Chapter 3 Creating 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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

Planning and Scheduling  Goals and objectives  Both should be developmentally appropriate  Routines and schedule  Both create a framework for security ©2015 Cengage Learning. All Rights Reserved.

Daily Schedule  A schedule is a framework of basic time lines, curricula, and activities ARRIVALDEPARTUREREST/NAPTIME TRANSITIONS ROUTINES (events that fit into the schedule) MEALS & SNACKS ACTIVITY TIME DIAPERING & TOILETING OUTDOOR ACTIVITIES ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

Curriculum Models and Programs Head Start Bank Street Montessori High/ Scope Reggio Emilia ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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) ©2015 Cengage Learning. All Rights Reserved.

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” ©2015 Cengage Learning. All Rights Reserved.

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) ©2015 Cengage Learning. All Rights Reserved.

Reggio Emilia  Founded by Loris Malaguzzi  Image of a strong child central to philosophy  Teachers are skilled observers  Pedigogista, atelierista, & The hundred languages of children  Principles are congruent with the principles of developmentally appropriate practice  Environment is a “third teacher”  Relationships central in learning ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

Curriculum Development Themes and units Child Projects Webs Lesson plans ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.

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 ©2015 Cengage Learning. All Rights Reserved.