Early Child Hood Curriculum The Class room as a Discourse Community Amy 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 media that is considered “other languages.”  Interactions that take place from teacher to child, child to child, teacher to parent and parent to teacher.  Projects and themes follow the child’s interest.  Projects build, not a one shot deal.  Parent Involvement

High Scope Classroom 5:45-8:30Choice Time/Wash Hands/Breakfast 8:30-9:304th Floor Large Motor Room Play 9:30-9:45Greeting Time 9:45-10:15Small Group/Planning Time 10:15-11:30Work Time (Do) 11:30-11:40Tidy Up 11:40-11:55Review/Large Group 11:55-12:00Restroom/Wash Hands/Prayer 12:00-12:30Lunch/Brush Teeth/Books 12:30-2:30Rest Time 2:30-2:40Restroom/Wash Hands 2:40-3:00Snack 3:00-4:00Free Choice 4:00-4:304th Floor Large Motor Room Play 4:30-4:35Plan 4:35-5:30Work 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 Science Ice Melting Building *Used with permission

Similarities All Curriculum is based off the child’s interest All Curriculum seeks for good family relationships All Curriculum can be adapted to special needs children No Worksheets Children 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