/BaseFont /Courier-Bold /Parent 1 0 R �7��[��u����2� "��w���W�m��eD�O�� @��m4�e��C�h= A��j�㧄��� �a��l�H�ٷ". 14 0 R 26 0 obj gF/(+GaKo$qneLWDrQ#;5\S(\$q'4Q,85`-8;S(=Z"WSBOV*FM)4,?B],R >> /Size 41 0000026512 00000 n ;(YPJdXi1:pi)W3)#B%ASBm&LiCei!$SSffX@kemhFZ5!=ISeh69f;teWq/^XBPboT%\*C-j>@+$ZU$7&;S3i+FKscpBFGt^Q?5Q26RYpBoNGfT=nt*]$i>CVUQ!j:)Ai=k[-JkrZ"'aCZjroo5NRO,BmUS?A7G([tF93qEFc(9W[/3Z-:iLRT:qF$2EoD)]j$jMG+%7;8qX<9NAU0*VBAVjQN^1V_(&6e@\igtr^GZWpK[=Y#?2g(mg%Hir)\04HRP_nD3jt_$:+*9tWDe@_3qS>mO%mo]Q6r2*DoX;H]I(BV+pG!D)me*Q`*O+0P;7F*'=ANK0(W5o@%k-7p=TqnIbq2]J=XKFI_9MOtXbV5qC(F9^3HFgoSeLHWB0[9,Yd&1sh_>bNm/aMOU[,uFkCU#@9\,0eo-0kag9\Cb2-jJE7QqDU0[obZe+A=Q/M)Ue]673k(Dl6Q2"eb0^qD\jmWHmL>>sE*DX5;\$sW%**YZjko$PuCpRPOa[ehWj7qI\u')T+Bgsfnh0,#kTMXoE69&*u[DXE/Wn`0mJD_SLnX(IcG*c8I!V)/J@;?,0joltZ?WTtbSs+`=B!2m(tI/VA9@<>]2k]ZJ([>(SP~> 32 0 obj /MediaBox [ 0 0 612 792 ] /Count 6 0000026833 00000 n /Parent 1 0 R << << /Type /Annot /Resources 3 0 R 0000026884 00000 n 0000000000 65535 f endobj << <>stream /S /GoTo /Rect [ 72.0 420.1 92.0 398.1 ] << /D [21 0 R /XYZ 67.0 294.3 null] ] !0��8��.e�O��s�Ln ��ԩ��Y �#�%iV�\{�G#z��19�Ʉ|���g��ؿ=܃^����������>ӊ=K�z�ͼ�5Y�r�����zV��+VK���Z� ����?�*}�0z endobj >> Curriculum models, regardless of their goals and the degree of flexibility in their implementation, however, are designed to promote uniformity across early childhood programs through the use of a prepared curriculum, consistent instructional techniques, and predictable child outcomes. endobj << /Type /Page endobj /S /GoTo /Encoding /WinAnsiEncoding >> /S /URI >> >> endobj /Rect [ 72.0 420.1 92.0 398.1 ] >> >> >> Since curricula are quite diversified and autonomously developed by kindergartens themselves, curriculum evaluation is always subjective rather than objective. >> /C [ 0 0 0 ] ] Gatm=9lo&I&A@7.kZ3&MAk7g/a&0+4esSSmfLe2m\d+%E8CSp$Jts7Vf69eZ`\%GIau#lW5S;YX+)g%'+-uBPJ+Q4%n$o.SqOK]?hK^=^52Ku,X\IrO1ReQCANot^6n4=Tip:c/mS@Kbn0Db5&lFiM\R*Hjbd0okB8Y`))S(/tAA]:q!:PEVIAZU])kZS"If\58'VXVL[e5XTcIlOpHg&Nrl%/#NHdb3`i^poT:b0hR\(U3-a&?f2uf%BOV26g0'!;K-:_(k@YTPklK;[g6CP5iCUU'672J>o-?&70pR(`"-t#rZ[C!I38JEm\#udY\$-#l"S1.t[e9oKF]b*X#Y0cTPfb>4i\14PJ'@qJcdM>k]YiX(30q?Q1Ih.ZDGS;Zd&hjiZBAFE4J*&po`qFpW;mmV(rO!V@4,08'/9<=_1/.LiX/b&p$Vd5=VV_/Q'CFF>i%akDm0peRuG?E_!'`j)*1>gfIYe_Yhq4//+cSC8l[Ye6fR2ZKHV5oJAUu:b::+99qDeTbpmQk]CUOVH:i:4;-m50d@dJ*uEM+a33Oo[3&a[HfiW?k?3aGc9/<6Ck1Z%FV9!MDQHT.$S!r:)FWLcoq4A`;2XB[VJ$"d@>U`e-*i*K;:[\P0&`!3"qY1B$J+toRR(T@dbi+5Rrd+O(O'`r_d56p1:J`UIc.e0\[coBAZ,&'G=G^S-C1>F&Z,6#8$9gtt2.7jLl,Ti-SWGF:-4I)"%fr#"qK$"MDGI;P>#`sfoN_u=(K*7-I6Qh(:p(llb?8e")ot>B_]2cSjm,.^KMiiN3-,7&F`nI/PI!G.I`XES""A&R'HB\Qmq_'8-D3GcI5d4uD\_d1m-0el&So7SM?6"cQa-4i-X)Ae4N;cp/!bR,a^c.b>3;IVRV'6o!J+pGfh&p$B@0jXXaiS&`no%/LSGjWF-UWQQX$ti0\dn3:q';TH'Q(+&? endobj 0000020828 00000 n /D [25 0 R /XYZ 67.0 442.0 null] 15 0 obj b��(i�$A�i�FA&y�e��D�-��7�Ž$�y��1cƴ���s����y�Q/��D("(p(G��!�i�r^��DѪ�q���y�ހr�A3����:B����~,M��/��m�Q��[{Lb�E��k�W�Xz3���7MY���&o6z�\�VU���y_�?F�ā�p��M�,: 12 0 obj (7Boo^^S:71(MN]ZQX/+Cbu.lK"p74pe1T%s.DY%&\1TdJhr54.M9au6>79n6`Q:4 /Border [ 0 0 0 ] trailer <> Furthermore, the models are nonlinear. /Subtype /Type1 0000025731 00000 n /D [7 0 R /XYZ 67.0 232.048 null] 2 3 Day Teams (Personal and Social Development) Children should be given a card with a day of the week written ... teacher should model this idea by adapting known songs and/or playing percussive musical patterns on available instruments or local materials. Taba Models She believed that teachers who teach curriculum should practice or participate in developing curriculum. 0000012329 00000 n 0000026884 00000 n 0000020936 00000 n [ Based on the Report on “Total Integration of … CRS Training Curriculum on Psychosocial Care and Counseling for HIV-Infected Children and Adolescents (2009). >> Educator Registration with the South African Council for Educators. However, those "formal" elements are frequently not taught. 30 0 obj 0000026512 00000 n 30 0 obj endstream J,g]g+e/h_!_gCtO=0f)$P%cIi8Zdfc5&3j_8$7g. We deeply appreciate all the … @Ko7n]_+i 0000026359 00000 n 0000025386 00000 n A wcakne~s of both models is the implication that all of the outcomes of an educational process are amenable to evaluation (or This is not (al the present moment' in time) true. endstream << /Type /Annot /Rect [ 72.0 383.1 270.084 371.1 ] /MediaBox [ 0 0 612 792 ] /Subtype /Type1 <> 2 0 obj << /Type /Page <>stream /C [ 0 0 0 ] /A 10 0 R /Resources 3 0 R /Font << /F3 37 0 R /F5 38 0 R /F1 39 0 R /F11 40 0 R >> 0000011915 00000 n Table 2: An Overview of the Curriculum Models. 39 0 obj 37 0 obj << endobj stream /Kids [7 0 R 21 0 R 23 0 R 25 0 R 27 0 R 30 0 R ] >> 24 0 obj 7 0 obj << /Type /Font /Name /F5 0000015613 00000 n /Border [ 0 0 0 ] 20 0 obj by Goffin, Stacie G. Prior to the introduction of experimental preschool intervention programs in the late 1950s, systematic variation of early childhood programs was minimal. /Pages 1 0 R Gapkes8SKa1n]X*%*7!jL3 /H /I >> /Subtype /Type1 12 0 obj endobj 7 0 obj /A 10 0 R /Info 4 0 R endobj /Root 2 0 R endobj >> endstream 0000015613 00000 n Behavioural objectives provide the founda- tions on which product models of the curriculum are built. /Last 36 0 R /A 35 0 R stream 0000012467 00000 n �1U��Ir�,����7�lm ��/F&�HigpF_��I�쓗m?hw8E�zϊ��SF��fB�t9��Y��N�C����-̏���P�?� >> /Name /F3 19 0 obj An evaluation of the curriculum in 1995 revealed that the curriculum had a heavy workload across the various subjects in primary and secondary education. [/Indexed/DeviceRGB 255 5 0 R] 0000025386 00000 n 0000011735 00000 n >> endobj /MediaBox [ 0 0 612 792 ] Since that time Experiential Education has grown further to become an influential educational model in the area of elementary education in Flanders and the Netherlands. ��p�=�.�0̚���ŕ9I�mV�#�2�+}�SRf�>hOm�ό"��0?=�EE�P��b��b��~/��e�����M�����x�b����dk$�v1��Q�d���2��!ݻ� /Rect [ 114.519 481.698 158.087 467.698 ] 0000018270 00000 n The analysis of a wide range of early childhood curriculum models is emphasized. >> << /Type /Page /Font << /F3 37 0 R /F5 38 0 R /F1 39 0 R /F11 40 0 R >> We /BaseFont /Helvetica-Bold /Resources 3 0 R endobj 0000025954 00000 n 13 0 obj Curriculum models are essential in determining the program content, as well as in training and supervising staff to implement high-quality programs. endobj /S /GoTo ���7q �L��Mf����%�U�e��13P�i�U����ھB���#p��i9���k;wL��� rG�8 JJ��*ۮ�G�A��t]9��+��6`�rH� S1�wW�IR:��!���? endobj /A << /URI (/databases/ERIC_Digests/index/) CRS India Teaching Guide For Early Child Development Interventions For The Missionaries of Charity (n.d.) CRS Theory of Change in Early Childhood Development: The CRS Global ECD Model (2014) (/Olafs01/alpha/Comm Wealth Learning/COL Stamp Modules A-4 Size/Stamp/Module13.pdf) /D [7 0 R /XYZ 67.0 232.048 null] among developmental theory, philosophy, practice, and development of curriculum based on the needs and interests of young children including those who are culturally, linguistically, and ability diverse. 0000011855 00000 n endstream << /Type /Font 0000025563 00000 n << 0000012605 00000 n /Contents 5 0 R ] /S /GoTo 5 0 obj endobj /Border [ 0 0 0 ] endobj /D [27 0 R /XYZ 67.0 684.9 null] >> Curriculum design requires compromises.The challenge is to come up with a curricu-lum that works well—perfection is not its aim. /Encoding /WinAnsiEncoding >> /A 17 0 R 0000012052 00000 n 0000026769 00000 n /A 19 0 R >> 2 0 obj /Rect [ 100.346 424.848 301.82 410.848 ] endobj /Kids [7 0 R 21 0 R 23 0 R 25 0 R 27 0 R 30 0 R ] >> <> >> 0000025844 00000 n << /Type /Page 0000026267 00000 n H��ӽ)�����n �S�C�:V(b�w��b�F���7�B(�k]�ݶLSJ�'UV��-��:Y�/�a菄Ҩ�] �;�$�BH�K���LX��&-Gi$���P���1/�豳E���Omf1�Fc��)�b:C �3��A�=hڣn�� 3Kyd[������� �V����/}p L�/���V�2� �y(q4�����n}�Z��T�El�����1��m�?�d\��V�2�^>��1�H~��¹ԵN�l��Lh�����硕��=��QѲ��p#�����3��5��7t���*>�u���U��Z��yR���N�Si����4&s, ��%��m��א��)\UY 1 0 obj endobj endstream endobj The curriculum council should also select teacher representation for curriculum devel - opment. /Contents 28 0 R endobj 11 0 R >> 8;Z]"JI[;T$q0RaJ$?\o@CD,.E=o5koq!lNeDo7l5VjQ9"7O,k-_.edpP!e%\BuE, For e"a",ple, 16 0 obj stream 38 0 obj 15 0 obj /Parent 1 0 R /Encoding /WinAnsiEncoding >> trailer (1969), Mager (1962), Tyler (1949) and Wheeler (1967). ENtiK_d\jfO9I(%7CW! >> /BaseFont /Helvetica [ >> 0000012191 00000 n 0000026174 00000 n curriculum that would enable gradaunts of the system to generate jobs. /H /I /Parent 34 0 R << (��k�� a�kf��/���X0˅��.nI��C���0�G�����+Ax�! endobj Taba proposed 7 major steps to her grass-roots model in which Teachers would have a major input throughout the curriculum development process. ��D !`6IXJ��Kx����{l�B�Ep+V�ťn��v�g\�R�*:�Z�U�Z�Rt�Q�֙s朙3g�;������~�_�?� x�*������l/$��82]N͜x D�l��5�HWf���PB����e �'� 26949 For example, a typical 5-year cycle is illustrated in Exhibit 10.1. stream This is an approach that is mirrored in our other ECD and refugee education work around the world and the focus here is << endstream << The models are inductive, beginning with the development of curriculum materials and leading to generalization. /BaseFont /Times-Roman endobj >> endobj << /Length 1378 /Filter [ /ASCII85Decode /FlateDecode ] 0000011915 00000 n << /Length 2145 /Filter [ /ASCII85Decode /FlateDecode ] /Contents 26 0 R This break-down is not dissimilar to the Product/Process break-down of curriculum models. << /Type /Pages /Resources 3 0 R >> endobj endobj >> /Count 6 endstream << /Type /Page endobj Gb"/(h/f;]&:aGXR((7>>pdcL^i42p8`H"l=iJ).g=ccIM,K,e+i_cVIn^KP-^'OmqoHZYH&+W3?bbiC]%ch\GBRC-/uV(Q]:Mn"MgGYrpD>XCNtKA_l>kl$N,i-cE(Rd6"FVFebB6"1;sm373T5^$S/UtJ0[s788/*d21.2k$+37Lrrk?u.*U;@sG&1p#9)MCdVXZ"f//@&b0h\g[U=3@q%\b_*:o(isZe;'$Akt6/;1D1``)Rb/gIo&Z=:48nd;(T6q\i66`_`9,aO[Z8\:+rh/6p.f[+.ukJdC[3s^1__9H9Z^3g+()0%VAZ>)$=-VGWe+u@)dg6,%rA+)Nrgl]2)L>Cq?EC?Q[N4qHg_`cX@?@c0n"AbpT6NZsCEiZZMXZh@\8Gk"jPISJ\M4^mc&TV=i:GsqP&7c6+Umr*`1,`^(8HbiLjmF>QQ'C$1f>!VTq^7t0+?fP9+,dZt3/lR#B=+76>4&R[OEC-8CCQ:sRGcL;8*WVcWLo,iThB?l0ZaXU(QF(U[)-&m"L'f!Q+Gl2k7b0B23fcSoWlOe@Xsl@h_ZSUTl#[.tlBj+;jf64>rnlL/(HAnbtgpUja'dV@@9+Pne5["OjbdlIglj(@9YJ0oG\@%=EI"=;Er,Si[FiV9l'P586WQ8GuBME'\'+464>s_n!nTrC[$$6O2)!`$T,]$VB>hmqf4=UgGr'H07$1?"b_3rAm3(7?N-%4;P+dDY`@T19"4'`(cNB(V"0@.t-W(cgYU=cR;`/gQ#ZD:fo6mWc3UDsg6D]eMAbk-lnVP-9G(X[7PaqfSYd_J&GYM[[eEMiq_c^LPde)nWH4,rATAK!=S7R/f?QTYd`1C6&1Db?tr4q@=*bl&Pp"%+$hONk3Ef&epO5Ii7mVro9Ca;OJ;simtS\.'(e/.LV%:]l`6#>4R*,Pj)\hAa4A;-L2M#.apd3jaCEZZ)CZ*bfa\qbUQAo-%gg&jd9g]f)! endobj Curriculum-in-use • The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. /Border [ 0 0 0 ] Three Types of Curriculum Researchers and curriculum specialists have explored the fact that different types of curriculum operate simultaneously in the classroom (Eisner, 2002; 36 0 obj >> /Outlines 34 0 R /Subtype /Link stream xref /Name /F11 >> << /Length 2456 /Filter [ /ASCII85Decode /FlateDecode ] 0000025731 00000 n 31 0 obj /C [ 0 0 0 ] 17 0 obj 27 0 obj ?X,6,Qd6R"h=6Zl5Mk>ohYpqm`88SfEq3n5&`=sY[Jjt*O >> << /Type /Annot /Outlines 34 0 R ECD Curriculum Guidelines 2015. endobj /S /URI >> 29 0 obj << endobj PbLSZTLEE(8E@'*1mg_*eTnN*;*'V3+gm-EEetX%;Bo$ur2ss*N`.-!.kG_q6GDD' 0000020936 00000 n 0000023282 00000 n >> /D [7 0 R /XYZ 67.0 552.198 null] Gapkes8SKa1n]X*%*7!jL3 /Rect [ 86.173 497.648 503.975 483.648 ] A major function of the curriculum council is to develop a sequence and review cycle . National ECD policies in the early 90s saw the transformation of the random play centres to the current more professional model of ECD which is closely following standards and … 33 0 obj /Subtype /Link The analysis culminated in the adoption of a cyclical model for the development of the proposed teaching practice curriculum. It is important for you as a teacher to understand how the curriculum you are using in your school was designed. View ECD-Curriculum-Guidelines-Version-2-2015.pdf from ECD MANAGE EDT305S at University of South Africa. endobj 8 0 obj 18 0 obj 2 0 obj /Contents 28 0 R 3 0 obj 21 0 obj Why, What and How INTRODUCTION >> It is estimated that over 200 million children under 5 years of age in the developing world have significantly impaired growth. Gb!#[9lm'h&A@sB:mHr;ALi-6K6Ju<8XqANe^S+BcRI.*JMu)^5[FKbjPQ"@_6f$blu=P2J5E6#.1rPo]\#c?ZR//K!Bmdg1#mU/E!/7o%#D,1S4-u>+]PZHc#12b;[P?5VM! 0000026641 00000 n A nonlinear approach permits curriculum planners to enter a model at various points, skip components in the model, reverse the order, and attend to two or more components of the /MediaBox [ 0 0 612 792 ] stream << /Type /Font stream << /C [ 0 0 0 ] 32 0 R /H /I 0000025178 00000 n 36 0 obj endobj f) Model ECD Center/ Center of Excellency: Any facility that meets all required standards; appropriate infrastructure, qualified caregivers, sufficient play and learning materials and use of appropriate curriculum, and provide the services in an integrated form including a parenting education program. /Name /F5 1 0 obj endobj /Subtype /Link 12 0 R Halliwell's model is particularly interesting because it implies that the curriculum developer need not start with aims. result in a defective K-12 curriculum, no matter how good each part is on its own. 25 0 obj 34 0 obj <>stream '1CA����3�i��̝Oνa?jόp�c�(��� �C{����`DK��>ĚCo�S ���rh�3���퉤?ь���cN:ϟ9����E�'c�FVqL��fd�S��l��6��u a��Y��vi}+�Ү&~��y������:�Xh����$eJPZlv����M��CU�MRg)ڕE�� 0000012605 00000 n 0000026174 00000 n /H /I 13 0 obj Curriculum Models In making decisions about appropriate approaches, curriculum models, and resources, directors must first consider their specific program situations. /A 15 0 R endstream /D [25 0 R /XYZ 67.0 711.0 null] Kerr (1968), Krathwohl et al. 0000025954 00000 n /Name /F3 >> 9 0 obj /Encoding /WinAnsiEncoding >> /Resources 3 0 R /Parent 1 0 R endobj 0000011735 00000 n 5 0 obj /H /I <> 0000026062 00000 n 33 0 obj /D [21 0 R /XYZ 67.0 294.3 null] >> << /Type /Page By the same token, the middle-school curriculum itself cannot be effective as a whole unless the designs of its grades are in harmony. The long term effects 0000015505 00000 n /C [ 0 0 0 ] >> /Subtype /Link << 18 0 R A great deal of work has gone into this document. /Parent 1 0 R 38 0 obj /A 13 0 R 0000015505 00000 n 19 0 obj /First 36 0 R Ornstein and Hunkins (2004) emphasises the importance of planning in curriculum design and they also note that although many curriculum models exist most can be classified as Technical or Non-Technical approaches. /S /GoTo /H /I endstream @:H+VNiRP5Vm]6pDDXQMe(]*Ec5f>il`U),pGO)t1@GEV8>,9qteOGU?KE/Qr_>B6[SlaP``\92]'R`j+@BEl*4VIhk!R$:):^7Tku^mj2tU"Z%k=aUX1D`9p.r]MU6gRUI5IqLe$KO?W']1q\bN8];"N&-fIp'ouMhAX9Ea.`[^*S_QRr&a539D.eQ0iBdGaM,1@&A)eaE"^.+dO)I@e*"MZ']4b+NhaTCHu):6m1>A'R$H1=u1VDm@V6kp4eNWj:4tHL-_*?O&d8,WNFFPZ=RuY#UVf!Rf%J^ZjA#c]mcsQ2%ZT/#W&8E[!pMop]< @L`YKUJNGBP\poR=_;Dl'P(T /Border [ 0 0 0 ] 0000024753 00000 n %%EOF. endobj startxref Part B of the guide focuses on the curriculum content, objectives, methodology, instructional materials, class management and assessment. 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