New Brunswick
New Brunswick Curriculum Framework for Early Learning and Child Care (2008)
New Brunswick Curriculum Framework for Early Learning and Child Care (2008)
By: Jamie Wright, Maddy Macintosh, Isabella Vukovic, Emma Finholm, Calista Basso and Luna Venceslau
The vision of the New Brunswick Curriculum Framework states that all children are to grow to their maximum potential. This includes having a sense of self-worth, dignity as well as eagerness for living and learning. (Department of Education and Early Childhood Development, 2008, p 1).
The New Brunswick Curriculum Framework strives to provide the environment along with the resources that are needed to support development in children who:
are curious and confident with their knowledge and skills
are secure in their identities
are respectful of diversity
contribute to the development of society and care for life on Earth
(Department of Education and Early Childhood Development, 2008, p 1).
The New Brunswick Curriculum Framework strongly values the children's experiences within both the environment and their learning.
Guiding principles for the environment include:
Environments are safe and caring and support the children's physical and emotional health, as well as their sense of belonging
Environments are flexible and actively plan playful exploration, problem-solving as well as creativity
Environments are socially and culturally engaging
Environments are culturally sensitive and socially inclusive
Environments are designed to meet various abilities and interests
Environments ensure the inclusion of all children
(Department of Education and Early Childhood Development, 2008, p 1 & 59).
Guiding principles for the children's learning include:
Educators interact with the children daily
Educators show profound interest in the children's actions and their learning
Consistent guidance that includes flexible routines for each day
Educators are positive and sensitive when interacting both verbally and physically with the children
The curriculum is based on the children's individual abilities as well as interests
An ample variety of materials and teaching approaches are used
(Department of Education and Early Childhood Development, 2008, p 59).
"The image of the child is a concept that been articulated and enacted in the Reggio Emilia early learning and care settings for infants, toddlers, and young children in Northern Italy. Reggio practices are embedded in the learning theories of John Dewey, Erik Erikson, Barbara Biber, Lev Vygotsky and Jean Piaget." (Government of New Brunswick, 2021 p.8). Theorist Loris Malaguzzi is behind The Reggio Emelia approach.
Malaguzzi’s theory has 3 basic tenants to it, and they’re the foundation of the Reggio Emilia Approach:
A positive image of the child
Children learn by being active participants.
Play is an important part of learning and early develop
This Framework discusses the importance of all aspects of a child's development in their learning principles. They include: Holistic learning, such as a project approach or structured play, engages the child as a person with physical, social, emotional, intellectual, and ethical aspects, simultaneously, in dynamic interplay (New Brunswick Curriculum Framework, 2008, P. 60-61).
The Framework also recognizes that children are unique and learn as well as develop at different rates in different ways (New Brunswick Curriculum Framework, 2008. P. 60-61) This curriculum is shaped around each child's individual needs, interests, abilities, and vulnerabilities. It also capitalizes on the child's strengths (New Brunswick Curriculum Framework, 2008, P. 61)
This framework is considered a pioneer on the concept of inclusive education (AuCoin, Porter & Barker, 2020) It also values the children, cultures and languages, relationships and environment. Some of the goals from this framework are well-being, play and playfulness, communication and literacy, diversity and social responsibility (Government of New Brunswick, 2021, p. 17)
This early learning framework sees the children as individuals with rights and rich in potential. They acknowledge children as curious and active young citizens who are constantly constructing and re-constructing their understanding of the world. "Children begin learning at birth, and their experiences during the early years have critical consequences both in the present and for their own futures." (Government of New Brunswick, 2021, p.8).
As the role of the educator, we need to be supporting and meeting all the children's needs to sustain a healthy and safe environment. "By continuing to follow best practices and protective health measures as we transition to living with COVID-19, educators can help support students in a more normal day-to-day life, so they enjoy their childhood to the fullest". (Government of New Brunswick, 2021).
Community
This Framework focuses on Honouring all individual, social, linguistic, and cultural differences. It also recognizes the importance of allowing children to fully participate in cultural and artistic lives regardless of language culture, care, or gender. (New Brunswick Curriculum Framework, 2008, P. 9)
The Frameworks membership in communities involves interdependency. ''We need to take care of each other and we need to take care of the world around us''. (New Brunswick Curriculum Framework, 2008, P. 50. par. 1) This Framework acknowledges that when children engage in responsive, respectful as well as mutual relationships guided by adults who are knowledgeable and sensitive, they grow in their interdependency. (New Brunswick Curriculum Framework, 2008)
Family involvement
The Framework also outlines the importance of having consistent and trusting relationships between families and educators for it is crucial for both the children and family's well-being. (New Brunswick Curriculum Framework, 2008)
Families know their child best, and as educators plan for learning and care for children in their classrooms, knowledge from a child's family might be beneficial for an educator to better understand how they might accommodate or treat their needs in the classroom. (New Brunswick Curriculum Framework, 2008)
''Educators at childcare centers have a responsibility to cultivate strong relationships with the families of the children in their care''. (New Brunswick Curriculum Framework, 2008, P. 11. Par 3)
By: Maddy Macintosh
Documentation and Assessments Activities Include:
Listening to children
Recording children's conversation
Displaying children's art work and words
Creating learning story portfolios or albums of learning events
Exploring, encouraging and recording children's questions and theories
Communicating through daily invitational family information boards
Observing children as they learn individually and in groups
Why Documentation and Assessments are Important:
"The purpose of documentation and assessment is to focus the educators’, children’s, and parents’ attention on what individual children and groups of children are learning within a particular setting." (New Brunswick Curriculum Framework For Early Learning and Child Care, 2008, p. 63).
Narrative Assessment: "Illustrates, describes, and interprets the learning of individual children or groups of children through careful listening, photographs, observations, anecdotal records, and multimodal learning stories" (New Brunswick Curriculum Framework For Early Learning and Child Care, 2008, p. 63).
Normative Assessment: " Typically is an individual assessment that locates an individual’s development in relation to age-group norms, such as developmental milestones" (New Brunswick Curriculum Framework For Early Learning and Child Care, 2008, p. 63).
By: Emma Finholm
The New Brunswick early learning framework follows the Social Pedagogical Approach. The educators and children collaborate together in learning and exploring, most activities and ideas are derived from the children's interests and curriculum goals. (Dietze & Kashin, 2016, p. 110)
New Brunswick Curriculum Framework For Early Learning and Child Care (2008) encourages and suggests documentation and assessment strategies such as conversing with children to learn about their theories, creating and displaying project webs, creating learning story portfolios, as well as annotating and displaying the children's work.
The New Brunswick ELF also clearly explains and states that children are encouraged to initiate their own learning and educators should take their lead from the children to build on the children's prior knowledge and interests. The curriculum is shaped to each child's interests, abilities, and needs and takes advantage of their individual strengths. This will allow children to engage in socially significant learning experiences that will enhance their skills, and development through their previous interests.
Similarities:
Both ELFs agree that the children should be in a safe and caring environment and they both feel a sense of belonging.
Both ELFs have similar physical health ideas
Differences:
New Brunswick's ELF focuses more on the child and them growing to their fullest potential while on HDLH they focus more on the adults and the family helping the child grow.
New Brunswick"s ELF encourages "dizzy play", which is rough play. They believe that children pleasure in being on the edge. HLDH focuses more on the learning part of play. They believe rough play is bad for the children and that during normal play children are calmer and more engaged in learning.
By: Emma Finholm
New Brunswick is home to the warmest saltwater beaches north of Virginia
One-third of the world's French Fries come from New Brunswick
Established in 1785, the University of New Brunswick was the first English-speaking university in Canada
The highest tides in the world are located at The Bay of Fundy in NB
Retrieved from: https://mynewbrunswick.ca/nb-facts/
References
AuCoin, A., Porter, G.L. & Barker-Korotkvov, K. (2020) New Brunswick´s Journey to Inclusive education. Prospects 49, 313-328. https://link.springer.com/article/10.1007%2Fs11125-020-09508-8
Department of Education and Early Childhood Development. (2008). New Brunswick Curriculum Framework For Early Learning and Child Care. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/ELCC/ECHDPE/nb-curriculum-framework.pdf
Dietze, B., Kashin, D. (2016). Empowering Pedagogy for Early Childhood Education. Pearson: Toronto.
Government of New Brunswick. (2021). Education and Early Childhood Development.
https://www2.gnb.ca/content/gnb/en/departments/education.html
Johnson, A. A.( 2021). New Brunswick Public Schools. https://www.nbpschools.net/assessments
Uncommon Sense Parenting with Allana Robinson. (2018, August 9). Early childhood theorists: Loris Malaguzzi. https://www.allanarobinson.com/early-childhood-theorists-loris-malaguzzi/.