Prior Learning Portfolio

Running Head: Pre-Learning Portfolio Analysis

Pre-Learning Portfolio Analysis

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Pre-Learning Portfolio Analysis

The writer addresses different areas of learning concerning the pre-school children

according to the definition and interpretation of a curriculum. The writer addresses lessons and

academic content that form the basis on a curriculum, knowledge and skills for the kids to learn

such as use of language as well as assignment, projects and tests to check the progress of the

kids. The thesis statement for this prior learning portfolio by Jennifer Auroux is “Having an

effective curriculum that matches your teaching philosophy is a must for any teacher,” (Auroux,

2016). The topic begins with the title, “Curriculum development for a pre-school class: how I

found and expressed my true-self,” (Auroux, 2016). The writer develops the chapter by outlining

the importance of a curriculum tailored towards helping prior learning kids and incorporates sub-

topics including, “Questioning” where the writer questions the impact of the traditional pre-

school curriculum on the kids and wonders if it really helps the kids. The next sub-topic,

“Location” talks about the ideal location to teach the kids from. “What behavioral theory for my

curriculum?” talks of the behavioral development of these little angels according to Jean

Piagnet’s theory of cognitive development and the chapter ends with the sub-topic on “What

educational theory for my curriculum?” where the writer discusses her curriculum (Demetriou,

Shayer & Efklides, 2016).

The writer demonstrates knowledge in prior learning portfolio by questioning the benefits

of the traditional curriculum to pre-school kids. The writer realizes that she needs to develop a

curriculum that is more focused on the child than on the academic skills at the pre-school stage.

When the writer teaches the kids on life hacks such as compassion, self-drive, sharing and self-

expression, am convinced that she understands the children needs better.

Pre-Learning Portfolio Analysis

In the last sub-topic on page 15-16, the writer introduces the lesson on snow and asks the

kids to make a snowman using circles of different sizes. To the dismay of the writer, she realizes

that the children either the children did not know what a snowman was, or they failed to

understand the snowman vocabulary. The writer learnt that she needed to use a different

approach to the lesson the following year.

The writer organizes the portfolio both chronologically and thematically. According to

the Collins dictionary, when a chronological order is used, the items are arranged in the order of

their occurrence (Collins Dictionary, 2017). The same dictionary describes thematic order as an

order that is arranged according to the prevailing themes, family relations or similarity (Collins

Dictionary, 2017). The chronological order is the dominant order in the portfolio. The writer

starts by explaining the struggles she went through in her childhood such as lack of basic needs.

She then develops the story to her being an assistant teacher, then a teacher, an inspirational

teacher and a curriculum developer. This is chronological order from the earliest occurrence of

an event to the latest occurrence. Thematic order is seen when the writer explain the

development of the kids. When explaining the behavioral theory for her curriculum, the writer

revolves around the theme of behavioral science to explain the behavior of her kids. The writer

starts by explaining the Greenman’s theory on ideal spaces and environment for children to

learn. She then explains Joey’s behavior using the Jean Piaget’s theory of cognitive

development. She introduces Erikson’s stages theory of development for children to explain

Jilly’s insecurity struggles (Crain, 2015). The writer uses the Abraham Maslow’s Hierarchy of

needs theory to explain the safety needs for crying Carter who could not stop crying until his

mother came back from the trip and Jilly’s self-esteem struggles (Coulter, Gilchrist & Mallett,

Pre-Learning Portfolio Analysis

2016). She then caps it all with the power of Positivity tool she uses to influence the thinking of

her class. This shows the thematic order of related themes as depicted in the essay by Jennifer

Auroux.

In chapter 2, the writer gives another chronological order of occurrences as she explains

her development as a leader. She describes her journey from social awkward to a manager, from

a manager to a leader, and from leadership to inspirational leadership. She uses these sub-topics

in her essay to show the order of her development. There is no other form of organization and

structure in the portfolio, as all the sub-topics can be attributed to these two organization

structures. The chronology makes sense to me as it details the right order of occurrences. The

chronology starts with the writer’s childhood and the associated struggles at her family. It then

matures into her adult and professional life having become an assistant teacher. The chronology

explains her questioning of the traditional academic oriented curriculum and its drawbacks. She

then introduces her curriculum and explains its benefits to her students. The chronology then

explains her transformation as a manager, leader and inspirational leader and culminates in her

explanation of her leadership skills and styles. I see development in the writers as she explains

her transformation from a social awkward in her childhood to an inspirational leader in her

professional teaching career.

The writer provides signposts that guide me throughout the essay on her career

development. The signposts can be broadly classified according to time factor. The essay starts

with the childhood life experiences and then goes to the professional life of the writer. I a able to

keep track of the main ideas in the essay. The essay majors on the prior-learning experiences of

the writer and her class. The writer basis the essay on the need for a new student-centered

Pre-Learning Portfolio Analysis

curriculum that seeks to develop the student as whole, rather than one that looks out for

academic excellence alone. The writer uses different illustrations to support this theory. Joey, a

kid with a tendency to fight for what he wants is taught how to request for items and Jilly is

taught how to express herself without fear of failure. The presence of sub-topic in the essay help

me to understand the essay according to topics being discussed. For instance, the topic on

behavioral theory for her curriculum talks on the behavior of the children in her class while the

topic on inspirational leadership majors on how to lead one’s followers through inspiration.

The introduction plays a major role in this essay. The introduction depicts the problems

that children go through during heir childhood. The introduction depicts the different

backgrounds of the kids in the same class and samples some of the issues that affect the learning

of these kids. The introduction prepares the reader to accept the failure of the traditional

curriculum in understanding the kids. At one time, the writer’s family did not have a house to

live in and had to spend the nights in their car. This caused psychological problems to the writer

and her brothers and affected her learning. The introduction works out well as it forms the basis

for the need for an improved and all-inclusive curriculum for the pre-school kids.

The theme of leadership is well laid down in the introduction and has been carried

through and developed in the subsequent chapters. The writer began her leadership skills during

her spell in the Parents Association (PA) and Parent and Teachers Association (PTA). The theme

of leadership has been developed in the rest of the essay as seen when the writer decides to lead

her students through inspiration. The writer comes up with a new curriculum for her class to give

her class a better education. This is a sign of good leadership. The theme of school being a haven

has been developed throughout the essay. The writer has maintained closeness to the school in

Pre-Learning Portfolio Analysis

her adulthood as seen in her passion to help students and the development of her new curriculum.

The introduction gives the reader the background of the author and introduces issues facing kids

in school as a result of different backgrounds.

The portfolio raises questions about the final product or the process of achieving the final

product. I believe that the process of achieving the final product forma the key basis for

achieving the intended results and doing it the right way.

Jennifer Auroux gives a detailed view of leadership and child development in her work,

Prior Learning Portfolio. This essay goes a long way to motivate learners on achievement of their

goals as showed by the writer’s development from social awkward to inspirational leader.

Teachers too can learn from this essay on how to put their kids ahead of themselves and ensuring

that each and every child is well catered for scholarly and socially. The government and

educational stakeholders are also challenged to provide a curriculum that is student centered to

foster all-round growth of students.

Pre-Learning Portfolio Analysis

References

Auroux, J. (2016). Prior Learning Portfolio. University Without Walls , 1-54.

Collins Dictionary. (2017). Definition of 'chronological'. Retrieved from Collins Dictionary:

https://www.collinsdictionary.com/dictionary/english/chronological

Coulter, T., Gilchrist, M., & Mallett, C. (2016). Abraham Maslow: Hierarchy of coach and

athlete needs. In Learning in sports coaching: Theory and application (pp. 63-74).

Routledge (Taylor & Francis Group).

Crain, W. (2015). Theories of development: Concepts and applications. Psychology Press.

Demetriou, A., Shayer, M., & Efklides, A. (Eds.). (2016). Neo-Piagetian theories of cognitive

development: Implications and applications for education. Routledge.

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