Connecting an international curriculum with an early childhood education model

The high-scale model of learning brings schooling and education to a new level. It defines a learning mechanism that stresses the engagement of children with a number of items in the environment of the classroom. Adults and parents are a central part of this model of schooling, which is based on the average rate of progress. In essence, as it borrows from cognitive principles developed by Jean Piaget and John Dewey, constructive learning is an integral part of the paradigm. In relation to the Singapore learning curriculum, the paper addresses the perils of the latter model. As a consequence of the research performed, essential observations can be unraveled.

Question 1

The expectations of learning emphasized by the above model are numerous. For instance, education expects children to be active in terms of involvement with people, ideas, and objects (Epstein, 2014). The overall aim of the above model is to teach through active learning processes. As a result, the learners are equipped with a variety of learning objects together with a group of qualified professionals to emphasize this fact. Learning also expects the students to become responsible individuals of society in addition to being accountable and confident. The model fosters the undertaking by teaching and laying emphasis on proper values and life skills.

In addition, learning expects students to plan their activities, carry them out, and liaise with others on what they have done and on their experience while executing the undertakings (Epstein, 2014). The high scope model embeds on this by providing a large variety of learning processes and presenting them in an organized and predictable manner. Children are hence able to anticipate the transition into different learning activities. Therefore, they can predict and plan accordingly. Conclusively, it can be stated that the model dramatically ensures that expectations of learning are met through its complex yet coherent learning model. Active learning through aesthetics and creative expression is an integral part of the Singapore early childhood education curriculum, which is making the model sufficient.

Question 2

The nature of relationships is an essential portion of teaching through this model. It correlates to the whole “Active Learning” theme (Selmi, Gallagher & Flores, 2015). An insight into the concept reveals that the curriculum in Singapore fosters learner’s self and social awareness skills. Adults-children and the children-children interactions work a great deal to create self-awareness and communicative learners. In terms of children-teacher relationship, a “give or take” type of relation exists. Notably, in this kind of scenario, both group members exist as active learners and listeners when the situation demands it (Selmi et al., 2015). In addition, the members of both groups work hand in hand as leaders and followers. Such mutual interaction is crucial in promoting social awareness skills. The children-children relationship also employs a similar set of standards. Communication between children is, however, more underscored since they all have one goal. A particular category of this relation includes group work settings.

Question 3

The partnerships formed as a result of this model are of significant importance towards its overall success rate. Since the model significantly teaches on proper self-awareness and social skills as is per the aims of the Singapore curriculum, the partnerships formed are of great significance. Partnerships between parents and teachers develop a crucial relationship. In essence, parents may give the instructors valuable insight into behaviors of their children, which in turn improves education plan offered to realize the best results. In essence, partnerships formed between parents and teachers are of great importance in terms of circumstances (Wortham & Hardin, 2016). Another example of a highly effective partnership transpires between teachers within different schools. This particular type of collaboration allows sharing the essential insights and findings aimed towards the general improvement of the education system. The connections also permit occasional transfers, which subsequently enables teachers to experience different learning environments to diversify their practice significantly (Wortham & Hardin, 2016). Since the Singapore curriculum lays emphasis on offering quality education above standards, such partnerships substantially push this idea.

Question 4

In general terms, something that is pedagogical relates to teaching as a practice. There is a wide range of educational activities applied to learning as a process, including the field trips and outings that allow taking a break from classroom monotony and exploring the surrounding environment. In addition, it permits recreational practices, which are an integral part of the learning process (Wiltshire, 2011). Singapore’s overall curriculum as per early childhood education showcases the importance of play as part of a conducive learning environment. The famous saying that “all work and no play makes Jack a dull boy” applies as per this teaching process. Assessment, which is an issued test aimed at establishing whether or not the learners have grasped various concepts, is also an essential pedagogical activity.

Pedagogical activities based on the high scope learning model primarily aim at creating an active learner’s environment. As a result, different processes are divided into learning and object-oriented (Wiltshire, 2011). As per the learning portion, students are taught basic concepts such as arithmetic and counting. The object-oriented portion basically defines the learning process in terms of real objects, for instance, matching blocks of shapes, or the use of plasticine.

Question 5

The high scope model emphasizes equity in education through employing a wide variety of processes. As already covered above, the model highlights the active part of learning, which in turn enshrines a wide array of activities (Wiltshire, 2011). Equity in education relates to offering equal training in terms of content. It does not put emphasis on one portion solely, which is the overall aim of Singapore’s early childhood education curriculum (Wiltshire, 2011). Equity in education also implies fair distribution of educational based resources to learners regardless of prevalent factors.

The model employs a large number of adults who are equally distributed as per a learning center, which means that no teacher is tied down to a particular classroom. Immitative approach fosters equity since students actually have a chance of benefitting from a wide array of experienced professionals (Wiltshire, 2011). The time is also divided professionally through various activities during active and passive learning. In conclusion, the overall foundation of high scope learning model is based on equity in education standards. It is worthwhile to note that equity in education is emphasized not only in Singapore, but all around the globe.

Question 6

As already explained above, the Highscope learning model showcases respect in diversity, which is primarily proved by the fact that the model does not emphasize on active learning alone, but on passive one as well. Such practice is manifested in the idea that the model employs a large number of activities to choose from and apply (Wiltshire, 2011). Therefore, the primary concept of diversity is met. In addition, the model encourages a wide array of professional adults who work hand in hand to educate a specific portion of learners. The fact that the model was not designed to suit the needs of a particular nationality also showcases its overall emphasis on equality in light of prevailing circumstances. Such a diverse and balance-based model should be employed in many regions since it guarantees quality education.

Question 7

As already discussed above, the high scope model or approach is characterized by a large number of activities all between the active and passive learning spectrum (Selmi et al., 2015). The educators divide a typical learning day into a variety of programs, where both the students and teachers play a crucial role in determining daily learning activities to be employed (Selmi et al., 2015). A typical day in terms of the high scope model involves a planning segment, a small or large group discussion segment, transition times between these sections, and, finally, eating and resting periods. Activities employed include drawing, reading, writing, and so forth.

Question 8

The model adds value to the Abu Dhabi context since the curriculum and the overall scope of practice are similar. The Abu Dhabi context underscores equal and diverse educational standards, which is actually provided by the high scope model (Selmi et al., 2015). Due to the similarity in the learning approaches, the model can actually add value in the Abu Dhabi context by introducing the segmented learning process. As already explained above, the high scope learning divides learning into a set of predefined activities, which all are of great importance. Introduction of more activities is the basis of adding more value.

Question 9

The Abu Dhabi learning environment is characterized by  strict adherence to standards. For instance, toys and learning approaches used should be always age appropriate. Therefore, there are some objects which are suitable for one age and not for another (Selmi et al., 2015). In essence, one of the ways of applying the model includes both using its conventional insights or plans and putting emphasis on the age appropriateness of the actions performed. Another method of implementing the model is using language. The learning curriculum of Abu Dhabi lays focus on the use of English as the conventional language in teaching. It also recognizes the importance of the second and local language towards enhancing understandability (Selmi et al., 2015). As a result, the plan calls for an uneven mix of the two in teaching. In essence, the model may be applied conventionally, but with this additional rule in terms of language usage.

Concluding Sumary

The overall experience while performing the activities described above is nothing if not insightful and rewarding. The activity has permited comparison of different learning models together with their overall implications on the general learning environment. In addition, the model has made me more open-minded on the different teaching models a child may be subjected to in the context of the general diversity in terms of learning requirements that children are faced with. The different curricula models go hand in hand with various learning models. Each can benefit from the other in different ways. All these insights were uncovered as a result of careful analysis provided by the above task.