lived curriculum

This article introduces the practice of walking-as-dancing. In this article, the terms walk and walking are often considered as synonymous with wandering since the practice of walking-as-dancing that I will describe does not have a set goal. When walking-as-dancing, I explore the improvisational nature of a wandering movement that allows me to let go of certainty and attune to the not-yet-known. I define the body as a compass that guides us through the path of the curriculum-as-lived (Aoki, 1993) and the curriculum itself. Through the analysis of the practice of walking-as-dancing, I will show how the knowledge of the body is already in us; it is us.

Building a strong foundation: early childhood education is essential to pupils' success. With this, teachers play a very important for the child's development. So, this study determined the Daycare teachers' lived experiences and explored how these contribute to the children's learning outcomes. It employed the descriptive research design and made use of simple random sampling. Statistical tools were used such as: mean, standard deviation, T-test and F-test and Regression analysis. Researchers-made questionnaire was utilized, which passed the ethical guidelines and various methods of validation. Findings revealed that Daycare teachers' lived experiences are 'Above Average' in Curriculum Activities and 'Exemplary' in the Teaching-Learning Experiences, while the learners' learning outcomes are 'Average'. The simple linear regression results show that the teachers' lived experiences in the Curriculum Activities and Teaching-Learning Experiences significantly justify learners' learning outcomes. Furthermore, Daycare teachers have crucial role in the decision-making process of the curriculum and achieving quality of learning. Hence, Daycare teachers should participate in future curriculum development meetings, implementation, and evaluation processes.

Building a strong foundation: early childhood education is essential to pupils' success. With this, teachers play a very important for the child's development. So, this study determined the Daycare teachers' lived experiences and explored how these contribute to the children's learning outcomes. It employed the descriptive research design and made use of simple random sampling. Statistical tools were used such as: mean, standard deviation, T-test and F-test and Regression analysis. Researchers-made questionnaire was utilized, which passed the ethical guidelines and various methods of validation. Findings revealed that Daycare teachers' lived experiences are 'Above Average' in Curriculum Activities and 'Exemplary' in the Teaching-Learning Experiences, while the learners' learning outcomes are 'Average'. The simple linear regression results show that the teachers' lived experiences in the Curriculum Activities and Teaching-Learning Experiences significantly justify learners' learning outcomes. Furthermore, Daycare teachers have crucial role in the decision-making process of the curriculum and achieving quality of learning. Hence, Daycare teachers should participate in future curriculum development meetings, implementation, and evaluation processes.

Building a strong foundation: early childhood education is essential to pupils’ success. With this, teachers play a very important for the child’s development. So, this study determined the Daycare teachers’ lived experiences and explored how these contribute to the children’s learning outcomes. It employed the descriptive research design and made use of simple random sampling. Statistical tools were used such as: mean, standard deviation, T-test and F-test and Regression analysis. Researchers-made questionnaire was utilized, which passed the ethical guidelines and various methods of validation. Findings revealed that Daycare teachers’ lived experiences are ‘Above Average’ in Curriculum Activities and ‘Exemplary’ in the Teaching-Learning Experiences, while the learners’ learning outcomes are ‘Average’. The simple linear regression results show that the teachers’ lived experiences in the Curriculum Activities and Teaching-Learning Experiences significantly justify learners’ learning ...