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Children and Emergent Curriculum The curriculum evolves from: Interest and abilities of children Collaboration between children, their families,

educators, and other community members Children taking responsibility for own learning Adults providing experiences to foster learning

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Emergent Curriculum and AdultsThe curriculum evolves from: The interests and abilities of adults Collaboration between adult learners,

faculty members, and community professionals

Adults assume responsibility of own learning

Faculty provide learning activities

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Emergent Curriculum children adults Evolves from the interest

of the children Evolves from the abilities

of the children A collaborative process

between children, families, and other adults

Children assume responsibility of their learning

Adults provide learning experiences

Evolves from the interest of the adults

Evolves from the abilities of the adults

A collaborative process between adults and faculty

Adults assume responsibility of their own learning

Professors provide learning experiences

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Quiz 1- Chapter 1 What learning areas should be separated and

why? What are three critical factors when considering

placement of learning areas? Give four examples of open-ended materials and

how they might be used. What is emergent curriculum? Define developmentally appropriate practices.

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Quiz 2 – Chapter 2 Define how children learn best. What should learning areas encourage children to do? What are the principles of effective organization of the learning area? How does organization differ for infant, toddler, preschool or school-

aged learning environments? Compare the similarities and differences between indoor and outdoor

play. What are safety issues indoors and outdoors? Define the importance of light, colour, sound, culture, and aesthetics

within the learning environment. How could you maximize the learning environment? What is the role of adult in the learning environment? Define a developmentally appropriate way of planning for young

children’s learning experiences.

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Quiz 3 – Chapter 3 Identify and describe the developmental skills of sand play. Describe the properties of sand. Describe the value of sand play. What is the role of the facilitator in sand play? Describe an effective storage system for sand play materials. How might sand materials be organized and identified so that the

child can easily locate and return materials? What should you consider in setting up a sand area? What are some international considerations for sand play? Describe how you might observe and record skills developed during

sand play.

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Quiz 4- Chapter 4 Identify and describe the developmental skills of water play. Describe what concepts could be developed during water play. Describe the value of water play. What is the role of the facilitator in water play? Describe an effective storage system for water play materials. How might water materials be organized and identified so that the

child can easily locate and return materials? What should you consider in setting up a water area? What are some international considerations for water play? Describe how you might observe and record skills developed during

water play.

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Quiz 5 – Chapter 5 Identify and describe the developmental levels of music

development. Describe the value of musical activities. What is the role of the facilitator in music activities? Describe an effective storage system for musical instruments and

materials. How might musical instruments and materials be organized and

identified so that the child can easily locate and return materials? What should you consider in setting up a music area? What are some international considerations for music activities? Describe how you might observe and record skills developed during

musical activities.

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Quiz 6 – Chapter 6 Identify and describe the developmental levels of block play. Describe the value of block play. What is the role of the facilitator in block play? Describe an effective storage system for block play materials. How might block materials be organized and identified so that the

child can easily locate and return materials? What should you consider in setting up a block area? What are some international considerations for sand play? Describe how you might observe and record skills developed during

block play. Describe what materials are essential for an effective block play area.

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Quiz 7- Chapter 7 Identify how quiet play encourages learning. What are the critical child developmental considerations for quiet play? Describe the value of the quiet area. What is the role of the facilitator in quiet area? Describe an effective storage system for quiet play materials. How might quiet play materials be organized and identified so that the child

can easily locate and return materials? List the materials in the quiet area and how you would set them up for each

of the following areas: - reading - writing - puzzles - sewing - felt board What are some international considerations for the quiet area? Describe how you might observe and record skills developed during quiet

activities.

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Quiz 8 – Chapter 8 Identify and describe the developmental stages of dramatic play. Describe the value of dramatic play. What is the role of the facilitator in dramatic play? Describe an effective storage system for dramatic play materials. How might dramatic materials be organized and identified so that the

child can easily locate and return materials? What should you consider in setting up a dramatic area? What are some international considerations for dramatic play? Describe how you might observe and record skills developed during

dramatic play.

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Quiz 9 – Chapter 9 Identify and describe the developmental levels of creative art. Describe the aesthetic criteria of creative art. Describe the value of creative art activities. What is the role of the facilitator in creative art activities? Describe an effective storage system for creative art materials. How might creative art materials be organized and identified so that

the child can easily locate and return materials? What should you consider in setting up a creative art area? What are some international considerations for creative art activities? Describe how you might observe and record skills developed during

creative art activities. What are some critical creative art materials that should be in this

learning area?

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Quiz 10 – Chapter 10 Identify and describe the developmental levels of fine motor

activities. Describe the value of manipulative activities. What is the role of the facilitator in manipulative activities? Describe an effective storage system for manipulative materials. How might manipulative materials be organized and identified so that

the child can easily locate and return materials? What should you consider in setting up a manipulative area? What are some international considerations for manipulative

activities? Describe how you might observe and record skills developed during

manipulative play.

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Quiz 11 – Chapter 11 Describe how math and science can be used to encourage learning. Identify and describe the components of the learning cycle as applied

to math and science. Describe the value of math and science activities. What is the role of the facilitator in math and science activities? Describe an effective storage system for math and science materials. How might math and science materials be organized and identified so

that the child can easily locate and return materials? What should you consider in setting up a math and science area? What are some international considerations for math and science

activities? Describe how you might observe and record skills developed during

math and science activities.

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Quiz 12 – Chapter 12 Identify and describe the developmental levels of woodworking. Describe the value of woodworking. What is the role of the facilitator in woodworking? Describe an effective storage system for woodworking materials. How might woodworking materials be organized and identified so

that the child can easily locate and return materials? What should you consider in setting up a woodworking area? What are some international considerations for woodworking

activities? Describe how you might observe and record skills developed during

woodworking activities.

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What We Remember? 14% of what we hear 22% of what we see 30% of what we watch others do – demonstrate or model 42% of redundancy-rituals – activities that repeat seeing,

hearing and doing important skills or concepts 72% of movies of the mind-learning – learning that is

linked to remembered or imagined life experiences of the learner

83% of performance of a life challenge – activities that are first-time activities or demand action that applies new meaning

92% of what we teach others (Robinson, 1994, pg. 62)

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Background Experiences Baby sitting Younger siblings Own childhood

memories School experiences Daycare experiences Volunteer

experiences Sports with children

Parenthood Extended family

members – nieces, nephews…

Readings Media Other

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Children’s Background Experiences Family home Family members Extended family

members Child’s community –

church, medical, school/daycare, shopping, recreation, travel….

Pets Activities at home/

school/daycare – reading to child, trips into community, educational toys

Family values and expectations

Community values and expectations

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Formal Climate of the Learning Environment Seating in rows – faculty at

front – blackboard, overhead, video presentation

Discussion confined to questions, and invitation to provide comments

Learning becomes the responsibility of the faculty – decide what, how and when learning will occur

Expectations – listen, write

Same individuals pose questions and make comments; Large group discussion ignores that some individuals feel constrained to interact in this type of situation

Learners engage in passive activity – falls into category of remembering 14% of what we hear; 22% of what we see; and 30% of what we watch others do

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Formal Learning Environment for Children1. Emphasis on many large group instruction times – children sit

in front of adult and listen, raise hands to answer questions, engage in activity as directed by adult

2. Learning activities are set up by adult that indicate exactly what the child is to do – i.e. all children make a snowman out of pre-cut shapes

3. Few choices available to children within learning environment – lack of materials, materials do not change, lack of variety in materials….

4. Learning activities are limited to a certain number of children 5. Routines are set by a time table – meals, sleep, outdoor

time…

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Result of Formal Setting1. Children learn to listen, not do; retention of learning confined

to no more than 42%; may lead to lack of initiative, waiting to do as told; some children may become disruptive – fidget, talk out, push or poke other children

2. Children learn to follow adult direction; children’s creativity is discouraged; learning is confined to adult’s perspective; learning is not individualized nor are individual differences recognized; learning is not based on children’s interest

3. When real choices are not available – learning cannot be enriched or expanded; other behaviours may become enforced – inappropriate use of materials, inappropriate interactions with peers…

4. Children are not allowed to solve their own problems; missed opportunity to facilitate problem solving

5. Children have individual differences – may be hungry first thing in the morning, may not need a nap….

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Factors Affecting Learning1. Lighting – poor lighting has been linked to

hyperactivity, decreased productivity, and poorer health (SAD - Seasonal Affective Disorder)

2. Colour – affects individuals at two levels; behavioural and learned responses

3. Noise – shown to have negative effects physiologically, motivational, and cognitive

4. Placement of learning areas – influences the type of play that may occur

5. Aesthetics – influence how the children appreciate and use equipment and materials in their environment

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Quality Care and the Role of Facilitator 1. Using developmentally appropriate practices2. Being responsive to all children3. Encouraging positive interaction patterns 4. Engaging in high appropriate verbal exchange5. Providing stimulating, rich learning environment6. Providing a supportive atmosphere 7. Encouraging attachment relationship with each child8. Sets aside a special time for each child9. Establishes positive relationships with families10. Encouraging active exploration and problem solving11. Observing and interpreting children’s behaviours12. Planning learning that builds on past experiences and interests

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Brainstorming Solicit and record ALL ideas from the large group When all ideas have been exhausted: - eliminate similar ideas - group ideas into categories Divide class into the number of groups that represent the

number of categories Discuss category in small group setting to: - identify ideas that can work - eliminate ideas that are impossible to implement Report back to the large groups Develop final list of strategies

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Critical Aspects of PlanningOBSERVATION OF Interests of children Abilities of children

(cognitive, social, emotional, physical, language)

Learning styles Individual needs

BACKGROUNDS Cultural Gender Experiences Family Community Developmental levels Ages

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Goal Setting General statement of what the individual wants to

accomplish i.e. increase knowledge about developmentally appropriate materials for infants

Measurable – individuals need to be able to know when a goal has been accomplished

May be short-term i.e. by the end of a unit of study

May be long-term i.e. by the end of the course/program

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Guiding to Children to Setting Goals Talk to children about what they plan to do in a specific

activity, or for a particular time-span Utilize a planning board to encourage children to plan their

activities Encourage children to work on projects over time either

individually or in groups Provide materials and space that encourage long term

activities Share project information with families so that they can

become part of the process Encourage children to fill in a chart about what they have

done or might wish to continue to do

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Point to Consider When Children Plan Active participation of the children Individualized – each child has own plan Developmentally appropriate - how can child

indicate their choice without the ability to write? Children need to easily understand the format Planning format easily accessible, easily found –

where will the information be kept so that children can find it when wanted/needed

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Extravert Learning by talking to clarify

thoughts and ideas Getting involved physically Interacting with others or

materials Trying out new ideas/learning Coming up with personal

solutions, or ideas Trying out ideas or solutions

immediately

Introvert Working through thoughts and

ideas individually Keeping ideas, and thoughts

private until ready to share Thinking about things before doing

them Taking time to make sure that

ideas have been worked out/ polished Learning in an individualized,

private way

Lawrence, 1997, pg. 2

Individual Learning StylesDo you learn best by…

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Individual Learning StylesDo you learn best by…Sensing Perception Doing practical things Starting with factual

information Going through information

step by step Basing learning on personal

experiences and expanding upon these

Hands-on learning

Intuitive Perception Involving imagination to learn Being interested in what is to

be learned Finding out things individually Exploring a variety of ways to

do things, find solutions Working on new skills, rather

than practicing old ones Starting with a concept or an

ideaLawrence, 1997, pg. 2

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Categories for Learning Design Safety Accessibility Choice Division of space Type of learning

areas Materials/equipment

needs

Accessibility to water, washrooms

Health considerations Supervision Requirements for

different ages Inclusive

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Sources for Free Material Producers of – paper,

building products, technology, textile, wool/yarn/rope…

Media – newspapers, calendars, electronic equipment….

Merchants – craft, framing, paint, wallpaper, hardware…

Service providers – copying centres, gardening centres, recycle depots….

Families… Restaurants….

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Encouraging Evaluation of Process

Encourage children to: Talk about how they feel while doing the

task Describe what they are doing Talk about what they like about what they

did

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Evaluation About ProductTalk to children about: What is interesting about their effort What they like about what they did How they feel about their effort What else they might want to do If they want to change it in any way

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What Level of Play Is This? Emily is at the water table

alone. She fills her plastic bottle

with water and empties it 15 times.

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What Level of Play is This? Braelyn and Makenna

decided to build a castle and moat. The two girls decided what each would do. They created some castle structures together. Braelyn decided to dig the moat and Makenna provided the water.

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What Level of Play is This? Colin and Jordan took

turns using the tornado bottle. They talked about what they discovered. Jordan would shake his bottle to watch for the bubbles. Colin turned the bottle to create a tornado.

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What Level of Play Is This? Haley and Gabrielle

were both in the kitchen area. Both mixed flour and water. Each used her own materials. Neither girl talked to each other.