The Jamaican Early Childhood Curriculum Education Essay

The Jamaican Early childhood Curriculum cultivation EssayThe Jamaican Early Childhood Curriculum was recently crafted. The platform is built on the principle that tykeren learn best when content from motley disciplines along with skills from the developmental domains atomic number 18 integrated in line with the electric razorrens holistic view and experience of the world. These principles are discipline with command, sequenced development, individual scholarship, the practitioners two-fold consumptions, inclusion of all learners, integrated class and the domains of development, the learning environment, assessment in early childhood, involving parents and community (Davies, 2008).While the political program address various objectives that fate to be met in fostering Early Childhood learning and outlines the prerequisite instructions, there are challenges to the execution of the broadcast. Broadly speaking, these factors are normally inherent and external. These fa ctors reduce the effectiveness of the computer programme and weaken the chance of effective learning at the Early Childhood Level. The factors occur as challenges when there is a mismatch between the situation that the course was designed to target and the reality. This dispute causes the actual learning outcome to deviate from the intended learning outcome. The curriculum is normally assume that the student is operating at a busy level, the students parent and environmental background signal offer a certain level of support, and the instructor operates at a certain level. The real problem occurs when the curriculum does not cater for the majority case of students.Internal factors usually intromit teachers, students, school infrastructure and resources. Teachers are the driving force of implementing the curriculum effectively. A teachers creativity, capabilities and qualification alters him/her to transfer the content of the curriculum in a purposeful way that lead connect with the diversity of learners. According to Jalongo and Isenberg (2012) a teachers cognition of the children and the content of the curriculum will enable him/her the ability to provide for the childrens strengths and weakness, their pastime and to develop the knowledge, skills, values, and dispositions they will need to become productive members of the society. Hence the teachers role in developing the curriculum is to shape what children should learn and how they should learn it. In doing so the teachers methodology is essential in brining the curriculum alive. Jalongo and Isenberg (2012) posit that the teacher strategies and excogitate for learning is the thread that weaves the curriculum. This they say is what of teaching and the how of teaching. Its therefore, imperative that teachers plan for the students learning so as to cater for the diverse learning styles in their classroom.The methodologies that the teacher employs should fit the students ability to gain knowledge a nd develop the incumbent skills. Teachers should therefore choose content that are developmentally appropriate to give required learning outcome. On the other hand a teacher should also be competent and acquire keen insights on the capabilities that children posses in order to cater for holistic development. If this is not achieved then the implementation of the curriculum would have fails to cater for the children needs and development.The key ingredient for any curriculum is always the learner (Jalongo and Isenberg, 2012). They posit that a curriculum should focus on what a child know and can do and what a child should know and can do. Hence the content of the curriculum should take into bank bill the needs, interest, age and stage of development and the social and cultural context if the child. The child as the learner possesses the ultimate success of the curriculum. This takes into account the abilities, skills, background knowledge and exposure /experience that the child ac quire before entering the learning environment. According to Puckett and Diffily (2004) being aware of the differences in childrens development, strengths and challenges will allow curriculum planners and teachers to plan effectively in order to meet each childs developmental needs. Jalongo and Isenberg (2012) stated that a curriculum should consider the following, Child development and learning, Child needs, abilities and interest and Social and cultural context in which children live. The devotions of these will enable the teachers to perform effectively within the teaching and learning environment.The school infrastructures and resources play a vital role in the delivery of the schools curriculum.External factors usually include parents, home and community. This is another driving force in the implementation of the curriculum. The importance of enate betrothal is key in the success of donnish achievement. This sets the foundation of the learning attitude that children carry t o the learning environment. Support from parents increases the academic achievement in later years. hit (2010) concurred children whose parents are actively mingled in their education at an early age aids the nurturing of a childs education and overall development and is one of the core indicators of later achievement. It is through this involution that children understand and appreciate the importance of a solid education. The involvement of parents can break or build the implementation of any curriculum. Parents are unaware of the powerful effect that have on what and how the content of a curriculum is designed and implemented.I strongly believe that parents are the prototypical line of support for all children. They are the primary source of acculturation and set the foundation for formal learning to take place. The home is the initial environment for optimal nurturing and it ideally creates a sense of belonging. Acknowledging that meaningful parental involvement is need its not a one-size fits all. We have to take into consideration the socio economic status of these parents as well as their educational background. The background of these parents especially in urban environs allows for limitation on the remark they can offer to the implementation of the curriculum. Hence, few or no involvement occurs and the inability to hold teachers accountable for poor curriculum implementation is poor. Burke (2010) states that when parents are involved in the educational process of their children and, as such, they will be able to include or add additional info and insight from their own personal experiences to teachers in order to support their childs learning and development.The community is seen as the secondary source of socialization.