“When the pendulum swung from a more holistic, integrated approach to a
standards-based approach in the mid-1990s the Be component disappeared from
curriculum outcomes – at least explicitly” (Drake, Reid, & Kolohon, 2014,
p. 38). I came across this quote this week and it drew me into a discussion for
two reasons. The first was that I do not believe that this is entirely true; as
an Australian education student, I am familiar with
Australia’s curriculum documents and believe that their Early Years Learning Framework for Australia (EYLF)
addresses the Be that Drake et al. (2014) discuss. The second reason was that I
was interested in the swing from a holistic to standards-based approach, given
that (in Australia at least) there is a transition back to holistic learning
(DEEWR, 2009).
Belonging, Being and Becoming: The Early Years Learning Framework for
Australia (2009) focuses on three main aspects of development in the early
years; belonging, being and becoming (DEEWR, 2009). This Framework is the first
Australian national Early Years Learning Framework for early childhood
educators, designed to “enrich and extend children’s learning from birth to
five years and through the transition to school” (DEEWR, 2009, p. 5) by
focusing on allowing children to belong, be and become. The term “being” in the
EYLF refers to recognising “the significance of the here and now in children’s
lives” (DEEWR, 2009, p.7). This involves encouraging children to know
themselves, creating relationships and “engaging with life’s joys and
complexities,” by essentially allowing children to be children (DEEWR, 2009,
p.7). The image below, taken directly from the EYLF, demonstrates that Being
has certainly not disappeared from being explicit in curriculum outcomes.
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The EYLF also encourages a holistic and integrated approach to teaching
and learning (DEEWR, 2009). It views children’s learning as “dynamic, complex
and holistic,” integrating physical, social, emotional, personal, spiritual,
creative, cognitive and linguistic aspects of learning (DEEWR, 2009, p.14).
There is a strong shift towards integrated and holistic learning in the EYLF,
as although educators may plan with focus on learning outcomes, they are
encouraged to “see children’s learning as integrated and interconnected”
(DEEWR, 2009, p.14). I believe this is particularly relevant for early
childhood education, as integrated learning has been shown to allow children to
relate their knowledge of different aspects into a meaningful “holistic entity”
(Arthur, Beecher, Death, Dockett & Farmer, 2015, p.239). The Early Years
Learning Framework displays that not all curriculum documents have made
the shift to standardised testing and away from Being and
holistic and integrated learning, and I believe this to be a step in the right
direction.
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S.
(2015). Programming and planning in early childhood settings (6th ed.).
South Melbourne, VIC: Cengage Learning Australia.
Australian Government Department of Education, Employment and Workplace
Relations for the Council of Australian Governments (DEEWR). (2009). Belonging,
being and becoming: The early years learning framework for Australia.
Retrieved from
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Government Department of Education, Employment and Workplace
Relations for the Council of Australian Governments (DEEWR). (2009). Elements
of the Early Years Learning Framework [image]. Retrieved from
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving
curriculum and classroom assessment: Engaging the 21st century learner.
