Welcome to CE420: 2 nd Seminar We will begin class at the top of the hour. I am here to answer any questions you have before class begins. You can send me a Personal Message. I’ll get sound going right at 10pm. Until then please feel free to share in conversation with your classmates.

Let’s reflect… In Unit 1 we began to explore what curriculum consists of and what to consider when developing, implementing, evaluating curriculum. What new insights do you have into this complex and key component of the educational process?

Curriculum Models: An Investigation In Unit 2 you will review, read, and view descriptive information regarding the following well-known curriculum models: Children’s Comprehensive Curriculum (from our course text); Creative Curriculum (ERIC document); High Scope (ERIC document); Reggio Emilia (video); Tools of the Mind (ERIC document); Center on the Social and Emotional Foundations for Early Learning (web article); and Montessori (video). Consider which curricular models match your personal education philosophy and how early childhood theory, developmental patterns, current research are represented.

Unit 2 Readings The Unit 2 Readings provide an opportunity to learn about some of the most well-known models in use today. You are required to read the text assignment on the Children’s Comprehensive Curriculum, which is divided into six domains: aesthetic, affective, cognitive, language, physical, and social. It represents a ‘whole-child’ approach & unites an understanding of what is, with value statements of what ought to be, with methods for achieving these aims. Also thoroughly investigate a minimum of 2 additional models via links found in the Unit 2 Reading menu.

Creative Curriculum Creative Curriculum® is a comprehensive curriculum framework that defines the role of the teacher in connecting content, teaching, and learning; and supports a focus on interest areas. It is an environmentally based approach formulated on the latest research, student observation, and new requirements for addressing academic content. The assessment component is titled Teaching Strategies GOLD™

Reggio Emilia Reggio Emilia™ curriculum believes children must have direct input into their educational experiences. That projects based in the children’s world, in their immediate environment; should serve as a source of investigation and numerous means of expression. Community and parent partnerships are vital to this approach.

HighScope HighScope™ curriculum is evolving; actively shaped by past and present early childhood theory and research. It currently focuses on scaffolding techniques that support children at their individual skill level. Constructive and social learning is emphasized; with adults serving more as facilitators than supervisors

Tools of Mind Tools of Mind theory is used in a number of current curriculum models are designed to address executive brain functioning; a theorized system that is responsible for among other skills: cognitive flexibility, abstract thinking, and the ability to correctly select and maintain focus on educational and life goals.

CSEFEL CSEFEL(Center on the Social and Emotional Foundations for Early Learning) is an approach that promotes the social/ emotional development of young children birth to age 5. It is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.

Montessori Montessori™ views each child as a unique individual with differing needs and abilities. A carefully prepared, controlled environment engages children’s minds and allows them to progress at their own rate. Sensorial materials unique to Montessori; along with specific lessons are central to this process. Montessori training is required for teaching.

Time to Share Share what you know about any curriculum model that you are familiar with. The models in the Unit 2 Readings are: 1.Children’s Comprehensive Curriculum 2.Creative Curriculum 3.Reggio Emilia 4.HighScope 5.Montessori 6.Tools of the Mind 7.CSEFEL

Evaluating Curriculum Models How well any curriculum model adheres to the following is a reliable method to evaluate how likely it will maximize children’s learning and support the development of essential life skills. For the Unit 2 Seminar Discussion you are to evaluate a curriculum model. Name a model & share your thoughts regarding the one or more of the following criteria: – Developmentally Appropriate Practice – Sound Early Childhood Theory (developmental, learning) – Enriched Environment (cognitive, language, social, emotional, physical well being) – Safety & Security considerations – Current research (Brain Research in particular)

Unit 2 Discussion Question The Unit 2 Discussion is a conversation with classmates based on an 8 minute video where a classroom teacher outlines Emergent Curriculum based on her recent hospital visit and the interest of the children in her experience. In general emergent curriculum develops directly through the interests and experiences that emanate from the children. The role of the educator is to recognize these opportunities and build activities, projects, experiences, plans, etc. that enrich all areas of development and address diversity, cultural, and social issues. Please share successful experiences with emergent curriculum and/ or ideas for units of study that are DAP.

Take time to explore & share: We will take the next 5/+ minutes for a virtual field trip; then return & share. Complete a browser search for articles or YouTube® videos on any recognized Curriculum Model, Cross Curricular Planning, Emergent Curriculum, or other curriculum consideration. I found:

Wrap Up "I never teach my pupils; I only attempt to provide the conditions in which they can learn." Albert Einstein

Next Week in Unit 3 The Learning Environment in Curriculum Development Unit 3 will familiarize you with environmental issues in curriculum development. You will learn that factors like organization, environmental design, appropriate quality materials, equipment, time management, and child guidance are actually part of the curriculum. Consider for example how meeting the nutritional needs of a child might affect learning. And, could posting schedules and informational printed material (posters, word walls, charts, etc.) help children learn to read or write? Or, what is the difference between an over stimulating environment and one that is composed, homey, with quiet spaces for retreat? Many environmental issues can be the difference between the failure and success of a child’s learning. In Unit 3 you will need to: Complete the readings. Participate in the discussion. Attend the seminar. Take the graded review.