Welcome To The International Early Years Curriculum - NOVA

Welcome to theInternational Early Years Curriculum

The IEYC Story2

The IEYC Story: ResearchResearch Report: A Comparison of Early Years EducationIn 2015 we commissioned a research report to determine: Historical perspective / teacher feedback Global trends in EY education Country specific age ranges and provision Current research in early childhood developmentWe looked at a range of world-renowned early childhood frameworks, including:England: The Early Years Foundation Stage (EYFS)New Zealand: Te WhàrikiSingapore: Nuturing Early LearnersSweden: Läroplan Förskolan 983

The IEYC Story: The UN Conventionon the Rights of the Child (1989)Article 29: Goals ofEducationEducation must develop everychild’s personality, talents andabilities to the full. It mustencourage the child’s respect forhuman rights, as well as respect fortheir parents, their own and othercultures, and the environmentArticle 31: Leisure, Playand CultureEvery child has the right to relax,play and take part in a wide range ofcultural and artistic activities.20 November 1989 - UNICEF press conference, United Nations, New York.UNICEF holding a press conference as the General Assembly adopts a UnitedNations Convention on the Rights of the Child. From left to right are JamesGrant, Executive Director of UNICEF, Jan Martenson, Under-Secretary-Generalfor Human Rights and Director, United Nations, Geneva, and Audrey Hepburn,Goodwill Ambassador of UNICEF. (Photo credit: UN Photo/John Isaac)4

Why is investing in early childhoodeducation important?Economist recognise that investment in early childhood education future returns: Private returns: those that the individual getsSocial returns: the private returns plus additional benefits for societyGlobal returns: the private and social returns plus additional benefits for theworldEducationalists also recognise that high quality early childhoodeducation results in gains for individuals, society and the world. Research indicates that genes provide the initial plan for the brain’sarchitecture, but experiences shape it.**Harvard’s Center on the Developing Child ncepts/brain-architecture/)5

The IEYC Guiding StatementThe IEYC is an innovative research-based toolkit, recognising global bestpractice and the developmental needs of 2-5 year olds. It supports keyareas of learning through holistic enquiry and play-based approachesencompassing all curriculum areas including personal, social and emotionaldevelopment.6

The IEYC Learning Principles7

The IEYC Learning PrinciplesThere are eight Learning Principles that underpin all practice in the IEYC,developed from our research report findings.8

Learning Principle 3: Importance of PlayPlay is an essential aspect of allchildren’s learning and development Play is an innate part of childhood Teachers need to create the rightconditions for children to learnthrough play There are many different types ofplay Learning through play is oftenmisunderstood9

Developing communication skillsthrough play This film features national play experts Sue Palmer and Tim Gill; and chief executive of the Royal College ofSpeech and Language Therapists.SOURCE: London Borough of Hounslow YouTube channel(https://www.youtube.com/watch?v h -1O rBLPU)10

The IEYC Learning Strands11

The IEYC Learning StrandsAll IEYC learning and development is underpinned by a set of four LearningStrands.Each Learning Strand provides descriptions of what children will experienceand learn about through contextualised activities woven into IEYC units oflearning.1. Independence andInterdependence2. Communicating3. Enquiring4. Healthy Living andPhysical Well-Being12

The IEYC Learning StrandsThe Four Learning StrandsIEYC Learning Strands fall into twodistinct phases of learning anddevelopment:Learning Strand Phase A:describes learning experiences withthe youngest children in mind.1. Independence andInterdependence2. Communicating3. Enquiring4. Healthy Living andPhysical Well-BeingLearning Strand Phase B:describes learning experiences thatprovide more of a challenge.13

The IEYC Learning StrandsThe IEYC believes that children should have experiences which are bothappealing to them and developmentally appropriate.This means that at times, a combination of both Phase A and B learningexperiences may be appropriate for some children, whilst at other timestheir interests and developmental needs may fall specifically into eitherPhase A or B.For children requiring more of achallenge, Phase A tasks may behelpful to consolidate previouslearning and Phase B tasks willsupport new learning.14

The IEYC Learning StrandsINDEPENDENCE &INTERDEPEDENCEFocuses on developingpersonal, social andemotional development.COMMUNICATINGFocuses oncommunicating through:ENQUIRINGFocuses on developingthe skills of enquirythrough exploring:HEALTHY LIVING &PHYSICAL WELL-BEINGFocuses on developing apositive attitude to: Health1. Speaking and Listening PeopleThis strand links to: The IEYC Personal Goals2. Reading3. Writing Self care The world Physical Activity The IEYC InternationalDimension4. Number5. Shape and Measures6. ICT and Computing7. Expressive Arts andCreativity15

Learning OutcomesThe IEYC Learning Outcomes have been developed to help guide children’slearning and development and support reflective teaching practices.In this way, the IEYC Learning Outcomes contribute to the evaluation ofand planning for personalised learning.16

Learning OutcomesThe IEYC suggests that by the end of the curriculum, children will havetypically developed knowledge and an increasing understanding of specificaspects of learning and development, and the skills of being able todemonstrate learning and development in practical ways.There will be differences in when and how learning takes place, and whenchildren can demonstrate what they know and what they are able to do.We believe that it is more important to focus on IEYC Learning Principle 2:Children should be supported to learn and develop at their own uniquepace, in conjunction with the other seven IEYC Learning Principles, ratherthan to focus merely on achievement alone.17

The IEYC Process of LearningThe IEYC process of learning captures children’s natural curiosity as astarting point and within the proper environment balances child-initiated andteacher-guided learning.18

The IEYC Process of LearningEntry PointAn Entry Point should be planned in a way that makes it possible for teachers toobserve, talk to children and capture each child’s curiosity so that interests can bedeveloped as the IEYC unit of learning progresses.Capturing CuriosityThe process should continue as the IEYC unit of learning evolves; it requiresteachers to observe, listen, question and reflect on what children are interested in.Capturing a picture of what children are curious to explore and learn about isessential to planning a learning environment that enables children to engage, play,explore and develop knowledge, an increasing understanding, and new skills.Enable the EnvironmentAn environment that is enabled for learning is one where children feel safe toexplore and provides opportunities for social, emotional and personal developmentto take place. An enabled environment is not static; it is developed over time byresponding to each child’s learning journey as an IEYC unit of learning progresses.19

The IEYC Process of Learning, cont’d The Big Picture for: Teachers, Children, The HomeProvides teachers, children and the home with an overview of an IEYC unitof learning. It prepares children for new learning experiences, whilst at thesame time helps establish connections with previous learning. The BigPicture also provides further opportunities for Capturing Curiosity.Explore and ExpressProvides children with opportunities to engage in Phase Level IEYClearning activities that have been holistically designed around the LearningStrands.Exit PointProvides opportunities for children to reflect, share and celebrate what theyhave learned. Exit Points are often used to share and demonstrate learningwith members of the setting community.20

Sample UnitsOur units are based around themes that capture children’s curiosity.Additional units to be released in 2017!21

Supporting all educatorsThe IEYC is designed tosupport all types ofEY educators, including: Teachers Child CareProfessionals Non-specialists22

Global trends in EY education Country specific age ranges and provision Current research in early childhood development We looked at a range of world-renowned early childhood frameworks, including: England: The Early Years Foundation Stage (EYFS) New Zealand: Te Whàriki Singapore: Nuturing Early Learners Sweden: Läroplan Förskolan 98