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The Origins of Curricula – To What Extent Should Family and Community Have Input?

Early childhood curriculum is an essential framework for not only imparting knowledge on children but also ensuring their wholesome growth. In Australia, the Ministry of Education in 2012 developed the National Quality Framework for both early education and childcare which sought to improve education and care across not only the pre-school/kindergarten but also for outside school hours (Tayler et al., 2016). One of the learning outcomes outlined in the framework is to connect children with and contribute to their world. Majorly, according to Alsubaie (2016), the origins of curricula for early childhood education is placed on the hands of experts and teachers. The reasoning behind such a process is that experts know what should form part of the curriculum and what should not (Follari, 2015). Teachers have been viewed as an integral part of early childhood curricula. However, in the recent past, educators have come to realise that parents and the community have an instrumental role in the preparation of such curricula. This paper reports on the issue of family and community input in the development of early childhood curricula. The extent to which their contribution has been factored into curriculum development will be assessed. Finally, recommendations for future action on the issue will be provided.

Outline of Current Issue

            The origins of curricula are an issue which has been up for debate for a long time. In specific, there has been no consensus as to the role that the family and community should play in the development of the early childhood education curriculum. Notably, Tayler et al. (2016) assert that the goal of any successful education curriculum should be to meet to the current and future needs of the learners. As such, early childhood curriculum development has been an area of educational reform, which is under constant review, revision, and constant changes (McLachlan, Fleer, & Edwards, 2018). Curriculum development has always been a challenging process and; thus, the involvement of vital stakeholders has been important. However, Follari (2015) argues that more focus on the origins of curricula has been on the participation of individuals who have a direct influence on student instructions. In this case, teachers have been seen as vital stakeholders no only in curriculum development but curriculum implementation. It is believed that with the knowledge, competencies, and experiences that they have, they should be taken as crucial creators of early childhood curricula (Alsubaie, 2016). Additionally, it has been argued that the input of the teachers in curriculum development is indispensable since they will be the implementers of the curriculum, which makes their contribution be a priority.

            The place of the family and community in curriculum development has not been straightforward. According to the Harvard Family Research Project, the involvement of the family, in particular, the parents, can have direct and indirect benefits to the learning of a child (McLachlan, Fleer, & Edwards, 2018). Children have been found to achieve more in terms of their grades and test scores when they have involved their families in their education. Additionally, family and community involvement have led to children having better self-esteem, more self-discipline, and even higher motivation towards school (Povey et al., 2016). Education is one of those experiences that most children across the globe have in common and the most popular means by which different societies prepare their present generations for the future (Tayler et al., 2016). Since the aim and goal of education is to create a positive change in not only the knowledge and achievement but also the behaviour of children, then it is vital that the curriculum being used reflects the views of all essential stakeholders. As such, the input of the family and community is critical in developing a curriculum that meets the learning needs of the children and the needs of the society.

Importance to Learning and Teaching in Early Childhood

            The involvement of families and the community has various pivotal roles to play in learning and teaching in early childhood. Povey et al. (2016) state that one of the goals of early childhood education is to ensure that the learners receive wholesome education, which makes them prepared for the needs of society. As such, the involvement of the families and the community is vital in ensuring the fundamental principle of democracy is followed (Follari, 2015). In specific, the principle of democracy is pegged on the assumption that all stakeholders who are affected by the outcome of a process or any change should be allowed to participate in the changes. In this regard, those affected by the development of the curriculum should be given a genuine chance to have an input in its origins (Olibie, 2014). More than before, there has been a shift from the responsibility of teachers being the primary educators of children to the parents who have become equals and complementary partners in the educations of children. When parents participate in curriculum development, they can give their views as to the most effective way in which the knowledge and learning needs of their children can be addressed (Tayler et al., 2016). Additionally, children can stay motivated and active because their parents will provide additional teaching to such children.

            The involvement of parents and the community has been associated with various positive outcomes in the learning and teaching of childhood. For instance, Gross (2015) posits that when the input of families is considered, then children have experienced improved academic achievement. Additionally, learners have had enhanced school attendance. Moreover, involving families and the community in curriculum development improves student behaviour in the schools, which enhances their learning (Olibie, 2014). Also, engaging the community in curriculum development and implementation results in increased community support for the schools in the form of human, financial, and even material resources. The current educational reforms have indicated that there is a vital need for the involvement of the parents in the future educational dispensation. Additionally, families, the community, and teachers need each other as every party is an indispensable part of the learning and teaching process of children in their early years (Povey et al., 2016). As a result, involving families and teachers is not only beneficial for the learning of the children but also will provide a conducive environment for early childhood educators in the learning environment.

Extend to Which Family and Community Have Input

            In the recent past, families and the community have been involved in the development of early childhood education curricula. Such involvement has been pegged on the idea that neither the parents nor the teachers can solely educate the child adequately (Alsubaie, 2016). Each of the key stakeholders has a specific and equally important role to play. There are various ways in which families and the community have been taken as crucial sources of curricula. One of those is schools have sought the cooperation of the families; especially, the parents and the teachers in the development of school’s strategic plans (Haines et al., 2015). Additionally, schools have created an inviting climate for the families and community members. Moreover, according to Gross (2015), schools have sought to have effective and regular communication with the families of the children that they teach as well as the parents’ community. Creation of the parents’ society such as the working committees are also ways in which parents have been involved in the creation and implementation of curricula in early childhood education (Epstein & Salinas, 2014). The participation of the families is based on the natural rights of parents to educate their children. However, it has also been pegged on the assumption that parents have the best interests of their children at heart and will thus provide ideas which can lead to the creation of an effective curriculum.

            The input of the families and the community has; however, not been taken seriously as that of the teachers and experts in early childhood education. Epstein & Salinas (2014) argue that educators have only consulted the families and the community as part of a routine process as opposed to actually using the input in the design of the school curricula. As such, the contribution of the parents and the community have to; a larger extent, been ignored because they are taken as less knowledgeable on education matters (Follari, 2015). Schools that have failed to take the input of families and the community seriously have experienced poor schooling, poor academic performance and poor student conduct. Although families have a better understanding of the learning needs of their children, educators have only sought for the input of the parents but only to disregard it for majorly that of the experts (Haines et al., 2015). Decision-making has squarely been placed at the hands of the teachers, and the curricula used in most schools have a been a product of experts as opposed to the parents and the community who are critical stakeholders in the early education process (Tayler et al., 2016). The various benefits which come with the involvement of the parents and the community in the education of children suggest that; to a larger extent, their input should be factored in the development and implementation of early childhood curricula. However, currently, it is evident that their input is only partly considered as the opinions of the experts and teachers take precedence over those of the families and the community.

Conclusion and Recommendations for Future Action

Although traditionally, teachers and education experts have been seen as the primary originators and developers of curricula, developments in the education sector have seen an increased role of the family and society in curriculum development. Notably, the education of a child can be attained by the complementary efforts of the teachers, the parents, and the entire community. Schools that have involved the parents in early childhood education have experienced various benefits such as enhanced academic performance and improved school attendance among others. Additionally, since education is meant to address the learning needs of the children and the needs of the community, it is only fair that; to a greater extent, parents and the community are involved in the development and implementation of curricula in early childhood. However, current evidence has shown that teachers and education experts have taken priority as the principal originators of the curriculum. The society and families have only been consulted, but their views have been largely ignored. However, in schools where parents have been directly involved, they have brought massive benefits and have enabled proper learning for their children and effective teaching for the teachers. However, in Australia, the input of the families and the society is still not to a level that it is supposed to be.

Based on the vital role of the input of the families and the society in the origin of early childhood curricula, various recommended actions should be taken to ensure that; to a larger extent, the families and the community have a more significant input. One of those is that schools should adopt and implement written policies and procedures which promote conducive learning and which support family and community partnerships. Additionally, the Ministry of Education in Australia should make it mandatory that curriculum development incorporates the inputs of the parents and society. Moreover, schools should promote collaboration among the parents, teachers, and the community on school improvement projects as well as student achievement projects. Furthermore, schools should endeavour to harness all the available community resources, including the businesses, talented persons, and technology to engage the learners in the achievement of necessary skills and knowledge. A healthy school environment should be promoted where families and the community members feel that they can affect policy change and where they feel that their views are valued. The implementation of such recommendations will ensure that the curricula is not just teacher-focused but incorporates the views of the families and society and hence the effective learning and teaching of children in their early childhood.