Early Childhood Curriculum

Move, Act, Play, Sing (MAPS) explored early childhood teaching and learning in the performing arts through community artist interventions and relational practices and pedagogies. The research developed three early childhood centre case studies where teachers, children, and parents worked together with community artists, the research team, and other colleagues to explore emergent pathways of performing arts teaching and learning. In MAPS, community artists in music, dance, and drama worked alongside teachers and children in semi-planned, open, and improvisatory pedagogical settings set up to explore the potentialities of performing arts learning and teacher responses in the centre environments and communities. The ethnographic inquiry focused on how the early childhood teachers engaged in meaningful performing arts experiences through the research process and looked at ways in which centres could engage in sustainable, ongoing performing arts teaching and learning.

This is an example of a workshop that I delivered at Beijing Normal University in June 2011 that I hope will give people an idea of the breadth of ideas, repertoire (curriculum), creative pedagogy, and research that I bring to the enterprise of early childhood music education.

I am not a 'One Trick Pony' (to quote singer-songwriter Paul Simon) and consider my perspectives to be informed by practice and research in music learning that goes back to the works of Jersild & Bienstock in the 1920s, includes Moorhead & Pond, Andress, Boswell, Cass-Beggs, Birkenshaw, Gordon and many others. 

There are lecture notes and movie clips of my working with young children that are interspersed in this 3 hour presentation-workshop as well as another 3 hour session that refers heavily to research over the past 40 years.

I am available for workshops and lectures on this topic and can insure you that I provide informative, fun, music filled sessions for  pre-service and in-service teachers and researchers.

new new This issue of The Progress of Education Reform reveals five surprising findings about the strong relationship between early math instruction and later student achievement. Researchers have found that early knowledge of math not only predicts later success in math, but also predicts later reading achievement even better than do early reading skills. The paper concludes with implications and recommendations for state policy that will support the development of early math competencies and young children. (Doug Clements and Julie Sarama, University of Denver, October 2013)

This paper investigates the variety of factors that hinder the implementation of play (as defined by Western scholars) in Asian preschools. Drawing on theoretical frameworks of policy borrowing, enactment, and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China, and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key socio-cultural characteristics, features of early childhood education (ECE) system, role of play in government Findings show that the distinctive factors hindering play relate to societal mindsets in India, lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. We show that play is neither adequately defined nor justified in some Asian policy frameworks and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed, child-led activities, which would be less conceptually problematic and more culturally appropriate. The study highlights the need for glocalisation of Asian ECE systems.

In this article, the authors provide an update on what has happened over recent months with the Organisation for Economic Co-operation and Development’s proposal for an International Early Learning Study, and review responses to the proposed International Early Learning Study,
including the concerns that have been raised about this new venture in international testing. The authors call on the Organisation for Economic Co-operation and Development and its memberstate governments to enter into open discussion with the wider early childhood community about the future direction of comparative work on early childhood education and care.

The “Companion” Books
We believe that our successes are due to the people who have contributed to our projects and to our commitment to grounding everything we have done in research. Because the work has been so heavily researched, we decided to publish two books. The first book—this one—reviews the research underlying our learning trajectories. The second book, the companion to this one, Learning and Teaching Early Math: The Learning Trajectories Approach (Clements & Sarama, 2009), describes and illustrates how these learning trajectories can be implemented in the classroom.
Because it is in the classroom that mathematics comes alive, we urge those most interested in this, the research review book, to read the companion book as well. The illustrations of children’s wonder, excitement, and especially thinking and problem-solving, help prevent the research reviews from giving the mis- impression that the main story of learning trajectories is children marching through a series of learning levels. Such a dreary picture is the opposite of that we are trying to paint, which is of children filled with curiosity and creative ideas, and teachers excited about helping them see the world through mathematical lenses.

Współczesność to czas wymagający głębokiej refleksji nad dzieciństwem. Wymaga ona przede wszystkim podmiotowego spojrzenia na dziecko jako na Osobę wpisaną w historię, kulturę i społeczeństwo. Współczesność obliguje zatem w pewnym sensie do rekonstrukcji Korczakowskich pytań o dziecko i zapytania o to, kim tak naprawdę jest dziecko, jakie są jego prawdziwe cechy, prawdziwe potrzeby, jakie kryją się w nim prawdziwe możliwości? Taka refleksja nad dzieciństwem towarzyszy od wielu lat organizowanym przez nas na Wydziale Studiów Edukacyjnych UAM w Poznaniu konferencjom z cyklu Świat małego dziecka oraz wydawanym przez Wydawnictwo Naukowe UAM pod naszą redakcją książkom o takim samym tytule. Podczas piątej edycji konferencji (odbywają się one co dwa lata od 2010 roku) i w chwili wydania piątego naukowego tomu Świata małego dziecka, podjęliśmy decyzję o wydaniu Świata małego dziecka w formie podręcznika akademickiego, który będzie wykorzystywany przez nasze środowisko zajmujące się pedagogiką dziecka, podczas zajęć dla studentów, które prowadzimy. Debaty na naszych konferencjach zawsze bowiem ukazywały, iż takiego podręcznika brakuje na polskim rynku, że nasi studenci go potrzebują i oczekują niejako od nas, że taki podręcznik dla nich stworzymy. Jesteśmy jednak w pełni świadomi, że oddawany Czytelnikom podręcznik stanowi jedynie zalążek oczekiwanego dzieła – liczymy, że będzie on systematycznie rozwijany i rozszerzany.

In contrast to the view that nuthcrnatics for very young children is developmentally inappropriate and that only simple number tasks are appropriate for the prirnary grades (see Balfwz, 1999; Hughes, 1986; Sun Lee and Ginsburg, 2009), research has shown that young children can think and underst;md mathcrmtics content th:1t is surprisingly broJd and deep. Recent research and developmental work has suggested that leamil~:< trajerton'cs can help early childhood educators respect children's develop- mental processes and constraints, and their potential fix thinking about and under- standing mathematical ideas (Bobis et al., 2005; Clarke, 2008; Clements and Sarama, 2009; Sar,nm and Clements, 2009b; Wright, 2003). in this chapter we briefly discuss young children's natural mathematical thinking. Then, we give two concrete exJ.m- ples of learning trajectories, illustnting how they can be used to enhance teaching and learning.

This chapter excerpt describes how to approach sight words and sight word instruction in a reading curriculum.  This is appropriate from emergent level and beginning level readers as well as struggling readers at all levels.  Related video lectures are included at the end.

This was a text/art experiment at the International Association for the Advancement of Curriculum Studies Conference on 29 May 2015. The paper was originally meant to be a reflection on Spivak's ideas about this topic, but the text wrote itself very differently through stories, metaphors and poetry.

RESUMEN En la primera parte de este artículo se describen los principios fundamentales del proceso de enseñanza-aprendizaje de las matemáticas en las primeras edades desde la perspectiva de la Educación Matemática Realista (EMR) junto con las principales orientaciones curriculares contemporáneas en relación a la enseñanza de la medida en Educación Infantil. En la segunda parte se presentan dos experiencias de aprendizaje realista de la medida que se han llevado a cabo con 22 niños y niñas de 3º de Educación Infantil (5-6 años) del CEIP de Sigüeiro (La Coruña). La documentación recopilada muestra cómo los alumnos descubren diversos aspectos vinculados a los conocimientos de medida en situaciones reales o realistas: usan los cuantificadores de medida de longitud, comparan según la longitud, usan herramientas de medida de longitud y de masa y se introducen en el Sistema Métrico Decimal. ABSTRACT Firstly, the main ideas that support the teaching and learning of mathematics in the first ages are exposed from the perspective of Realistic Mathematics Education, and a review of the main contemporary curricular orientations in relation to the teaching of the measure in Early Childhood Education is presented. In the second part, two realistic learning experiences of the measure in Early Childhood Education are presented. The experiences, called "Chocolate bars" and "Chocolate cakes" respectively, have been carried out with 22 children from the 3rd year of Early Childhood Education (5-6 years) of the CEIP of Sigüeiro (La Coruña, Spain). The collected documentation shows how students discover in real or realistic situations various aspects related to measurement knowledge: they use quantifiers of length measurement, compare according to length, use length and mass measurement tools and progressively the Metric System Decimal.

This article addresses four intentions that make up a balanced curriculum approach: Guided Discovery, Following Children's Interests, Interactive Modeling, and Compelling Materials.  When teachers address these four intentions they commit to rich, interesting, engaging experiences for young children that build knowledge, skill, and relationship.

Natural aptitude or skill has been given to everyone but it is not everyone that gets the opportunity to unearth these innate endowments. Such people do not have an innovative programme to encourage and help them unearth their latent and untapped talents. This has resulted in many people “dying with the music still in them”. It has also resulted in underdevelopment because these talents were latent and never saw the light of day. These talents and skills could not be utilized and developed. This lack of talent exhibition and exploration has resulted in people not knowing their innate passion and capabilities because they were marginalized in some way and not given the chance.
As noted earlier many people could not get the opportunity to unearth their talents. The best period in life to hunt for talent is to begin with the kids because if one is able to identify his or her talent at an early age such a person, with adequate support, is able to develop. Such an individual can be nurtured and groomed for greater heights and laurels in future.

Play is the very characteristic of early childhood years. During early childhood years, children involve in various forms
of play which is imperative for the optimal development of children. Play enhances healthy brain development;
strengthen emotional, social and physical skills. It provides opportunities to explore world, make relationships, enhance
creativity and develop early literacy skills. During these early childhood years in 2018, 66.7% of Indian children were
enrolled in early childhood education centres. Hence, it became significant to explore the kinds of opportunities which
are given to children in Indian early childhood education centres. Through the process of exclusion and inclusion
criteria fifteen empirical studies on “play” amongst children in India were selected. The article concludes the status of
play in twelve states of India. Within these twelve states availability of play opportunity, play materials and playing
spaces of one thousand three hundred and twenty eight early childhood education centres have been stated. Children
displayed various forms of play behaviours influenced by one’s age, culture and socio economics status. Centres do
provide opportunities for free play, supervised play, outdoor play and play to enhance early literacy skills. Playing
materials and spaces available varies from centre to centre.

The following research paper will investigate the importance of the Reggio Emilia Approach within Music Education in an International School setting. A case study from a Top Independent College in Mexico where the focus for the Daycare, Early years, Reception and Nursery classes is a combination of the International Early Years Curriculum and Reggio Emilia inspired teaching. Several prominent researchers including Burgess Wood et al., 2015 have researched the benefits of introducing the Reggio Emilia Approach in a school curriculum. Teachers' assessment of their own and their learners' musical skills and knowledge contributed to their improved practice in music education. Study findings also supported the co-constructed design of the professional development model and confirmed the importance of researcher flexibility toward participant needs, practices, and the influence of setting on the mentorship. The model holds promise for future collaborations between music and early childhood professionals and asserts the value of site-specific engagements. Teaching the Reggio Emilia Approach within an International School can be exciting for a music teacher to explore. They allow learners in early years develop their analytical and critical skills preparing them for the Primary Years Programme (PYP) or International Primary Curriculum (IPC). Learners in Day Care, PreSchool and Reception are given the opportunity to be creative by exploring their musical ideas and perceptions through the use of Orff Instruments and melodic and non-melodic percussion instruments. They will understand how chords are created by adding three notes together that forms the chords. These are good exercises to train their ears to differentiate between the major and minor chords and understand how these work within music. Through the use of music technology, learners have the opportunity to explore the various timbres available for them and how to distinguish between brass and woodwind instruments for examples. For they have listened to various examples demonstrating that there is a difference between a saxophone, which is a woodwind instrument and a trumpet, which is classified as a brass instrument. The difference between the various elements of music. Whether music that they listened to are fast or slow music. Whether it affects their emotions and how the composers use melodies to create different textures. It is an informative way to learn music in an exciting programme which the learners particularly enjoy. For International teachers exploring the Reggio Emilia Method of teaching for music education can allow learners to grow and experience new ideas and perceptions, allowing teachers to make lessons exciting and fruitful experience for learners to attend the music education classes.

Στην εργασία αυτή παρουσιάζεται το εγχείρημα χρήσης ευέλικτων υλικών σε χώρο προσχολικής
αγωγής με παιδιά ηλικίας 2,5-4,5 ετών. Οργανώνοντας τον χώρο ενός νέου παιδικού σταθμού, βασικό μας
μέλημα ήταν η ανάπτυξη της δημιουργικότητας και της φαντασίας. Μελετώντας παιδαγωγικές θεωρίες και
παιδαγωγικά προγράμματα από διάφορες περιοχές του κόσμου συνδυάσαμε τη χρήση των ευέλικτων υλικών
(looseparts ή openended) με τις συνήθεις γωνιές παιχνιδιού και μελετήσαμε τις αντιδράσεις, καθώς και την
εμπλοκή των παιδιών σε αυτά.

How to cite: De Moya Martínez, M. V., Syroyid Syroyid, B. y Robles de Moya, M. V. (2022). El canto en la educación infantil de 3 a 6 años. Una revisión sistemática de artículos en castellano publicados en revistas de investigación en la década 2010-2020. En D. Madrid Vivar y M. R. Pascual Lacal (Coords.) Buenas prácticas en la Educación Infantil (715-723). Dykinson
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RESUMEN: La voz es el primer instrumento musical de la persona, es su medio comunicativo por excelencia. Así, las actividades de canto en Educación Infantil tienen una importancia clave para el correcto desarrollo del niño en sus múltiples facetas: artística, musical, lingüística, psicomotora, afectiva, intelectual, social y lúdica, entre otras. El objetivo principal de este estudio es conocer las últimas investigaciones realizadas sobre canto y canción en la etapa de educación infantil. Para ello, se han estudiado las investigaciones reflejadas en artículos publicados en revistas de investigación, en español en el último decenio (2010-2020). Como objetivo secundario, se propone establecer las sub-temáticas del corpus de artículos analizados sobre el canto y la canción en la educación infantil.

Creativity in adults is highly valued in our society. Personal creativity contributes to inventiveness, innovation, social and cultural change as well as political development and economic progression. The creator is an innovator, a problem solver, an entrepreneur, an artist. Creative people have rapid and effective responses that help them to achieve their life goals and allow them to enjoy the journey. Creativity is both a skill set and a unique and individual character structure that is developed throughout childhood and fine-tuned in adolescence and adulthood. Education has a key role to play in its development. Positive creativity inspiring experiences at every stage of the educational journey are needed. This is especially true in early childhood. Educators who rise to the creativity challenge will be well rewarded in rich teaching experiences and the joy of seeing children reach their creative potential in supportive and integrated learning communities.