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The image of the child in the early years learning framework and gender diversity.
the image of the child in the early years learning framework and gender diversity.
,so the question will be
How the image of the child is constructed in the early years learning framework? then zoom in to how gender diversity is constructed.
You will need to analyse how the image of the child in terms of gender diversity is constructed in these two documents on QUT readings:
• The Early years Learning framework
• Age appropriate pedagogies document
• AND one of those in the Saudia Arabia list below
Saudi Arabia
Alameen, L., Male, T., & Palaiologou, I. (2015). Exploring pedagogical leadership in early years education in Saudi Arabia. School Leadership & Management, 35(2), 121-139.
Aljabreen, H. H., & Lash, M. (2016). Preschool Education in Saudi Arabia: Past, Present, and Future. Childhood Education, 92(4), 311-319.
Rabaah, A., Doaa, D., & Asma, A. (2016). Early Childhood Education in Saudi Arabia: Report.World Journal of Education, 6(5), p1.
Al Shaer, A. I. (2008). Education for all programmes in the Kingdom of Saudi Arabia. Paper commissioned for the EFA Global Monitoring Report 2008, Education for All by 2015: Will we make it.
You will also find the following readings helpful for your analysis. They are accessible via google scholar and the library:
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Early childhood educational exchange, 96, 52-61.
Robertson, J. (2006). Reconsidering our images of children : what shapes our educational thinking? In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: behind early childhood pedagogical documentation (pp. 37-55). Castle Hill, N.S.W :: Pademelon Press.
Rinaldi, C. (2013). Re-imagining Childhood: The inspiration of Reggio Emilia education principles in South Australia. Adelaide, SA: Government of South Australia. [Adelaide thinkers residence report for SA government from Carla Rinaldi]
Cheeseman, S., Sumsion, J., & Press, F. (2014). Infants of the knowledge economy: the ambition of the Australian Government’s Early Years Learning Framework. Pedagogy, Culture & Society(ahead-of-print), 1-20. [See discourse of life-long learning]
Cannella, G. S. (1997). Deconstructing early childhood education: social justice and revolution. New York: Peter Lang.
Davies, B. (2014). Listening to children : Being and becoming. New York, NY: Routledge.
Heckman, J. (2004). Invest in the very young. Retrieved from https://www.child-encyclopedia.com/pages/PDF/HeckmanANGxp.pdf
Heckman, J., & Masterov, D. V. (2007). The productivity argument for investing in young children. Applied Economic Perspectives and Policy, 29(3), 446-493.
James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Cambridge, UK: Polity Press in association with Blackwell.
Lubeck, S. (1998). Is developmentally appropriate practice for everyone? Childhood Education, 74(5), 283-292.
Phillips, D. A., & Shonkoff, J. P. (2000). From Neurons to Neighborhoods:: The Science of Early Childhood Development: National Academies Press.
Coopers, P. (2014). Putting a value on early childhood education and care in Australia. Retrieved from https://www.pwc.com.au/industry/government/education/assets/Early-childhood-education.pdf
Council of Australian Governments [COAG]. (2008). A national quality framework for early childhood education and care: a discussion paper. Canberra, ACT: Council of Australian Governments
Ministerial Council for Education Early Childhood Development and Youth Affairs [MCEETYA]. (2008). Melbourne Declaration on Educational Goals for Young Australians. Carlton, Victoria: MCEETYA
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington, DC: National Association for the Education of Young Children.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
You have to focus on analysing the literature, theory, and policy and curriculum documents in relation to the question.
,so the structure is Refine your research question for assessment task 1 and begin to think about a possible structure for organising your thoughts. Here is one possibility. In this example I have used ‘the image of the child’ as the research focus:
o Rationale:
Outline your rationale for the focus you have chosen (e.g. image of the child) [250 words]
o Review of the literature:
e.g. Analyse the notion of ‘image of the child’ in the literature (I can point you in the right direction) [400 words]
o Analysis of curriculum documents:
e.g. Analyse how the image of the child is constructed in the Early Years Learning Framework, Kindergarten Learning Guideline, Age Appropriate Pedagogies, and P-2 curriculum, assessment and reporting advice documents (plus any others you feel relevant) [400 words]
o Discussion of findings:
How does what the literature says about the image of the child relate to your analysis of the curriculum documents? Where are the connections, discords and tensions? What is silent or absent? [600]
o Implications:
Discuss the implications of your analysis above for teachers, children, families and more specifically your practice [600]

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