Initially I will be defining Audrey Curtis` statement, following that I will aim to deliver a clear concise meaning of the term ‘ Curriculum’.

My next step will be to discuss the early educationalists work and how it has had an influence on today’s education.

Other areas for discussion will include High-Scope, National Curriculum, Desirable Outcomes, and Baseline Assessment, as they all play an important role in this assignment I will go into them in further detail.

Finally, I shall give you an insight into my work placement, citing it’s role in my development and opinions of my own I have formatted during my time there.

Audrey Curtis is an educational consultant; she was also formerly a senior lecturer at the Institute of Education, London University.

On reading Audrey Curtis` statement extracted from “ A Curriculum for the Pre-school Child”, 2nd Edition (1998) p118, my understanding of the message she is delivering is that since the document released by the S.C.A.A (1996b), early educators are feeling overly influenced into ensuring that children attain the l

The emphasis on desirable learning outcomes promoted a particularly narrow definition of early education with the stress on measurable results rather than on the learning process and the development of positive attitudes.

earning outcomes recommended by the S.C.A.A. Her concern is that early educators are attempting to meet these highlighted requirements through a more formal approach, such as, sitting at desks for lengthy periods.

Language

The High-Scope Curriculum was designed as a pre-school interventionist programme, aiming to alleviate the perceived needs of children who were predicted as likely to fail within the education system. This curriculum is based upon a range of psychological, educational, and sociological theories. The underpinning psychological theory owes much to Piaget: that children learn best from active involvement with their environment. This is interpreted within an educational context in a learning-through-play-approach, which ensures that the curriculum is developmentally appropriate. Active learning is seen as the foundation of the High-Scope approach, that is learning initiated by the child rather than predetermined by the teacher.

Her belief was that younger children need a different use of language to that of older children. Therefore, the adult must be aware that a young child requires a different approach to language. She realised every child was unique and was deeply aware and conscious of the world around them, the environment and society as a whole. Children in her opinion were drawn to order, sequence, and routine, thus resulting in her idea that children should take responsibility for the taking and replacing of materials and equipment and keeping them in good order. She said of this “ we take certain objects and present them in a certain fashion to a child and then leave the child alone with them and do not interfere” as cited in (A.Curtis 1998 2nd Edition)

Some topics in this essay:
Pre-school Child”, Music PE, Susan Isaacs, Margaret McMillan, High-Scope Curriculum, USA Britain, Froebel Steiner, Education Guidelines, Pestalozzi Froebel, Audrey Curtis`, desirable outcomes, nursery education, national curriculum, 2nd edition, audrey curtis` statement, 1998 2nd, acurtis 1998, learning outcomes, audrey curtis`, education child, curtis` statement, 1998 2nd edition, child’s ability learn, cited acurtis 1998, compulsory school age,