chapter 3 creating curriculum “in emergent curriculum, teachers and children together decide what...

Chapter 3Creating Curriculum

“In emergent curriculum, teachers and children together decide what to do and teachers participate in learning alongside children, asking their own questions and

conducting their own quest” (Wein, 2008).

©2015 Cengage Learning. All Rights Reserved.

Early Childhood Curriculum Curriculum is child-centered/child-

initiated Provides for all of the child’s

development Encourages learning by doing Is inclusive with appropriate services Supports diverse cultural and

linguistic heritage Invites creativity Facilitates physical activity and play Involves families


Multilevel Process Philosophy

Expresses basic principles, attitudes and beliefs of program

Goals General overviews of what children are

expected to gain Objectives

Specific teaching techniques or interpretations of the goals

Meaningful descriptions of what is expected to be learned

Designed to meet the physical, intellectual, cultural, social, emotional, and creative development of each child


DAP Curriculum Goals are developmentally and

educationally significant Learning experiences reflect what is known

about: Young children in general Young children in particular The sequences in which children acquire

specific concepts, skills and abilities

Builds on prior experience


NAEYC Ethical Core Values Components

1. Appreciate childhood as a unique and valuable stage of the human life cycle

2. Base our work on knowledge of how children develop and learn

3. Appreciate and support the bond between the child and family

4. Recognize that children are best understood and supported in the context of family, culture, community, and society


NAEYC Ethical Core Values (continued) Components

5. Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)

6. Respect diversity in children, families, and colleagues

7. Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect


Process of Curriculum Development Ongoing Both planned and unplanned Based on child developmental

theories Child-centered, child-directed Provides for effective use of

personnel, time, space, equipment, and materials

Inclusive, integrated, emergent


Planning and Scheduling Goals and objectives

Both should be developmentally appropriate

Routines and schedule Both create a framework for security


Daily Schedule A schedule is a framework of basic

time lines, curricula, and activities

ARRIVAL DEPARTURE REST/NAPTIME

TRANSITIONSROUTINES

(events that fit into the schedule)

MEALS & SNACKS

ACTIVITY TIMEDIAPERING &

TOILETINGOUTDOOR

ACTIVITIES


Key Terms Inclusive curriculum

Underscores the importance of individual differences, special needs, and cultural and linguistic diversity among young children, allowing for children to learn at their own pace and style


Key Terms (continued)

Integrated curriculum Encourages young children to transfer

knowledge and skills from one subject to another while using all aspects of their development

Emergent curriculum Emerges out of the interests and

experiences of the children


Curriculum Models and Programs

Head Start

BankStreet

Montessori

High/Scope

ReggioEmilia


Montessori “Absorbent minds” Environment important Hands-on activities Involvement of family Attitude of cooperation rather than

competition Self-correcting materials Didactic materials Focus on daily living tasks Sensorial and conceptual materials


Head Start Publicly funded Comprehensive services Aimed at low-income, at-risk children

and families Low child-staff ratio Written curriculum plan known as

performance standards


Head Start (continued)

Ten percent of enrollment available for children with special needs

Involvement of families Early Head Start to promote infant and

toddler development


Bank Street Founded by Lucy Sprague Mitchell Child-centered learning Emphasizes the interaction between the

child and the environment and interaction between the cognitive and affective (developmental interaction)


Bank Street (continued)

Creation of meaning is the central task of childhood

Distinct learning centers Opportunities for children to experience

democratic living Flexibility in the schedule Synonymous with “open education”


High/Scope Created under leadership of David Weikert

Began as an intervention program for low-income, at-risk children

High/Scope Perry Preschool Study

Active learning

Plan-do-review sequence

Emphasizes key experiences now known as key developmental indicators (KDIs)


Reggio Emilia


Multicultural/Anti-Bias Considerations Changing demographics Discover your own cultural uniqueness Explore your feelings about people who

differ from you culturally, racially, or because of special needs

Anti-bias actively challenges prejudice, stereotyping, and unfair treatment of an individual or group of individuals

Ultimate goal is the development of each child to his or her fullest potential


Multicultural/Anti-Bias Considerations (continued)

Culture is learned and is something that members of a group share in common

Recognize differences within cultures and within families

Curriculum is one that actively challenges prejudice and stereotyping

Expanding learning experiences to include others helps young children develop values, respect, and a cultural sense of belonging


Curriculum Development

Themes and units

Child

Projects

WebsLessonplans


Themes and Units A theme is a broad concept or topic A unit is a section of the curriculum Basic concepts for developing

thematic curriculum Merge play with child-directed and

teacher-initiated experiences Should be developmentally

appropriate Support a positive self-esteem Activities should be adaptable


Projects A project is an in-depth investigation

Addresses the four major learning goals of all education

Can be done by a small group, entire class, or individual child

Inquiry skills are utilized Goes through 3 phases

1. Choose a topic

2. Investigate the topic (co-learning)

3. Review and reflect about what you have learned


Curriculum Webs Graphic representation of brainstorming

ideas

Integrate various learning activities

Develop the scope and content of the theme

Child-centered webbing can be used to create activities that focus on the identified needs/goals


Lesson and Activity Plans Lesson plans involve making series of

choices Specific planning time Planning form “Things to remember” form/checklist

Activity plan Step-by-step procedures Writing measurable objectives

Key words


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