Three Curriculum Outlines
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Three Curriculum outlines
What constitutes quality in care and education?
The treatment – the educational context and the teacher’s actions: the infrastructure and the equipment, the content of activities, teaching methods, adult style ….
The outcomes – make assessments of the outcomes to check if the desirable goals are met …
The process – what the children are doing …
EXPERIENTIAL EDUCATION (EXE)
Effective learning through well-being and involvement
Developed in Flanders and the Netherlands from a 1976 forum of pre-school teachers and educational consultants
Suggests the most economic way to assess the quality of any educational setting is to focus on two dimensions of the process – the degree of ‘emotional well being’ and the level of ‘involvement’ (Laevers, 1994). The degree to which children feel at ease, act spontaneously, show vitality and self-confidence indicates well being. Involvement is linked to the developmental process and urges the adult to set up a challenging environment favouring concentrated, intrinsically motivated activity.
Ten types of initiatives that favour well being and involvement (Laevers & Moon 1997)
Rearrange the classroom in appealing corners or areas
Check the content of the corners and replace unattractive materials by more appealing ones
Introduce new and unconventional materials and activities
Observe children, discover their interests and find activities that meet these orientations
Support ongoing activities through stimulating impulses and enriching interventions
Widen the possibilities for free initiative and support them with sound rules and agreements
Explore the relation with each of the children and between children and try to improve it
Introduce activities that help children to explore the world of behaviour, feelings and values
Identify children with emotional problems and work out sustaining interventions
Identify children with developmental needs and...
What constitutes quality in care and education?
The treatment – the educational context and the teacher’s actions: the infrastructure and the equipment, the content of activities, teaching methods, adult style ….
The outcomes – make assessments of the outcomes to check if the desirable goals are met …
The process – what the children are doing …
EXPERIENTIAL EDUCATION (EXE)
Effective learning through well-being and involvement
Developed in Flanders and the Netherlands from a 1976 forum of pre-school teachers and educational consultants
Suggests the most economic way to assess the quality of any educational setting is to focus on two dimensions of the process – the degree of ‘emotional well being’ and the level of ‘involvement’ (Laevers, 1994). The degree to which children feel at ease, act spontaneously, show vitality and self-confidence indicates well being. Involvement is linked to the developmental process and urges the adult to set up a challenging environment favouring concentrated, intrinsically motivated activity.
Ten types of initiatives that favour well being and involvement (Laevers & Moon 1997)
Rearrange the classroom in appealing corners or areas
Check the content of the corners and replace unattractive materials by more appealing ones
Introduce new and unconventional materials and activities
Observe children, discover their interests and find activities that meet these orientations
Support ongoing activities through stimulating impulses and enriching interventions
Widen the possibilities for free initiative and support them with sound rules and agreements
Explore the relation with each of the children and between children and try to improve it
Introduce activities that help children to explore the world of behaviour, feelings and values
Identify children with emotional problems and work out sustaining interventions
Identify children with developmental needs and...