Your SlideShare is downloading. ×
Chapter 02
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Chapter 02

1,017
views

Published on

Published in: Education, Sports, Technology

1 Comment
0 Likes
Statistics
Notes
  • Be the first to like this

No Downloads
Views
Total Views
1,017
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
12
Comments
1
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Chapter 2
    Creating Curriculum
  • 2. Overview
    Curriculum is child-centered/child-initiated
    Provides for all child’s development
    Encourages learning by doing
    Is inclusive
    Invites creativity
    Facilitates physical activity and play
    Involves families
  • 3. Multilevel Process
    Goals
    Objectives
  • 4. 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
  • 5. Curriculum Models and Programs
    Head
    Start
    Bank
    Street
    Montessori
    High/
    Scope
    Reggio
    Emilia
  • 6. Montessori
    “Absorbent minds”
    Hands-on activities
    Self-correcting materials
    Didactic materials
    Focus on daily living tasks
    Sensorial and conceptual materials
  • 7. Head Start
    • Publicly funded
    • 8. Aimed at low-income, at-risk children and families
    • 9. Comprehensive services
    • 10. Low child-staff ratio
    • 11. Ten percent of enrollment available for children with special needs
    • 12. Performance standards
    • 13. Involvement of families
    • 14. Early Head Start to promote infant and toddler development
  • Bank Street
    • Founded by Lucy Sprague Mitchell
    • 15. Child-centered learning
    • 16. Emphasizes the interaction between the child and the environment and interaction between the cognitive and affective (developmental interaction)
    • 17. Synonymous with “open education”
  • High/Scope
    • Created under the leadership of David Weikert
    • 18. Began as an intervention program for low-income, at-risk children
    • 19. High/Scope Perry Preschool Study
    • 20. Active learning
    • 21. Plan-do-review sequence
  • Reggio Emilia
    • Founded by Loris Malaguzzi
    Image of a strong child central to philosophy
    • Environment is a “third teacher”
    • 22. Relationships central in learning
    • 23. The hundred languages of children
  • 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
  • 24. Anti-Bias Curriculum
    Louise Derman-Sparks
    More children are bicultural and bilingual
    Culture is learned
    Establish an anti-bias curriculum
    Combat prejudices, stereotypes
    The development of each child to full potential
    Explicit and implicit communication
  • 25. Special Needs Considerations
    Public Law 94–142
    Least restrictive environment
    Individuals with Disabilities Education Act (IDEA)
    Individualized family services plan (IFSP) for children from birth through age three
    Eligibility
    Assessment
    Development
    Implementation and monitoring
    Support the transition
    Individualized education plan (IEP) for children older than three
  • 26. Managing the Environment with Appropriate Guidance
    Appropriate verbal guidance and guidance techniques
    Set clear, consistent, and appropriate goals
    Address behavior, not child
    Focus on developing responsibility and independence
    Self-regulation
    Positive techniques versus negative techniques
    A problem-solving approach
  • 27. Indoor Environment
    • Should welcome everyone in
    • 28. Should be an aesthetic experience
    • 29. Organizing learning centers
    • 30. Adaptations for children with special needs
  • Call for Action
    Obesity issues
    Increasing numbers
    Possible causes
    Responsibility
  • 31. Outdoor Environment
    • Should welcome everyone out
    Parallels what the class does indoors
    Maintains safety as the first priority
    Plans for children’s emerging developmental interests and skills
    Sets reasonable and appropriate rules that are consistently enforced
  • 32. Criteria for Selecting Equipment, Materials, and Supplies
    Developmentally appropriate
    Safety
    Durability
    Age appropriate
  • 33. Technology and Curriculum
    Choose software carefully
    Connect with families
    Balance between computer time and other types of learning experiences
  • 34. Curriculum Development
    Themes and units
    Projects
    Child
    Lesson
    plans
    Webs
  • 35. 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
  • 36. Projects
    A project is an in-depth investigation
    Choose a topic
    Investigate the topic
    Co-learning
    Review and reflect about what you have learned
  • 37. Curriculum Webs
    Graphic representation
    Integrate various learning activities
    Develop the scope and content of the theme
  • 38. Lesson Plans
    Involves making series of choices
    Specific planning time
    Planning form
    “Things to remember” form
    Activity plan
    Step-by-step procedures
    Writing measurable objectives
    Key words
  • 39. Transitions
    Move children from one activity to another
    Help children adjust to arriving and separating from parents
    Examples of transition activities
  • 40. Observation
    Objective
    Data collection tools
    Anecdotal record
    Checklist
    Reflective log or diary
    Case study
    Portfolio assessment
    Guidelines
  • 41. Assessment and Evaluation
    Assessment
    Refers to the data-collection process
    Methods should be developmentally appropriate
    Should be done for specific purposes
    Aid in decision-making process
    Evaluation
    A continuous process