Educators are often concerned about how to 'blend' content and/or create "seamless" curricula, but these models aim to illustrate their process of curriculum integration. Integrated curriculum planning frameworks are described in Susan Drake's (1993) article by using the terms multidisciplinary, interdisciplinary, and transdisciplinary. Her definition of multidisciplinary is that a topic or theme is addressed by the diverse disciplines, thus preserving the integrity of each discipline.

Children can learn holistically with an integrated curriculum, since they are not restricted by subjects. According to Muir, early childhood programs focus on helping children acquire basic learning skills by integrating all curriculum areas (1911).

An integrated approach acknowledges the relationships that exist between all things and builds on them. “The brain learns best in real-life, immersion-style multi-path learning, fragmented, piecemeal presenting can forever kill the joy and love of learning” (Jensen, 1996). As the brain makes more connections, the greater the chance of making high level inferences. 

Gordon described an integrated curriculum learning that integrates traditional subjects and learning experiences that are mutually reinforcing. Through this approach, children learn how to transfer their learning to other settings (1991). 

Sue (1996) states that the purpose of integrating curriculums is to give students a greater understanding of the course subject matter and to train them in applying the information learned in class to a real-world scenario. We believe that children can acquire and use basic skills in all content areas through integrated teaching and learning processes and develop positive attitudes to continue their learning in the school. 

 

Students develop their reading skills during their early academic years, and kindergarten through grade three is the best time to develop them. In order for students to master the essential skills and concepts, teachers must organize and deliver instruction that is effective and efficient. Students' abilities are met through differentiated instruction. 

The MOE ECE outcomes are related to a child development knowledge base. They use their understanding of: young children's characteristics and needs, creating environments that are healthy, challenging for each child and Building family and community relationships

Other subjects taught on the MOE ECE curriculum are quite broad-based and include:

The MOE goals One of the strategic objectives is to ensure all students have a quality education, including pre-school education. Achieve excellent leadership and educational efficiency. Quality assurance and general aspects, including teaching delivery, also Improve school programs for teaching elderly students and Improve kindergarten education

Listening:  Listen with interest, engagement and curiosity when stories are read aloud.

Speaking: Pronounce new and increasingly complex words correctly.

Emergent reading:  Identify features of a book such as a title.

Children will follow directions and imaging they bike ride, explore a book and learn a song about simple directional phrases, in this way students will learn how to say the position direction by listing, saying and doing. 

Draw children's attention to the backpack and binoculars and encourage them to listen for the initial sound as you repeat the words 'backpack' and 'binoculars' to them. Point to other items in the pictures in the story and ask questions such as What do they look like? To give the children a chance to speak and make them involved, 

While the teacher read the story for the children they will explore and know the preposition/direction words and invite them to show the directions using actions or arm movement, and the teacher will give them a chance to say direction sentence but omit the prepositional words for children to fill in Example: I am going ... the hill. I am turning ...

The activity the student will do: 

We’re Going on a Bear Hunt: in this part, the children will take part in interactive reading of the book We’re Going on a Bear Hunt. The focus is on rhythm, volume and giving children the opportunity to participate in storytelling. 

Our school map:  Children review map-making and places around the school, using prepositional words and phrases.
In this unite while the student use their imagination is good for them because its will develop their critical thinking and creativity, parents and adults nurture children's imaginations and take joy in their creative thoughts and acts, ” the more a child sees, hears, and experiences, the more he knows and assimilates, the more elements of reality he will have in his experience, and the more productive will be the operation of his imagination”(Vygotsky, , 1930:15)

 

Bouslama.F. (2003). A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment. Journal of Information Technology Education, 2, 204-214.

 

Broh.B. (2002). Linking Extracurricular Programming to Academic Achievement: Who Benefits and W. Sociology of Education , 75(1), 69-95.

 

 

Bahadir.F. (2020). Determining the Standards of Teaching and Learning Process as a Component of Curriculum*. International Journal of Progressive Education, 16(3), 34-52.

 

Bhatnagar, R. (2005). . A Manual for Preschool Teachers. National Council for Educational Research and Training.Retrieved Jan 25, 2022, from Early childhood Education curriculum framework: http://14.139.60.153/bitstream/123456789/130/1/EARLY%20CHILDHOOD%20EDUCATION%20CURRICULUM%20FRAMEWORK%20%28DRAFT%29.pdf

 

Cheema.A. (2020). Impact of ECE on Social Competencies and Language Learning. Journal of Early Childhood Care and Education, 4, 79–96.

 

Cale.C. (2016). Barriers to effective curriculum implementation. Research in Higher Education Journal, 36.

 

Essa.L. (2019). Early Childhood Education. United States of America : Sage Publications .

 

Forte.K. (2016, May). Hardware Trojans: Lessons Learned after One Decade of Research. ACM Transactions on Design Automation of Electronic Systems, 22(1), 1-23.

 

Gronlund.N. (1970). Stating Behavioral Objectives for Classroom Instruction. Eric, 58.

 

 Jaycox.L. (2006, September ). Challenges in the Evaluation and Implementation of School-Based Prevention and Intervention Programs on Sensitive Topics. American Journal of Evaluation , 27(3), 320-336.

 

Jensen. (1996). Integrated Curriculum. Sage, 553-558.

 

Kari.I. (2011, August ). Quality in early childhood education and care: a case study of disadvantage. Educational Researcher, 38(3), 257-274.

 

Kysilka.M. (2006, November 24). Understanding integrated curriculum. The Curriculum Journal , 9(2), 197-209.

 

Kandiko, Camille. (2013, March 30). taking a global view of the student experience. (T. s. experience, Producer) Retrieved from https://www.universityworldnews.com/post.php?story=20130328120529307

 

 

 

Muir.J. (1911). Integrated Curriculum in the Primary Program. Retrieved from Education: https://www.education.ne.gov/wp-content/uploads/2017/07/IC.pdf

 

Paolo.M. (2019, January 30). Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability, 11(7), 2-16.

 

 

Susan.D. (2004). Integrated Curriculum. Virginia, USA.

 

Sue.W. (1996). The Integrated Curriculum Link in Early Childhood Education. Eric, 383.

 

 

Smith.S. (2003, January ). Assessing Students' Performances in a Competency-based Curriculum. Academic Medicin , 78(1), 97-107.

 

 Vygotsky. (2019, March 12th). cultivating children's ceativty through art. Retrieved from art.play.children.learning: http://www.louisapenfold.com/collective-creativity-vygotsky/

 

 

 

Waller.D. (2004, February ). Body-based senses enhance knowledge of directions in large-scale environments. Retrieved from Springer Link: https://link.springer.com/article/10.3758/BF03206476

Wood.E. (2016, February 5). Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal, 27(3), 387-405.

 

Zhou.J. (2009). Using Digital Resources for the ECE Curriculum in China: Current Needs and Future Development. An International Journal, 1(4), 285-293.

 

 On the other hand, USA curriculum addressed the timing of the lessons in the unit plan to explain what teachers are going to teach and what students will learn at particular times in the school, while the MOE did not set the time for lessons, activities and lesson sections. According to Forte timing a lesson correctly, therefore, is imperative for ensuring that the current students get the full lesson to which they are entitled, while not over-running and causing the following lesson to start late (2016). Bothe US and MOE curriculum did not evaluate the way of implementation of the unit plan to provide the assessment of the whole course study from teachers, students and administrators. Evaluating the teaching is a way of ensuring that the school are doing all they can to help the students achieve their potential, by regularly evaluating the school curriculum they are more likely to provide for students with a continually improving learning experience (Karin, 2011).

Asma, Fatima and Sara you have successfully meet all the assessment requirements. Your Padlet is highly organized. It was very clear for me to read and understand your work especially when you wrote introduction about your project which gave me an idea about what you are going to talk about in this assessment. I like the way that you mentioned extra information like important terminology, video, quotes and books this is a strong evidence to show that you searched a lot about the chosen curriculum, and you included variety of references in your descriptions of the curriculums.

However, regarding to the relationships between the 11 components for both curriculums I suggest you include literature to the relationship column, so it’s can support your ideas that you have. Also, its will be great if you discuss the advantages and disadvantages of these components and how it’s will affect the curriculum implementation. 

Overall, you did a great job and talked about important information in details.

However, there are some areas needs improvement in your assessment. Firstly, I suggest you discuss the disadvantages of the component not only the advantages. Secondly, you can find extra information that can support your idea in google scholar this is will show you how it might affect the implementation of the curriculum negatively. Also, your APA references need to be in alphabetical order. 

In general, both of you did a great effort well done!

In column, they include the schools name they use MOE curriculum that give me and ideas about the schools in UAE they used MOE ECE and what the subject they teach the students in the schools such as Arabic, English, Islamic, mathematics physics, social studies and moral education, and they included the themes and the and what’s MOE ECE school teach such as KG1 KG2, also for the Austrian curriculum they have clear ideas about the subject and the grade they teach, Aisha and Jawaher includes an APA reference.

Over all the padlet has lots of clear ideas and it’s not complicated also highly organized, but you have to develop you ideas, think of including an example of the themes for each curriculum.