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The Creative Curriculum Model (Diane Trister Dodge, 1988)

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Areas covered: Background of the model, spread of the model, philosophical perspectives, theoretical foundations, domains of development, differentiation of instruction, assessment, research base, professional development, materials and space, and parent/family/community relationships.

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The Creative Curriculum Model (Diane Trister Dodge, 1988)

  1. 1. THE CREATIVE CURRICULUM GROUP MEMBERS Safeeya Hosein Christina Sookdeo Desiree Toussaint Rosemarie Wilson-Mansingh
  2. 2. BACKGROUND OF THE MODEL
  3. 3. BACKGROUND OF THE MODEL Model Name: The Creative Curriculum MAIN FOUNDER: Diane Trister Dodge (1988)
  4. 4. OTHER CONTRIBUTERSTO THE CREATIVE CURRICULUM The Creative Curriculum’s foundation is based off the findings of six main theorists.  T. Berry Brazelton and Abraham Maslow believed that children need their basic needs met, which include safety, belonging and esteem.  Erik Erikson and Stanley Greenspan focused on the necessity of having supporting, trusting relationships with adults, which increases social, emotional development.  Jean Piaget and Lev Vygotsky discussed how interactions with others are crucial in cognitive development.
  5. 5. HISTORICALFACTORSTHAT INFLUENCED THE FOUNDER  Focus on the importance of discipline being replaced, in the 1970’s and 80’s.  It came about as a result of research, in the beginning of the 21st century.  This approach is supported by most leading teaching organizations.
  6. 6. SPREADOF THE MODEL  The Creative Curriculum continues to be studied by other nationally recognized researchers.  Dr. Richard Lambert and Dr. Martha Abbott-Shim are conducting a random- assignment study of Head Start programs in Georgia and North Carolina.
  7. 7. SPREAD OF MODEL  David Connell is using a random- assignment design in the state of Oklahoma in preschool, infant-toddler, and family child care programs.  Dr. Dale Farran is conducting a random- assignment study of Tennessee programs as part of the Department of Education sponsored Preschool Curriculum Evaluation Research study.
  8. 8. DESCRIPTION OF SUCCESSES  FACES 2000 is a national longitudinal study of Head Start that examines children's cognitive, social, emotional, and physical development; family characteristics, well- being, and accomplishments; classroom quality; and teacher and staff characteristics, needs, and opinions.  FACES 2000 found that children in Creative Curriculum classrooms had greater improvements across a number of measures than children in classrooms that did not use an integrated approach.
  9. 9. DESCRIPTION OF SUCCESSES FACES 2000 researchers found that Creative Curriculum classrooms had higher scores on general classroom quality as measured through the ECERS-R than other non-integrated models. The most notable gains were in children's language scores.
  10. 10. About the model
  11. 11. PHILOSOPHICAL PERSEPECTIVES (BELIEFTS) The Creative Curriculum philosophy is based on five fundamental beliefs that are strongly supported by theoretical and empirical research:  Constructive, purposeful play is the best vehicle for meaningful learning  The development of social competence is a key focus of the preschool years  Relationships are the foundation for learning  Curriculum and assessment must be linked  Families are essential partners in children’s learning
  12. 12. THEORETICAL ORIENTATIONS  Maslow’s Theory of Basic Needs & Learning & T. Berry Brazelton A child’s basic needs must be met before they are able to learn.  Erickson’s Theory of Emotion & Learning Children develop through stages involving issues that must be resolved for healthy development.  Brain research has found physical evidence to support Maslow and Ericson’s theories of learning.
  13. 13. THEORETICAL ORIENTATIONS o Piaget’s Theory of Logical Thinking & Reasoning Logical thinking develops in stages and children develop reasoning by manipulating materials; engaging actively in their environment, making new discoveries and modifying their earlier way of thinking. o Vygotsky’s Theory of Social Interaction & Learning Children grow cognitively by interacting with adults and peers. o Gardner’s Theory of Multiple Intelligences Children are intelligent in many different ways and have the capacity to develop all the intelligences if given encouragement, enrichment and suppor
  14. 14. THEORETICAL ORIENTATIONS  Smilansky’s Theory of Children Play & Learning The focus is on playing for fun, not competition.  Learning and Resiliency- Children who develop well despite the burden of hardships.  Urie Bronfenbrenner theory of bioecological systems These systems are dynamic and interactive, and each system has a powerful impact on a child’s development.
  15. 15. THEORETICAL ORIENTATIONS  Erik Erikson and Stanley Greenspan focused on the necessity of having supporting, trusting relationships with adults, which increases social, emotional development.  John Dewey proposed that children learn best in a stimulating environment that is designed according to the interests and experiences of the children in the classroom.
  16. 16. DOMAINS OF DEVELOPMENT Four main categories of interest: Social/emotional Physical Cognitive Language
  17. 17. DOMAINS OF DEVELOPMENT The social/emotional stage helps promote independence, self-confidence and self- control. Within this stage, children learn how to make friends, how to have group interactions and how to follow rules. The physical stage is intended to increase children’s large and small motor skills.
  18. 18. DOMAINS OF DEVELOPMENT The cognitive stage is associated with thinking skills. Children learn how to solve problems, ask questions and think critically. The language stage deals with communication. Children learn how to communicate with others, listen and participate in conversations, and recognize various forms of print. In this stage, children begin to recognize letters and words and begin writing for a purpose.
  19. 19. DOES THE MODEL PROMOTE INTEGRATION OR SEPERATION OF SKILLS?
  20. 20. IS THERE AN EMPHASIS ON LANGUAGE DEVELOPMENT?
  21. 21. TO WHAT EXTENT DOES THE MODEL FACILITATE THE ACHIEVEMENT OF NATIONAL OBJECTIVES AND GOALS?
  22. 22. DIFFERENTIATION OF INSTRUCTION  resources that help programs achieve the positive teacher–child interactions.  38 objectives for development and learning that are fully aligned with the Head Start Child Development and Early Learning Framework as well as the early learning standards of every state;  guidance for individualizing instruction to meet the strengths and needs of every learner;  content that addresses ten critical areas of development and learning and detailed plans for helping children integrate learning across the areas;
  23. 23. DIFFERENTIATION OF INSTRUCTION  daily opportunities for observation and clear explanation of the strong link between curriculum and assessment;  detailed guidance about best practices for working with English- and dual-language learners;  Strategies for working with all learners, including children who are advanced learners and children with disabilities.
  24. 24. ASSESSMENT
  25. 25. ASSESSMENT  In early childhood education, assessment is the process of gathering information about children in order to make decisions.  In the creative curriculum, two assessment systems were used before. 1) The Creative Curriculum Developmental Continuum for Ages 3–5, 2) The Creative Curriculum Developmental Continuum for Infants, Toddlers & Twos
  26. 26. ASSESSMENT  In response to this growing evidence of the importance of early development and learning, as well as the changing needs of the diverse early childhood programs across the country, Teaching Strategies decided to develop an entirely new assessment system.  This new system is called Teaching Strategies GOLD Assessment System; a seamless, observation-based assessment system for children from birth through kindergarten.
  27. 27. TEACHING STRATEGIES GOLD ASSESSMENT SYSTEM  The new system will:  serve children from birth through kindergarten  focus on the key elements that research indicates are most predictive of school success  align with the expected outcomes identified in state early learning standards  serve the needs of English-language learners  Teaching Strategies GOLD is inclusive of children with developmental delays and disabilities, children who are English-language or dual-language learners, and also children who are advanced learners.
  28. 28. TEACHING STRATEGIES GOLD ASSESSMENT SYSTEM  Teaching Strategies GOLD has a total of 38 objectives, including 2 objectives related specifically to English language acquisition.  Thirty-six objectives are organized into nine areas of development and content-area learning:  Social–Emotional  Physical  Language  Cognitive  Literacy  Mathematics  Science and Technology  The Arts
  29. 29. TEACHING STRATEGIES GOLD ASSESSMENT SYSTEM  The Teaching Strategies GOLD assessment system has four components:  Objectives for Development & Learning: Birth Through Kindergarten  Child Assessment Portfolio  Assessment Opportunity Cards  On‐the‐Spot Observation Recording Tool
  30. 30. RESEARCH
  31. 31. RESEARCH What Is the Research Behind The Creative Curriculum?  The Creative Curriculum for Preschool is based on the past 75 years of research. Many of the important works of theorists (Piaget, Erikson, Maslow, Vygotsky, Gardner, Smilansky) and more recent research on learning and the brain and learning and resiliency were used in developing The Creative Curriculum.
  32. 32. IS THE CREATIVE CURRICULUM A VALID MODEL?  Validity in this case refers to the effectiveness of The Creative Curriculum in promoting children's learning in the classrooms.  This curriculum has been proven to be a valid model through effectiveness research.  Studies revealed what many teachers who use this curriculum have known intuitively, that children who learn in classrooms implementing this curriculum fare better than children who are exposed to different curriculum models that don't use an integrated approach.
  33. 33. RESEARCH STUDIES ON THE CREATIVE CURRICULUM  The first study- an evaluation of the Department of Defense Sure Start program (Abbott-Shim, 2000), involved nearly 100 children in 10 randomly selected classrooms using The Creative Curriculum.  Trained data collectors administered classroom observations, child assessments, and parent questionnaires to determine the quality of classroom teaching practices and to assess children's developmental gains.  The Sure Start Effectiveness Study provides significant evidence that The Creative Curriculum for Early Childhood, ensures positive child outcomes, effective teaching practices, and high parent satisfaction.
  34. 34. RESEARCH STUDIES ON THE CREATIVE CURRICULUM  The second study, conducted by the Louisiana Department of Education (LDE, 2001), also examined developmental gains for children in classrooms using The Creative Curriculum.  Again, although a comparison group was not used, the results indicated positive average gains in three developmental areas: social/emotional development, cognitive development, and physical development.
  35. 35. RESEARCH STUDIES ON THE CREATIVE CURRICULUM  The third study, sponsored by the US Department of Health and Human Services (HHS), is an ongoing effort to evaluate child outcomes and program quality in Head Start.  The Family and Child Experiences Survey (FACES) conducted in 2000 used a random sample design. FACES researchers found that The Creative Curriculum was the most widely used curriculum and that programs that used an integrated curriculum showed greater gains in several cognitive and social/emotional areas.
  36. 36. RESEARCH STUDIES ON THE CREATIVE CURRICULUM  A fourth study has recently been conducted by Philliber Research Associates for The Hartford Foundation for Public Giving.  This evaluation of children enrolled in 14 childcare centers found significant gains for children who were in classrooms receiving The Creative Curriculum intervention.
  37. 37. PLANS FOR FUTURE RESEARCH  Teaching Strategies is committed to supporting researchers in examining the effectiveness of The Creative Curriculum.  Currently underway are six studies of The Creative Curriculum.
  38. 38. PLANS FOR FUTURE RESEARCH 1) US Department of Education-Preschool Curriculum Evaluation Research (PCER)  Two randomized experimental studies of The Creative Curriculum are being conducted as part of this national examination of early childhood curriculum effectiveness. 2) State of Oklahoma  The State of Oklahoma Department of Education has sponsored a two part study. The first is an implementation study including pre-and post-test scores on classroom quality and implementation and focus groups of participants. The second part is a randomized experimental study of preschool programs in Tulsa, Oklahoma.
  39. 39. 3) University of Missouri-Kansas City  The University of Missouri-Kansas City has been contracted with the Mid-America Regional Council (MARC) covering Kansas City (Missouri and Kansas) to conduct an evaluation of a new Creative Curriculum- based teacher training model on child and family outcomes. 4) University of North Carolina at Charlotte  Currently underway is a randomized experimental study of The Creative Curriculum in North Carolina and Georgia, sponsored by the U.S. Department of Education, Institute of Education Sciences (IES) as part of its Preschool Curriculum Evaluation Research (PCER). PLANS FOR FUTURE RESEARCH
  40. 40. 5) Vanderbilt University  Dale Farran at Vanderbilt University is conducting a study of the effectiveness of The Creative Curriculum and Bright Beginnings as part of their PCER research funded through the US Department of Education, IES. 6)Finally, Teaching Strategies Inc. has initiated its own effort to expand the research available on the effectiveness of The Creative Curriculum. PLANS FOR FUTURE RESEARCH
  41. 41. PROFESSIONAL DEVELOPMENT
  42. 42. PROFESSIONAL DEVELOPMENT  Professional development is ongoing and available for others to upgrade themselves and continue learning more about the creative curriculum.  In-Person Professional Development Sessions: The Creative Curriculum  It offers a wide range of in-person sessions from introductory to advanced, designed to support effective curriculum implementation.  In-person sessions are available on-site and at Teaching Strategies' Professional Development Center (PDC).
  43. 43. LIST OF EVENTS FOR PROFESSIONAL DEVELOPMENT  National Association for the Education of Young Children Annual Conference November 20-23, 2013 Washington, DC Walter E. Washington Convention Center; Renaissance Washington Booth 1906  Teaching Strategies GOLD Training for Pennsylvania PACCA and Head Start Members November 22, 2013 Brookville, PA  GOLD Introductory Lab Session: Focus on Reporting (for Administrators)December 5-6, 2013 Bethesda, MD Register through December 4, 2013.
  44. 44. LIST OF EVENTS FOR PROFESSIONAL DEVELOPMENT  Implementing The Creative Curriculum System for Preschool (for Teachers)December 12-13, 2013 Bethesda, MD Register through December 11, 2013.  GOLD Introductory Lab Session: Focus on Reporting (for Administrators)January 9-10, 2014 Bethesda, MD Register through January 6, 2014.
  45. 45. LIST OF EVENTS FOR PROFESSIONAL DEVELOPMENT  GOLD Introductory Lab Session: Teaching Strategies GOLD Online (for Teachers)January 23-24, 2014 Bethesda, MD Register through January 16, 2014.  Establishing a Creative Curriculum Program: Infants, Toddlers, and Twos (for Teachers)January 30-31, 2014 Bethesda, MD Register through January 23, 2014.
  46. 46. MATERIAL AND SPACE
  47. 47. THE LEARNINGENVIRONMENT The learning environment are examined in three perspectives  Setting up and maintaining the classroom  Establishing the structure for each day  Creating the classroom community
  48. 48. SETTINGUP ANDMAINTAINING THE CLASSROOM The physical environment:  Size of the room  Colour of the walls  Type of floor  The amount of light  The number of windows
  49. 49. SPACE Attractive Comfortable Organized Safe Physical space are divided into interesting areas
  50. 50. THE PHYSICAL SPACE ARE DIVIDED INTO INTERESTINGAREAS1. Blocks 2. Dramatic play 3. Toys and games 4. Art 5. The library area 6. The discovery area 7. Sand and water play 8. Music and movement 9. Cooking experience 10. Computer and outdoor play
  51. 51. MATERIALS IN THE BLOCK AREA  Hardwood unit blocks
  52. 52. MATERIALS IN THE DRAMATIC AREA  A variety of clothing example: doctor  Costumes – a butterfly, chicken
  53. 53. MATERIALS IN THE TOYS AND GAMES AREA Manipulatives such as logos  Puzzles  Matching games  Games with rules that children can play on the floor, or top or a top a divider shelf.
  54. 54. MATERIALS IN THE ART AREA  Child size scissors( child safety)  A table on the floor  An easel  Workbench  Drawing paper  Water paint  Glue  Forms  Colour pencils  Crayons
  55. 55. MATERIALS IN THE LIBRARY AREA  An attractive space with soft furniture  Beautiful picture books- big books  Story book for different culture  Writing materials such as paper crayons, colour pencils or pencils
  56. 56. MATERIALS IN THE DISCOVERY AREA  Child size magnetic  Real life resources such as plants and animals  Magnifying glass
  57. 57. MATERIAL IN THE SAND AND WATER AREA  Sand table  Water table
  58. 58. MATERIALSIN THEMUSICAND MOVEMENT AREA  Shack-shack  Steelpan  Guitar  Drum  Toy microphone
  59. 59. MATERIALS IN THE COOKING AREA  Plastic utensils such as bowls, plates, knives, forks , chopping board etc.  Real fruits and vegetables in preparing food.  Non-real food, fruits and vegetables through pretend play
  60. 60. MATERIALSIN COMPUTERPLAY  Computer  Educational electronic games  Online educational games (age appropriate)  Television  DVD player
  61. 61. MATERIALS IN OUTDOOR GAMES  Slides  Swings  Balls  Hula hoops  Water and sand table
  62. 62. GUIDELINES FOR SPACE  Establish traffic patterns  Clearly defined areas that needs protection  Locate interest areas that are relatively quiet  Decide which areas need tables  Think about the activity that are affected by the floor  Place interest areas near needed resources  Reserved areas with lots of light  Organize the classroom so you can see as much as possible
  63. 63. THE CLASSROOM LAYOUT Each classroom is set up for exploration and learning. Children have many opportunities to make choices, experiment, and interact with others.
  64. 64. THE CLASSROOM LAYOUT  Materials are on low shelves, in containers and on hooks so children can get them independently and put them away.  Shelves are neat and uncluttered so materials are easy to see, remove and replace.  Picture and word labels are on containers and shelves so children know where materials belong and learn to use print.
  65. 65. THE CLASSROOM LAYOUT PICTURE
  66. 66. ESTABLISHING A STRUCTURE FOR EACH DAY (SCHEDULES AND ROUTINES)
  67. 67. PARENT/FAMILY/COMMUNITY PARTNERSHIPS
  68. 68. CREATING A CLASSROOM COMMUNITY  Children from different ethnics.
  69. 69. PARENT/FAMILY/COMMUNITY PARTNERSHIPS Parents and Family:  Classroom volunteers  School project , celebrations,  Parent information area  Parents having daily communications with teachers  Scheduled conferences (workshop, PTA meeting)
  70. 70. PARENT/FAMILY/COMMUNITY PARTNERSHIPS Community Partnership: Head start programs:  Home based program  Home visit  Have community services visits such as fire fighter, police officers etc.  Visit to a farm.  Include different religious leaders visit the school for celebration

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