pedagogical approaches for curriculum transaction
An early years’ education programme is transacted in a child-centric manner, adopting a holistic approach that views the child’s learning not limited to what the teacher transacts in the classroom setting, but as being co-created by the children, in the context of their natural and social environment, including home and community. The penetration of technology like computers, video, television, telephones, radio and telecommunications networks have exerted great influence on how we live, work, play and learn. In order to cope with the challenges of life, children and adults need greater ability to learn: how to learn, possess problem-solving, critical thinking skills and to be resilient in the face of fast-moving change. The time to begin preparing children for the challenges and demands of the future is when they are young, curious and excited learners. Children learn through experiences and relationships with the parents, teachers and friends. Hence, the learning experiences should tap the natural curiosity and excitement of children. This includes not only supporting emerging skills in reading, writing and mathematics, but also in the skills of critical thinking, collaboration, communication, creativity, technology literacy and social-emotional development known as the 21st Century skills. These skills have significant impact Ch 5 Pedagogical Approaches for Curriculum Transaction.indd 49 on the learning and development of young children. It is expected that the strengthening of key cognitive skills included in Goal 3 would also contribute in providing the child a sound foundation for meeting the challenges of negotiating new technologies in the years ahead which should be enforced while transacting the curriculum. There are different approaches for curriculum transaction, such as theme- based, activity-based, project/inquiry based and emergent curriculum.