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Transcript of Curriculum
The Curriculum
Part IFrom “Who Am I in the Lives of Children?”
Feeny, Christensen, MoravcikPrepared by Dr. Carla Piper
EDUU465
Three Elements of Curriculum
“WHO?” The Learner
“WHAT?” The Content Subject Matter
“HOW?” The Process Kinds of Planned Learning
Opportunities
WHO?
WHAT? HOW?
Based on Vision of Society
Vision translated into Learning Experiences
What do you believe is worth knowing?
What do you know about the learners and their development?
What do you know about subject matter?
Curriculum is a Product of Time
Influenced by social and political forces
Early 20th century European immigrants arrived Emphasized acquisition of American
language, customs, values Today’s curriculum
Mirrors cultural diversity of current society Reflects importance of families and culture
in children’s learning Echoes concerns with violence and values
Educational Pendulum
Emphasis on nature and interests of the learner vs.
Emphasis on the subject matter to be taught
Importance for you as an educator Stand firm for what you believe in Emphasis on developmentally
appropriate practice Backlash shifts focus to less child-
sensitive practice
Friedrich Froebel
“Play is the highest expression of human development in
childhood for it alone is the free expression of what is in a
child’s soul.”
The Natural Process of Learning
Curriculum for young children Focused on providing an appropriate
environment for learning Gives children freedom to choose
activities Opportunities to develop naturally in
all areas Socially Emotionally Intellectually Physically
Children learnall the time!
Curriculum
Experienced Curriculum “Curriculum is what happens.” What the child experiences and perceives
during the day Planned or unplanned
Planned Curriculum Planned learning experiences Know what to teach – CONTENT Know how to teach it - PEDAGOGY
Emotional
PhysicalIntellectual
Social
Science
Math
Sensory
Small Muscle
Large Muscle
Music
Art
Language
Literacy
CreativeMovement
SocialStudies
Literature
Nutrition, Health, Safety
ChildDevelopment
Domains
High Quality Program for Infants and Toddlers
The program based on accepted theories of child development. Social Emotional Physical Cognitive
Build responsive relationships with important adults in their lives
Pair child with a primary caregiver throughout the first three years of their lives
Creative Curriculum for Infants and ToddlersDombro, Colker, Trister Dodge, 2000
Individualized Program
The program is individualized to meet the needs of every child.
Learn through interactions and observations Gather information from working with children
and talking with their families. Build on your intimate knowledge of each
child's Temperament Interests Culture Emerging capabilities Preferred learning styles
Parent and Family
Each family's culture is respected and family members are encouraged to participate in the program.
Parents are natural partners in promoting children's growth and development.
Make families feel welcome
Physical Environment
The physical environment is safe, healthy, and contains a variety of toys and materials that are both stimulating and familiar.
Need warm, engaging, and comfortable environments Need to build trusting relationships. Indoor and outdoor environments that are safe,
attractive, and stimulating. Reflect children's culture, interests, and skill levels. Stirs child’s imagination
Activities and Materials
Children select activities and materials that interest them, and they learn by being actively involved. "The more you provide opportunities for children to follow
their own interests, the more they learn from experience, and the greater the chances that they will continue to be
successful learners throughout their lives“ (p. 5).
Adults Show Respect
Adults show respect for children and interact with them in caring ways.
Research indicates that the caring nature of adult-child interactions is the most important factor defining quality in early childhood education programs. (p. 5)
Adults respond immediately and appropriately to meet child's needs
Adults need to be sensitive and responsive in communication, verbally and nonverbally.
Caregivers reflection emotions and experience with the child the excitement of new discoveries.
Staff Training
Staff and providers have specialized training in child development and appropriate programming.
"High quality programs are planned, implemented, and continually revised by trained professionals who have the knowledge and skills to oversee a program that is developmentally appropriate" (p. 5).
Planning Curriculum
Steps to Writing the Outline of the Activity or Lesson Plan
What is the activity? What curriculum subject
area? Who will participate? What is the overall purpose
of the lesson?
Writing Lesson Objectives
By participating in this activity children will:
Learn about…? Gain greater understanding of…? Practice…? Develop an awareness of…? Express understanding of…? Develop skill in…? Begin to be able to…?
Lesson Planning
What do you need? Materials Space Time
What do you do? Introduction – How do you get them interested? Procedure – What will you do and say (step-by-
step guide) Closure – How will you help children make a
transition to the next activity?
Assessment and Reflection
Assessment What will children say or do to show you
objectives were met? What will you collect to show children’s
learning (portfolios, observations, work samples, photographs, etc.)
Reflection on your teaching What will you do differently next time? How could you extend this activity for
another lesson?
Components of Curriculum
Play is Serious Business!
Play is very important for children’s development.
Structure play activities in each of the four domains of development: Physical Development Social Development Emotional Development Cognitive Development
Structure our activities so children have adequate opportunities to play
Plays is physical, verbal, or mental engagement with people, objects, or ideas
The Nature of Play
Seven characteristics of Play Intrinsically Motivated – Children want to
play! Freely Chosen – Can’t force a child to
play! Pleasurable, Enjoyable, and Engaging Process Oriented Active Self-Oriented rather than Object Oriented Often Non Literal or Pretend
Stages of Play
Piaget’s Sensori-motor Stage Practice Play Symbolic Play Games with Rules
Exploring objects and the use of their own muscles
Handling, touching, feeling, etc. are part of this process
Language and Learning
Cognitive Development Understanding and using language is crucial Learning depends on child’s ability to make
meaning out of words. Social development
Depends on language Forming friendships requires ability to
express yourself Emotional development
Language is important factor Gain confidence when you can use words to
communicate your feelings.
Communication and Language
Ability to express and share ideas with others Verbal Communication Nonverbal Communication
Children develop communication skills: Listening Comprehending Speaking Reading Writing
Infant Communication
Natural drive to communicate begins at birth Newborn cries are a reflex. Infants learn that crying lets someone know of
their needs. Infants communicate with smiles and cooing
when they see a familiar face. Infants learn about the give and take in
conversation when caregivers respond to them. Infants begin to make sounds when they point
to objects or when they want to be picked up.
Toddlers and Preschoolers
Develop the ability to understand and use language Learn to say thousands of words and understand
what words mean. Learn the rules for using words simply by being
around adults Adults listen to children, talk to them, and introduce
them to reading and writing. Emerging literacy skills develop naturally when
adults encourage and respond to children’s communication.
The Teacher’s Role
Listen and respond to children’s thought and feelings
Engage children in conversations Encourage children to use words to tell
others what they want. Serve as a language model for children. Use words to describe what a child is
doing.
Listening and Speaking
Accept a child’s way of speaking while you serve as a model for standard use of language.
Help children express their ideas clearly. Make comments and ask questions to show
you are interested in what they have to say. Help children learn to take turns in a
conversation. Stop while reading a story to ask questions
about the characters and what they are doing. Learn words in children’s home languages.
Ways to Help Children Use Language
Tape picture and word labels to containers and shelves.
Record children’s words. Post signs at children’s eye-level. Help children make their own signs
and books about topics that interest them.
Show children how adults use reading and writing to learn or do a task.
Materials and Experiences
Need a well-lit, carpeted, library area with books and comfortable places to sit.
Create a writing area stocked with reading and writing materials.
Provide props and dress-up clothes. Teach children short poems, songs, and
finger plays. Display books – some in home languages. Read to children at story time. Encourage family reading and writing by
lending books and sharing writing supplies.
Environment
Create a language-rich environment Label cubbies and make signs Write down children’s dictated stories Encourage children to play and talk with
each other Provide a variety of books and written
materials Respond to children’s cultures, interests,
experience, and skills Include paper and writing tools in each area Storytelling, poems, finger plays, and songs
Physical Curriculum
The body is a young child’s connection to the world
Sensory and motor development have to come first Sensory Development Large Muscle Development Small Muscle Development
Sensory Development
Kinesthetic sense: movement and position
Auditory sense: hearing Sense of touch
Skin - Organ of touch Need human touch
Sense of Smell Sense of Taste
Sensory Experiences
Painting Manipulating clay and dough Play in sand, mud, water Feel shape, weight, texture of blocks Feel fur, heartbeat Move to music Cook and taste food Listen to stories Observing fish
Large Muscle Movement
Gross motor skills Development of arms, legs, and
torso Develop strength and endurance Retain flexibility Develop coordination and agility
Large Muscle Movement
Large Muscle Movement
Provide pleasurable play situations Play with children Explain rules of games Creative movement Exercise Emphasize cooperative games that do
not focus on winning or losing Provide balls, equipment, materials, and
activities for ALL children
Small Muscle Movement
Infants – feel, grasp, and manipulate Leads to competent use of tools Fine motor activities Build control, agility, strength,
coordination hands fingers wrists arms
Small Muscle Movement
Time, practice, and experience required
Sensory and muscular interplay Hand-eye coordination Coordination of two hands Controlled use of hands and fingers Sensitive to individual differences Cutting, writing, drawing, hole
punches, tongs, tweezers, staplers, etc.
Creative Arts Curriculum
Help children: Recognize and express their feelings Communicate ideas in new forms Develop their senses Develop creativity and originality
Arts are a vehicle for all kinds of learning: Art Music Creative Movement Aesthetics
Arts Experiences
Help children: Feel good about themselves as individuals Develop ability to observe and respond
sensitively Develop skill, creativity, imagination Develop beginning understanding of the
arts Become appreciative of music, art, and
dance from their own and other cultures, times, and places.
Purpose to enhance artistic and creative development
Develop motor control and perceptual discrimination
Use language and learn vocabulary Develop problem-solving strategies Enhance social skills Develop aesthetic awareness and
appreciation for arts
Art
Studio Art Children explore and create Use different art media Use processes – drawing, painting, print making,
collage, construction, modeling, sculpting. Discipline-based Art
Children encounter, discuss, and think about art Children understand and appreciate how art is
created Exposed to artists from their own and other
cultures and times
Art CurriculumAvoid
PatternBooks!
Music
Sounds of the city – traffic, footsteps, voices Sound of the country – birds, wind, water Before we are born – music of the heartbeat Called the universal language Powerful link to emotions – happy, sad,
excited, calm, patriotic, love, empathy Sharing music shares culture Music provides a path to other kinds of
learning – problem-solving, language, memory
Music Curriculum
Singing Short songs with distinct rhythm Need repertoire of songs with different moods,
subjects, tempos, styles Playing instruments
Start with rhythm instruments Composing and improvising – creating music Listening to and appreciating all kinds of music Performing Provide a creative climate where music is
always present.
Creative Movement
Children: Interpret and follow suggestions Find their own personal, creative, and
innovative ways of moving Express ideas with their bodies Develop a repertoire of movement
possibilities Develop imagination and positive self-
concept Learn to move with respect to the group Begin to appreciate the creativity of others
Planning Movement Activities
Establish rules for safety Maintain attitude of respect for individual
interpretations and skill levels Match the physical and language
development of the children Never force children to participate Use complex movement tasks – moving
single body part in isolation Represent something like blossoming
flower Choreograph a song or story
Aesthetics – Love of Beauty
Develop sensitivity to beauty and the heritage of the arts
View works of fine artists Listen to beautiful music of all
kinds Create an artistic environment
Display art, flowers, sculpture Discuss children’s literature
illustrations Reflect on patterns, colors,
textures in nature and all around you