ECE II Objective 3.01 Understand developmentally appropriate practice and factors to consider for developmentally appropriate curricula.

Developmentally appropriate practice is based on:  John Dewey’s vision of schools preparing students to think and reason for a democratic society  The idea that children learn from play, as supported by many child development theories

Developmentally appropriate practice emphasizes knowing children well:  Their ages, abilities, and interests  Strengths and weaknesses  Cultural and social background

Early childhood curriculum includes:  Activities, experiences, and interactions with others  The planned and the unplanned  Materials, equipment, and arrangement of rooms, facilities, and spaces

Guidelines  Twenty guidelines endorsed by the National Association for the Education of Young Children (NAEYC)  and  The National Association of Early Childhood Specialists in State Departments of Education to… help ensure developmentally appropriate practice. help ensure developmentally appropriate practice.  Guidelines are in question form and may be used as a checklist for curriculum and program developers.

Three basic characteristics of developmentally appropriate curriculum (NAEYC) are: Age-appropriateness---program curricula based on normal development within an age span Age-appropriateness---program curricula based on normal development within an age span Individual appropriateness Individual appropriateness Individual rates of growthIndividual rates of growth Unique learning stylesUnique learning styles Respect for individual childrenRespect for individual children Social and cultural appropriateness Social and cultural appropriateness Meaningful, relevant, and respectful of children’s backgroundsMeaningful, relevant, and respectful of children’s backgrounds Inclusive curriculumInclusive curriculum Infusion of multicultural contentInfusion of multicultural content

Basic components of early childhood curriculum are content, process, context, and teacher.

Content  The subject matter that is taught what children should learn what children should learn  Reflects the interests, needs, and experiences of children

Process  Activities used so that learning takes places  Time schedule and/or calendar showing when learning takes place

Context  Why learning activities are chosen  To fit program philosophy and goals, cultural backgrounds of children, family and community influences

Teacher  Observes and evaluates children’s developmental levels  Creates the curriculum, plans activities, and provides materials

Where does curriculum come from? Developed by directors, teachers, aides, parents, and curriculum specialists Developed by directors, teachers, aides, parents, and curriculum specialists Provided in the form of preplanned curriculum units Provided in the form of preplanned curriculum units Advantages: Advantages: Helpful to staff, saves time and moneyHelpful to staff, saves time and money Disadvantages: Disadvantages: May not match children’s needs, may limit teachers and lead to frustrationMay not match children’s needs, may limit teachers and lead to frustration

How are assessments used to plan curriculum? Assessments are used to: Provide data about what children already know and can do Provide data about what children already know and can do Identify students’ needs and interests Identify students’ needs and interests Assess children’s progress over time Assess children’s progress over time

What approaches are used when planning curriculum?  Content- and process-centered approach  Addresses all six domains of child development (PLACES)  Based on children’s developmental needs and interests  Basic learning materials and physical environment are key

Con’t…  Includes both direct and indirect learning  Uses teachable moments  Projects approach  Children do in-depth investigations of specific topics

con’t….  Projects allow children to explore in developmentally appropriate ways Example: Example: Reggio Emilia Approach-videoReggio Emilia Approach-video Thematic approach Thematic approach Curriculum activities based on a central topic or theme Curriculum activities based on a central topic or theme

Con’t….  Themes chosen by teacher, not necessarily based on children’s interests  Emergent curriculum approach A child-centered approach; an alternative to theme-based curricula A child-centered approach; an alternative to theme-based curricula  Curriculum emerges from children’s interests and experiences

What questions should be considered when planning curriculum?  Balance of learning activities  Intended outcomes and objectives  What to teach  Characteristics of learners

What to teach? Is the info/skill worth knowing/doing? Is the info/skill testable/measurable? Is the info/skill DAP?

Intended outcomes and objectives  What are the desired outcomes?  What objectives and learning activities will help children reach these outcomes?  Do these objectives support program goals?  Do these objectives allow children to use a variety of levels of thinking remember, understand, apply, analyze, evaluate, and create? remember, understand, apply, analyze, evaluate, and create?

Balance Learning Activities Support ALL PLACES Domains Structured vs. Unstructured Indoor vs. Outdoor Quiet vs. Active

Characteristics of learners Rate do children work? Make decisions? Attention spans?? What are the learning styles?

Match the following letter/definition to correct term. A.like to work with others, assist, and follow models B.depend on sense of sight for learning C.like to work on their own, try new things, be first D.learn best through hearing Learning styles of children Field- sensitive Field- independent Visual learners Auditory learners

Who is this man?  Howard Gardner  What did he do?  8 multiple intelligences

Let’s take a quiz! 

What are the multiple intelligences  Bodily-kinesthetic Ability to use the body or body parts Ability to use the body or body parts  Interpersonal Ability to understand and relate with other people Ability to understand and relate with other people  Naturalist Ability to see differences among living things Ability to see differences among living things  Musical Ability to think in music, recognize and remember patterns Ability to think in music, recognize and remember patterns  Intrapersonal Ability to understand oneself, one’s strengths and limitations Ability to understand oneself, one’s strengths and limitations  Linguistic Ability to use language to express and understand messages Ability to use language to express and understand messages  Logical-mathematical Ability to understand systems and manipulate numbers Ability to understand systems and manipulate numbers  Spatial Ability to comprehend the world of space Ability to comprehend the world of space

An early childhood program selects a curriculum appropriate for both visual and auditory learners. Which characteristic of developmentally appropriate curriculum is this? A. Pays attention to individual rates of growth B. Reflects age-appropriateness C. Reflects unique learning styles of children in the program D. Shows infusion of multicultural content Answer C

One of the NAEYC guidelines for developmental appropriateness of curriculum is: Is it sensitive to and respectful of the cultural and linguistic diversity? Which means the same as this question? A. Does it include words and situations that relate to a variety of ethnic and family backgrounds? B. Does it make children feel positive about learning? C. Does it provide children with opportunities to learn to flex and adapt? D. Does it seem interesting to children and their teachers? Answer A

Which of these children is most likely a field- sensitive learner? When asked to do an assignment on his own: A.Calvin asks if he can help the teacher with another task. B.Lee gets to work quickly and seems to enjoy working. C.Mann really concentrates on his work and tries to finish first. D.Noland tries to find new ways of doing things. Answer A

The End!!!  Sorry so long!!!  Thank you!!! 