The document discusses various aspects of developing curriculum for early childhood education, including that curriculum should be child-centered, involve families, and encourage learning through play and doing. It also describes several popular curriculum models like Montessori, Head Start, Bank Street, and Reggio Emilia. Special considerations for multiculturalism, children with special needs, and managing behavior are addressed. The document provides guidance on creating age-appropriate indoor and outdoor environments, selecting materials, integrating technology, and using themes, projects, and lesson plans in curriculum development. It emphasizes the importance of ongoing observation and assessment to evaluate children's learning and development.

1. Chapter 2Creating Curriculum

2. OverviewCurriculum is child-centered/child-initiatedProvides for all child’s developmentEncourages learning by doingIs inclusiveInvites creativityFacilitates physical activity and playInvolves families

3. Multilevel ProcessGoalsObjectives

4. Process of Curriculum DevelopmentOngoingBoth planned and unplannedBased on child developmental theoriesChild-centered, child-directedProvides for effective use of personnel, time, space, equipment, and materialsInclusive, integrated, emergent

5. Curriculum Models and ProgramsHead StartBankStreetMontessoriHigh/ScopeReggioEmilia

6. Montessori“Absorbent minds”Hands-on activitiesSelf-correcting materialsDidactic materialsFocus on daily living tasksSensorial and conceptual materials

7. Head StartPublicly 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 developmentBank StreetFounded 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/ScopeCreated 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 sequenceReggio EmiliaFounded by Loris MalaguzziImage of a strong child central to philosophyEnvironment is a “third teacher”

22. Relationships central in learning

23. The hundred languages of childrenMulticultural/Anti-Bias ConsiderationsChanging demographicsDiscover your own cultural uniquenessExplore your feelings about people who differ from you culturally, racially, or because of special needs

24. Anti-Bias CurriculumLouise Derman-SparksMore children are bicultural and bilingualCulture is learnedEstablish an anti-bias curriculumCombat prejudices, stereotypesThe development of each child to full potentialExplicit and implicit communication

25. Special Needs ConsiderationsPublic Law 94–142Least restrictive environmentIndividuals with Disabilities Education Act (IDEA)Individualized family services plan (IFSP) for children from birth through age threeEligibilityAssessmentDevelopmentImplementation and monitoringSupport the transitionIndividualized education plan (IEP) for children older than three

26. Managing the Environment with Appropriate GuidanceAppropriate verbal guidance and guidance techniquesSet clear, consistent, and appropriate goalsAddress behavior, not childFocus on developing responsibility and independenceSelf-regulationPositive techniques versus negative techniquesA problem-solving approach

27. Indoor EnvironmentShould welcome everyone in