Curriculum is defined as the formal and informal content and process by which learners gain knowledge and understanding, develop skills and alter attitudes, appreciations and values (Doll, 1996, p.15). Curriculum planning is the process of creating a curriculum which comprises of setting objectives, summarizing tasks and schedules, approaches, course content and coursework. According to Gadzikowski (2013), the school’s administrator oversees all aspects of the school’s programs, from curriculum to instructional practices, from technology to daily schedules. There is a huge difference of roles in program and curriculum planning between an administrator and a teacher. Administrator’s roles. One main role of an administrator in early childhood programs is making sure that the program they offer in the center epitomizes the best practice in the field. As the head of the center, an early childhood administrator must be equipped with the precise knowledge and experience in curriculum planning, appropriate curriculum goals, variety in teaching approaches and classroom management. He/she is likewise expected to keep up with the latest trends and researches in the early childhood education field to persistently plan programs that are aligned in the growth and development of the children. An administrator is accountable in developing and implementing a program that meets the developmental needs of young children of different ages (infant/toddler, preschool and kindergarten) especially children with special needs. Furthermore, an administrator is also in charge of building a learning community of children and adults that stimulates the best early learning experience. An administrator that collaborates with the teachers makes them well-guided and proficient in carrying out a balanced variety of instructional practices that improves the quality of early childhood education. This is achieve by coaching the teachers the best engaging and meaningful activities for their children while still keeping them safe and having fun. Finally, an early childhood administrator serves as a role model for the staff (Gadzikowski, 2013). He/she is strict with the school’s policies and procedures making sure the staff, teachers as well as the parents and families abide by it. This will result in a smooth-sailing program in the center.
Teacher’s roles. As opposed to the roles of an administrator in program and curriculum planning, teachers are described as the followers or supporters. If in any case, the administrator is not expert in creating a curriculum, a head teacher may overtake the responsibility. In terms of creating an emergent curriculum, teachers plan their course from scratch having the flexibility to choose their themes or topics.
Teachers are the ones who execute the programs incorporated with developmentally appropriate practices planned by the administrator. They are the channel in helping the children grow and develop and set them be school-ready. Additionally, teachers have the direct supervision with the children in the school. They record the progress of each child and report it to the administrator for assessment.
Also, teachers are held responsible in keeping their children safe as the classrooms run smoothly. They are the ones who facilitate children when having conflicts with their peers and making sure that these conflicts are reduced. Teachers carry out the policies and routines imposed by the administrator. This serves as their guiding principle in disciplining the children and making certain that the center runs a successful program every day. Learning and developmental needs of children changes over the years and experiences can have a lasting impact in their later lives (ECD- The World Bank, n.d.). According to the Calgary Herald (2007), preschool-aged children have five basic developmental needs. These different needs of children are namely: physical development, social-emotional development,...
References: Calgary Herald. (February 15, 2007). Preschool must meet five developmental needs. In Canada.com. Retrieved June 15, 2014, from http://www.canada.com/topics/lifestyle/parenting/story.html?id=72744dab-0fd9-4f83- bc9a-f6fe094cfd02.
Doll, R. (1996). Curriculum Improvement: Decision Making and Process . (9th ed.) Boston: Allyn and Bacon.
Gadzikowski, A. (2013). Administration of early childhood education programs. Retrieved from http://content.ashford.edu/books/AUECE312.13.1
Unknown. (n.d.). Needs Assessment and Indicators. In Early Child Development (The World Bank). Retrieved June 12, 2014, from http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTCY/EXTECD/0,,content MDK:20200666~menuPK:524390~pagePK:148956~piPK:216618~theSitePK:344939,00 .html.
Unknown. (2009). Where We Stand on Curriculum, Assessment and Program Evaluation. In NAEYC. Retrieved June 14, 2014, from http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf.
Yates, Russel (n.d.). Curriculum Overview. In Multi-aged Education. Retrieved June 13, 2014, from http://www.multiage- education.com/russportfolio/curriculumtopics/curoverview.html
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