HED4808
ASSIGNMENT 4 PORTFOLIO 2024
UNIQUE NO.
DUE DATE: 22 JANUARY 2025
, HED4808
Assignment 4 2024 (PORTFOLIO)
Unique Number:
Due Date: 22 January 2025
Perspectives and pedagogies in the early years (birth to age nine)
SECTION A
QUESTION 1: Critically Review of the Dialogue and Motivation
The dialogue between the professor and the student in question engages with critical
issues surrounding Early Childhood Development (ECD) curriculum design. Below is a
critical review of the professor's perspective, supporting it with evidence and appropriate
literature.
1.1 Validity of the Professor’s Perspective
The professor’s viewpoint highlights the importance of deconstructing dominant
discourses within the ECD module. The central argument is that the current curriculum
reflects a limited scope, often prioritizing certain epistemologies and cultural narratives
while sidelining others. This perspective is valid for several reasons:
1.1.1 Dominant Discourses in Education
The professor’s argument about "dominant discourses" aligns with critical education
theories, which identify how curricula often perpetuate hegemonic ideologies. Dominant
discourses in education tend to marginalize diverse cultural and epistemological
perspectives, which can lead to a narrow and exclusionary understanding of ECD.
ASSIGNMENT 4 PORTFOLIO 2024
UNIQUE NO.
DUE DATE: 22 JANUARY 2025
, HED4808
Assignment 4 2024 (PORTFOLIO)
Unique Number:
Due Date: 22 January 2025
Perspectives and pedagogies in the early years (birth to age nine)
SECTION A
QUESTION 1: Critically Review of the Dialogue and Motivation
The dialogue between the professor and the student in question engages with critical
issues surrounding Early Childhood Development (ECD) curriculum design. Below is a
critical review of the professor's perspective, supporting it with evidence and appropriate
literature.
1.1 Validity of the Professor’s Perspective
The professor’s viewpoint highlights the importance of deconstructing dominant
discourses within the ECD module. The central argument is that the current curriculum
reflects a limited scope, often prioritizing certain epistemologies and cultural narratives
while sidelining others. This perspective is valid for several reasons:
1.1.1 Dominant Discourses in Education
The professor’s argument about "dominant discourses" aligns with critical education
theories, which identify how curricula often perpetuate hegemonic ideologies. Dominant
discourses in education tend to marginalize diverse cultural and epistemological
perspectives, which can lead to a narrow and exclusionary understanding of ECD.
