The education system during its evolution came to rest for a long time on-: “the same material can be learnt in the same way, through the same instruction methodology and assessed with the same Yard stick”. In modern times questions have been raised regarding the strengths and weaknesses of the students. It is the students’ ability to retain and reproduce information that defines their proficiencies.
At a later stage the application of information defines success. So it became imperative that we include all types of learners in our curriculum plan and create an opportunity where different students get a chance to learn in the unique way they want. Howard Gardener divided learners into seven broad categories.
1. Visual/special- can see and learn
2. Bodily/kinetic- active and in bodily movement
3. Musical/rhythmic- is ever to focus more when there is music in background or with rhythmic movement
4. Interpersonal- By interacting with peers and adults
5. Intrapersonal- shy and introvert but loves to think in depth and sets own goals
6. Linguistic- uses the language effectively
7. Mathematical/logical- like reasoning and questioning.
A good curriculum will provide children with opportunities, through play and other experiences, to develop the learning associated with
• Personal, Social and Emotional Development;
• Physical Development;
• Creative/Aesthetic Development;
• Language Development;
• Early Mathematical Experiences;
• Early Experiences in Science and Technology;
• Knowledge and Appreciation of the Environment
Our levelled curriculum includes all of the above and more. For children who match the defined early childhood milestones automatically fall into the group of their physical age. Namely
A- Little Learner (Toddler group)- age 1.6 to 2.2yrs.
B- Energetic Explorers – (Play Group) – Age 2.2yrs to 2.8yrs
C- Confident Champs- (Pre Nursery) – Age 2.8yrs to 3.6yrs
When during the course of education we find a child more advanced than the rest in his/her age group we put the child into accelerated programme by putting the child into the next level. There are times that the texture of the entire group of children is more advanced, and then we introduce the accelerated learning programme for the children.
The levels are made a little more complex for example instead of learning four basic shapes there may be ten shapes to learn and remember.
Each activity is planned with multiple outcomes in mind and even before the activity is ready the outcomes have to be planned and then achieved. The parameters of assessment also are planned in such a way that an objective evaluation can be done and the child’s development will be understood and not graded. Their overall development is important for us as educators not for them to be stressed with.