BEd 221:Early Childhood Curriculum 1 ​20170946 Gauri Dhiman  Resubmit

Gauri, thank you for sending in the report, however it would have been good to use the format of a
report by providing the table of content before you start the discussion and use headings, sub-headings
in the explaination.
Report 

This report talks about the knowledge of curriculum and the New 

Zealand early childhood education curriculum guidelines Te 

Title of a book is always in italics.
Whāriki (Ministry of Education [MoE], 2017), exploring a variety 

of particular subject content fields of language and literacy, social 

sciences, health and physical well-being, and the arts. It also 

examines some of the practical and useful teaching approaches 

A good start to the report! and methods for improving learning. It also walks through the 

importance and the benefit of teachers incorporating their own 

knowledge, experiences and expertise woven with their culture in 

the Early childhood setting to facilitate healthy teaching in 

children. For the purpose of this study, the age group I selected is 

of Toddlers. 
[The word curriculum is often viewed and comprehended to be 
[
[
fundamentally regarding the content knowledge, what the 
[
[
teachers are required to teach, nevertheless, how it is to be taught 
[
[
is an essential component of the curriculum. Nuttall and Edwards 
[
[
[(2007, p. 4) recorded that the word ‘curriculum frameworks’, is 
[
[mainly used for the curriculum texts or documents such as Te 
[
[Whāriki, whereas the term ‘curriculum’ encompasses everything 
  
BEd 221:Early Childhood Curriculum 1 ​20170946 Gauri Dhiman 

[ and anything that a child encounters in the early childhood 

[
[ setting,be it planned or unplanned by the educators.  
[
[ The method of designing a curriculum involves how, when, where, 
[
[ and why an activity, topic or a subject is being taught. In order to 
[
[
create an effective curriculum for young children, one must have a 
[
[
sound understanding and knowledge of how children 
These ideas are important [
however do not seem to [
be of much relevance [ communicate with people, their needs and elements, materials 
here to the task, as you [
could have avoided them [ and equipment used to enhance the learning (Gordon & Browne, 
and rather started directly [
with the learning areas [ 2014, p. 297). 
discussion. [
[ McGee, (1997), stated that every curriculum is influenced by the 
[
[ culture, theories, policies, history, research knowledge base, 
[
[ beliefs and values of the country in which the curriculum is 
[
[ developed and applied to. This means that it is expected to exhibit 
[
[ the broad spectrum of interests of local and national politicians, 
[
[ advocacy groups, researchers and so on. 

 Language and literacy

- Content knowledge
Literacy often means everything children understand regarding 

listening and speaking, reading and writing, before they have 

really learned the abilities of reading and writing. 

Language and literacy are interconnected and not separate. This is 

for the reason that at the same time that children grow their 
  
BEd 221:Early Childhood Curriculum 1 ​20170946 Gauri Dhiman 

listening and speaking skills, they also begin to understand about 

Relevant ideas are mentioned
here. reading and writing (Lesotho, 2012). 

Starting with Language and Literacy, Communication strand link s

with the fundamental learning areas asserts that: “children 

Good links to how language experience the stories and symbols of their own and other 
and literacy has a direct page number needs to be mentioned when using a direct quote.
connection to the strand cultures, developing awareness of the richness of communication. 
of communication.
Also they discover and develop different ways to be creative and 
(MoE, 2017, p.___).
expressive” (Ministry of Education, 2017). 
- Strategies to support toddlers learning area of language and literacy.
Teachers can encourage children to understand the meaning of 
Print exposure is an effective
way of supporting toddlers different words with the help of various types of print in the 
learning in this area.
classroom. Being enclosed in a colourful environment, children 

are curious and interested to read and this fosters learning.  

Labeling: The teacher can create labels for various items in the 

room. When the learning corners and containers for toys and other 

play materials are labeled along with some pictures that are 

similar and matching with the words, this shows children how to 
You have covered some of
the relevant ways of encou- identify the things by written words. Even children’s personal 
raging toddlers literacy skills,
however please ensure you belongings can be labeled with their names. Children must be 
support the ideas with an
academic resource. encouraged to prepare their own labels with the colour of their 

choice.  

A way to develop oral language skills in children is to have 

conversations with. A shared conversation is the one where the 

  
BEd 221:Early Childhood Curriculum 1 ​20170946 Gauri Dhiman 

teacher listens to a child as well as speaks. Listening intently to the 

child when talking without interruption and making use of the 

open-ended questions often prompts children to communicate 

Full stop comes after the reference always.
about what they are doing, thinking, or feeling. (Lesotho, 2012).  

Building vocabulary is also an inherent part of communication and 

Interactions, become very
critical here as that is how
one of the best way to do it is by storytelling and singing rhymes. 
toddlers would learn to
speak correctly.
The characters in the stories grips the child’s attention and also 
reference?
contributes in developing language skills. 

 Arts
- Content knowledge
Dramatic Play, Art, Music, and Movement can be particularly 

efficient at offering a broad variety of activities for students. Early 

childhood teachers, can really work to deliver significant 

curriculum of arts. For instance dance. When a child dances to the 

reference?
music, there are a lot of things that are touched upon.  

By exploring the different movements, it helps children with focus 

and concentration. They start to learn the concepts of cooperation 

through the examination of body shapes and body actions. By 

Indeed! means of a performance, children confirm the ability to recall, 

repeat, and refine movement sequences. When dancing in pairs, 

they actively watch the movements of their friends and 

classmates. They begin to learn about various cultures and 

  
BEd 221:Early Childhood Curriculum 1 ​20170946 Gauri Dhiman 

historical periods. It also reinforces the quality of cooperation and 

working in a team. It encourages the children to be more 

Please note: avoid writing
such huge paragraphs, you expressive be confident about their body. Moving their body in 
could break them. Also,
whenever there is a shift different levels (low, high), directions(forward, back, side, up, 
in the idea, you need to
provide the reference from down) develops the locomotor skills in children. Also, they get to 
where it was taken.
Because in a huge para- practice basic motor skills: walk, run, leap, hop, jump, skip, and 
graph like this, where
reference is mentioned only
gallop. When the dance is further improved with props like balls, 
at the end, it seems like
there is no reference used
hoops, ribbons, scarves, it helps them to develop fine motor skills 
in between.
or synchronisation and coordination. This covers the Contribution 

strand that states “through working with others, children develop 

respect for differences and an understanding of their roles, rights, 

You were able to tap the
different aspects of the and responsibilities in relation to other people. Also there are 
arts section, which could
be covered for toddlers
equitable opportunities for learning, irrespective of gender, 
in teaching the content.
ability, age,ethnicity, or background and they are encouraged to 
(MoE, 2017, p.___).
learn with and alongside others.”​ ​(Ministry of Education, 2017). 

“Children develop confidence in working with others to explore 

the environment and make sense of the social and physical world” 
These ideas are a part of (MoE, 2017, p.__).
which section - content (MOE, 2017) Exploration strand. When children are encouraged to 
knowledge or strategies?
you need to specify talk about their families, their cultures and are involved in 
exactly under the headings.
activities pertaining to their culture and is discussed in the class, 

they get a chance to learn and explore about different cultures. 

  
BEd 221:Early Childhood Curriculum 1 ​20170946 Gauri Dhiman 

- Strategies supporting toddler's learning area of arts

Celebrating festivals of different cultures is one of the way where 

children can learn about the diversity there is in the world. Also, 

certain activities like introducing yoga, talking about the folk 

dances of different cultures and even encouraging children to 

Some of the appropriate participate in them can go a long way in developing the skills of 
ways of encouraging the
importance of arts in exploration and coordination in children. Talking about various 
toddlers.
cultures in the classroom makes “children develop confidence that 

their family background is viewed positively within the early 

(MoE, 2017, p.___).
childhood setting”​ ​(Ministry of Education, 2017). But this requires 

that teachers absolutely do not portray bias in any of their 

interactions, language use or resources. 

Gauri, overall a very

  brief understanding of the content is demonstrated for the two learning areas -
arts and language & literacy.
There has been no  use of the format of a report where in using headings and sub-headings would have
been helpful in maintaining the flow of your ideas and presentation.
Also, you have not  included social sciences and physical health and well being - the two areas in the
discussion from the task.
Please ensure all the parts of the task are mentioned in the assessment.
 
Example of table of content:
 
1. Introduction ----------------------------- page number
2. Learning area: Language and literacy --------------------''
 
- Content knowledge ------------------ ''
- Strategies to support toddlers language and literacy -------------- ''
3. Like wise other  three learning areas
6. Conclusion ---------- ''
 
7. Reference list ------------- ''

You are needed to  re-work on the report and submit it again as it is incomplete.
Also, if you have any further clarifications needed, please contact the marker to pass the assessment in
the resubmit.  

 
  
BEd 221:Early Childhood Curriculum 1 ​20170946 Gauri Dhiman 

References 

McGee, C. F. (Clive Francis) (1997). ​Teachers and curriculum 

decision-making​. Dunmore Press, Palmerston North, N.Z 

Please refer to the APA Catholic Relief Services (CRS), Lesotho (2012). ​Ngoana Eo Ke Oa 
to cite as per the correct
format. Mang? A teacher resource guide. ​Baltimore, MD: CRS. 

[
McLachlan, C. (2011). An analysis of New Zealand’s changing 
[
[
history, policies and approaches to early childhood 
[
[
education. ​Australasian Journal of Early Childhood, 36​(3), 
[
[
You have not used both [ 36-44. 
these resources in-text. [
[
Woodhams, M. (2009). ​Making music together: Providing musical 
[
[
experiences in early childhood settings​ (pp. 9-15). Waitakere, 
[
[
[ New Zealand: The New Zealand Playcentre Federation. 

 
You have not included the other references which are used in-text:
1. MoE, 2017
 
2. Nuttall & Edwards, 2007
3. Gordon & Browne, 2014

Citing sources is an important part of academic writing, because you need to show the reader that
what you are saying is the result of information you have researched and read. That means, you
need to substantiate what you are saying by referring to the sources of your information to give
credibility to your writing. This needs to be done according to specific rules like APA, and not
doing so is "plagiarism".