Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

Inquiries into curriculum aesthetics in the field of curriculum and early childhood education (ECE) in Canada are not widespread. This research is focused on constructing curriculum aesthetics that are based on the conception of aesthetic experiences. The purpose of the research is to explore aesthetic experiences while integrating a techno-learning environment into the field of curriculum and ECE for early years learners.

The aesthetic experience is enhanced by the aesthetic construction of the curriculum, embracing curriculum objectives, various subject matters, teaching activities, and curriculum evaluation. The roles of both children and ECE educators in the techno-learning environment are the fundamentals used to construct the curriculum aesthetics. Hence, this research emphasizes that the implications for aesthetic experiences in constructing curriculum aesthetics are based on the above dimensions.

The implications include: (1) children as the protagonists deeply exploring their aesthetic experience through observing, touching, and operating techno-instruments and visuals in a magic room (multisensory room). (2) ECE educators persistently reflect and improve practices via learning various kinds of teaching methods which engage with techno-learning and evoke the children’s imagination. (3) The aesthetic experience characterized by interactions is based on individual needs, which also helps individuals to be immersed in the techno-learning environment. (4) Curriculum evaluation that employs qualitative assessment.

Inspiring the imagination that is subject to different moods in a techno-learning environment encourages learners to pursue the inner and outer world simultaneously. The teaching and learning experiences of this reflective transformation also provide a basis for constructing curriculum aesthetics.