1. Creating Curriculum CDEC 1313 Chapter 2

2. Curriculum an organized framework that delineates the content children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals, and the contest in which teaching occurs.

3. Curriculum Philosophy - basic principles, attitudes, and beliefs of the center or school Goals - broad, general overviews of what children are expected to gain from the program Objectives - specific teaching techniques or interpretations of the goals

4. Our Promise to Children For the children and for our nation, I affirm my personal commitment to all young children and their families. I promise to model behaviors that solve problems without resorting to aggression or violence and to teach tolerance and respect for differences. I will serve as an advocate for children, families, and the early childhood profession. I promise to maintain the highest standards of professional practice and ethical conduct. I will be open to new ideas and value the suggestions of others while I continue to learn, grow, and contribute as an early childhood professional. I know that my work makes a difference. I vow to help make the future bright, safe, and productive for all children.

5. Curriculum Models & Programs Montessori Head Start Bank Street Reggio Emilia

6. Montessori Child-sized environment Hands-on activities Materials –self-correcting –daily living practical tasks –sensorial –conceptual

7. Head Start & Early Head Start publicly funded educational programs low-income families health & medical screening & treatment required parent participation comprehensive services to families classroom & home-based

8. Bank Street Child-centered learning Learning centers Developmental interaction –between child & environment –between cognitive and affective

9. High Scope Originator - David Weikert Active learning Cognitive oriented model Key experiences Plan-do-review

10. Reggio Emilia Teachers are partners and collaborators Plans are made in response to children’s interests Pedigogista Atelierista Hundred languages of children Guiding principles - page 40 text

11. Multicultural Anti-bias Curriculum

12. Exploring Differences What differences among people or children make you feel uncomfortable? When have you experienced or witnessed bias in your life, and how did you respond? How did you become aware of the various aspects of your own identity and culture?

13. Valuing and promoting diversity Respect! Model appreciation and acceptance. Select inclusive classroom materials. Develop open communication lines with families. Ensure that the environment contains abundant images reflecting diverse abilites, racial, ethnic, gender and economic diversity.

14. Special Needs Considerations Inclusion - children with special needs are integrated into the activity of the classroom - belonging, being valued, and having choices Children with disabilities should be placed in the least restrictive environment.

15. Guidance Guidelines Set up and maintain an developmentally appropriate environment Observe and listen to the children Redirect inappropriate behaviors Set clear, consistent boundaries and limits Explain reasons for rules Model good behavior

16. Guidance Guidelines cont’ Teach conflict resolution strategies Help children develop self-help skills Focus on the positive - say “do” not “don’t” Be consistent Open communication with families Minimize use of time-out