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3. The document also discusses the Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP), which are used to guide curriculum planning for children with disabilities ages 3-5 and infants/toddlers respectively. The
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Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
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2. Curriculum Models for Early childhood
• Developmental Curriculum
• Cognitive Curriculum
• Constructivist Curriculum
• Ecological/Functional Curriculum
• Behavioral Curriculum
• Psychosocial curriculum
• Developmentally Appropriate
Practice(DAP) Curriculum
Based on learning theories, current research, practical experience.
DAP: Developmentally Appropriate practice
NAEYC: National Association for the Education of Young children
3. Curriculum Models for Early childhood
1.Developmental Curriculum
Theory:
• Based on typical developmental
sequence.
• Abilities are developed naturally in a
rich environment.
• Early maturation studies-Gessell &
Amatruda(1947)
• Sequences in different areas of
development
• Same instructional strategies
Intervention:
• Provide a rich environment with
opportunities for motor, adaptive,
cognitive, social/emotional, and
communication learning.
Instructional Content:
4. Curriculum Models for Early childhood
• Theory:
• Jean Piaget (1971)—Cognitive
Psychology
• Teaching of thinking/
• Thinking stages
• Constructive learning
• Active engagement for learning
• Engage problem solving
• Thinking skills are developed through
direct experience and activities.
• Intervention:
• Learning environment should provide
opportunities to develop thinking skills.
• Activities should allow children to
develop their own thinking
• Activities should be appropriate for
the child’s stage of development
• A child’s concept and learning
development through direct day-to-
day experiences
• Encouragement and reinforcement
foster cognitive learning
2.Cognitive Curriculum
Cognitive Curriculum- Major ideas:
5. Curriculum Models for Early childhood
Theory:
• Constructivist theory
• Preprimary schools- Italy
• Goal of education: support the rights of
children, parents and teachers
• Children need to construct their own
learning
• Focus on children’s strengths rather than
their needs.
• Critical thinking is encouraged within a
supportive and nurturing environment
• Focus on long-term relationships
of children and teachers
• Responsive environment to
support the child’s active learning
• Emphasizes the importance of
long –term projects that depict the
children’s ideas: arts, crafts, dance,
theater and puppetry
• Encourages the creation of strong
ties with families and communities
3. The Constructivist Curriculum:
The Reggio Emilia Approach
Intervention
6. Curriculum Models for Early childhood
Theory
• Children must live and learn in many
different environments: home,
school, neighborhood, and so on.
• Each child’s environments(home,
school, social) affects the child
• Promotes family priorities: diversity,
family cultures, languages, values
and ethnic background
• Intervention activities should be
functional and provide a good match
between school environment and the
child
• Meaningful: in current and future
settings
• Children should learn the benefits of
today’s culturally and linguistically
diverse society
4.Ecological/Functional Curriculum Intervention
7. Curriculum Models for Early childhood
Theory
• Behavioral theory
• A child’s behavior can be enhance by
changing and managing the events
in the child’s environment
• To foster effective learning the
environment should be:
• Structured
• Manipulated
• managed
• Objective: Teaching the child
functional, age-appropriate, and
useful skills
• Teacher implement structured direct
instruction and behavior management
techniques:
• Shaping
• Prompting
• Reinforcing
• Assessment the child’s skills:
frequent assessments and collection of data
Modifications & skills levels
• Behavioral approach to instruction:
1.Identify a behavioral goal or skills deficiency
2.Conduct a task analysis of the skill to be taught
3.Teach directly each step until skill/behavior is
mastered
4.Evaluate if the skill/behavior has been acquired by
the child
5. Behavioral Curriculum Intervention
8. Curriculum Models for Early childhood
Theory
• Instead of teaching a skills in isolation,
the skill is taught when needed in a
naturally occurring activity
• Learning to generalize new
learned skills:
The General Case Method:
Teach children to generalize newly
learned skills to different situations and
activities
-Difficulty to transfer skills learned in
isolated situations to other situations
• 1. Objective for the child are
generalized rather than specific.
• 2. Skills are taught in many
naturally occurring events.
• The skill focus on functional
behavior across settings, materials
and people.
6. Naturalistic Approach to behavioral
Curriculum
General Case Strategies:
9. Curriculum Models for Early childhood
Theory
• Modification of Erikson’s theories:
Innate drive theories-(Erikson,
1963)
• Children’s basic needs are
relationship focused
• Emphasizes the child’s emotional
and social development and growth
• Focus on relationship issues and
how they are manifested in later
interactions.
• A supportive environment provides
opportunities for:
• 1.Development of relationships
• 2.Working through emotional issues
• Teachers incorporate awareness of
and attention to preschooler’s sense
of autonomy and self-assertion into
daily activities.
• Incorporated by agencies, schools and
centers to help children with
emotional and social disabilities
7. Psychosocial curriculum Intervention
10. The IEP and IFSP and the Curriculum
Individualized Education Program for children ages
3 through 5
• It’s child centered
• Developed by a team
• Guides curriculum planning and service delivery for
children with disabilities
• The team identifies annual goals and short term
objectives:
• Goals and objectives: Parents, teachers and other team
members
• The goal should state the needed skills based on the
assessment of the child
• Goals are broad in scope and identify the skill area for
instruction
• Contrary to the IFSP, the IEP
does not require transition
services for preschoolers
Short-term objectives are gradual steps to achieve the
annual goal.
• Objectives are more descriptive and detailed. They need
to be functional and realistic
• 1. child’s present level of educational
performance
• 2.Annual goals and short term objectives or
benchmarks in areas of needs
3.Statement of specific educational services
needed
• 4.Extent of regular class participation and
justification in the least restrictive environment
• 5. Criteria, evaluation procedures, and schedules
for determining whether the instructional
objectives are being achieved
The IEP Components:
11. The IEP and IFSP and the Curriculum
.
Parent
Counselor
School psychologist
SE Early Childhood
Teacher
District
Representative
Speech/language
Therapist
Occupational
Therapist(OT)
12. The IEP and IFSP and the Curriculum
• Individualized Family Service Plan
• Used for infants and toddlers/preschoolers with disabilities
• It’s family centered. They are the primary decision maker
• Focus on intervention for the family and the child
• Components:
• 1. Statement of the child present level of functioning in physical
development, cognitive, social, emotional, communication and
adaptive development.
• 2.Statement of family’s strengths, needs and priorities relating
to enhancing’s development-(voluntary)
• 3.Statement of the major outcomes( positive changes) expected
for the child and the family. This should be written with the
family words not the interventionist’s.
• 4.Statement of specific early intervention services necessary for
the child
• 5.Projected dates for the initiation of services and duration
• 6. Name of service coordinator responsible for the
implementation of the IFSP
• 7.Statement of the natural environment where services will be
provided
• 8.Stepts that will be taken to ensure successful transition into
the next program or service when the child riches her/his 3rd
birthday
The IFSP
• .
