners begin to develop a sense of their reader identity within that particular community of practice. Learners gain different understandings about what counts as reading and how it is conducted from their observations of, and participation in, home, community and school reading activities (Gormley, 1995, pp. 22).

Components Necessary to Design a Curriculum for Pre School

For the students of age 2 to 5, the preschool policy makers and the stakeholders come across a variety of a curriculum related decision. They include the selection of a curriculum for a preschool program or generation of a list of ...