Early Child Hood Curriculum
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Transcript of Early Child Hood Curriculum
Early Child Hood Curriculum
The Class room as a Discourse CommunityAmy Towle
Why Is It Important?
• To provide stimulating activities for appropriate development of young children
• To develop good socializing, reading and math skills before entering kindergarten
Guidelines to Follow
The following seven features were identified as common characteristics of effective curricula: • Comprehensive domains of learning • Specific learning goals • Well-designed learning activities • Responsive teaching • Culturally and linguistically responsive • Individualizing instruction • On going assessment
Facts
High Scope• Designed for High Risk Children• Open Ended• Active Learning• 58 Key Developmental Mile stones• Each child has an individualise plan
time every day called « Plan, Do, Review »
• Encourages parent involvement
Reggio Emilio Reggio Emilio is a project based
curriculum. It is an extension of the whole
languageapproach. In addition to spoken and written
language, they use an entire of array of creative mediathat is considered “other languages.”
Interactions that take place from teacher to child, child to child, teacher to parent andparent to teacher.
Projects and themes follow the child’s interest.
Projects build, not a one shot deal. Parent Involvement
High Scope Classroom5:45-8:30 Choice Time/Wash Hands/Breakfast8:30-9:30 4th Floor Large Motor Room Play9:30-9:45 Greeting Time9:45-10:15 Small Group/Planning Time10:15-11:30 Work Time (Do)11:30-11:40 Tidy Up11:40-11:55 Review/Large Group11:55-12:00 Restroom/Wash Hands/Prayer12:00-12:30 Lunch/Brush Teeth/Books12:30-2:30 Rest Time2:30-2:40 Restroom/Wash Hands2:40-3:00 Snack3:00-4:00 Free Choice4:00-4:30 4th Floor Large Motor Room Play4:30-4:35 Plan4:35-5:30 Work Time (Do)/Tidy Up
Creative Curriculum Created by NAEYC after reviewing literature on child development. Gives children opportunities to practice new and acquired skills. Takes place in the community where children are valued and safe. Meets the needs of the whole child. Gives that important balance between applying a general knowledge of child
development and the knowledge of a teacher. Builds the relationship with the child and the family. Follows theories from Child Development Specialist: Maslow, Erikson, Piaget,
Vygotsky, Gardner, and Smilansky Built off the child’s interest.
Creative Curriculum Classroom
ScienceIce
Melting
Building
*Used with permission
Similarities
All Curriculum is based off the child’s interestAll Curriculum seeks for good family
relationshipsAll Curriculum can be adapted to special
needs childrenNo WorksheetsChildren learn through their play and can build
on current knowledge
How Should A Center Choose
Every center, community, and child has different needs. A director needs to look at all of those needs. All three curriculums are good and important but only each individual center can decide which one will meet their families needs. If you do not have that relationship built with the family and know what they need, then no matter what you choose, it will not work.
What Do Parents Want?
Teaches Values Learning centers
instead of just “play time”
Cheery and Colorful Good Outdoors Area
*These were what parents told me they look for in a good center
Good Daily Communication between Center and Parents
Communication about challenges, communicable diseases, and advances with their child
Resources• Developmentally Appropriate Practice in Early Childhood Programs by Sue
Bredekamp and Carol Copple• Teaching Numeracy, Language, and Literacy with Blocks by Abigail
Newburger and Elizabeth Vaughan• Creative Curriculum For Preschool by Diane Dodge, Laura J Colkar, and
Cate Heroman• Bringing Learning to Life: A Reggio Approach to Early Childhood by L.B.
Caldwell