curriculum

The Curriculum

Part IFrom “Who Am I in the Lives of Children?”

Feeny, Christensen, MoravcikPrepared by Dr. Carla Piper

EDUU465

Three Elements of Curriculum

“WHO?” The Learner

“WHAT?” The Content Subject Matter

“HOW?” The Process Kinds of Planned Learning

Opportunities

WHO?

WHAT? HOW?

Based on Vision of Society

Vision translated into Learning Experiences

What do you believe is worth knowing?

What do you know about the learners and their development?

What do you know about subject matter?

Curriculum is a Product of Time

Influenced by social and political forces

Early 20th century European immigrants arrived Emphasized acquisition of American

language, customs, values Today’s curriculum

Mirrors cultural diversity of current society Reflects importance of families and culture

in children’s learning Echoes concerns with violence and values

Educational Pendulum

Emphasis on nature and interests of the learner vs.

Emphasis on the subject matter to be taught

Importance for you as an educator Stand firm for what you believe in Emphasis on developmentally

appropriate practice Backlash shifts focus to less child-

sensitive practice

Friedrich Froebel

“Play is the highest expression of human development in

childhood for it alone is the free expression of what is in a

child’s soul.”

The Natural Process of Learning

Curriculum for young children Focused on providing an appropriate

environment for learning Gives children freedom to choose

activities Opportunities to develop naturally in

all areas Socially Emotionally Intellectually Physically

Children learnall the time!

Curriculum

Experienced Curriculum “Curriculum is what happens.” What the child experiences and perceives

during the day Planned or unplanned

Planned Curriculum Planned learning experiences Know what to teach – CONTENT Know how to teach it - PEDAGOGY

Emotional

PhysicalIntellectual

Social

Science

Math

Sensory

Small Muscle

Large Muscle

Music

Art

Language

Literacy

CreativeMovement

SocialStudies

Literature

Nutrition, Health, Safety

ChildDevelopment

Domains

High Quality Program for Infants and Toddlers

The program based on accepted theories of child development. Social Emotional Physical Cognitive

Build responsive relationships with important adults in their lives

Pair child with a primary caregiver throughout the first three years of their lives

Creative Curriculum for Infants and ToddlersDombro, Colker, Trister Dodge, 2000

Individualized Program

The program is individualized to meet the needs of every child.

Learn through interactions and observations Gather information from working with children

and talking with their families. Build on your intimate knowledge of each

child's  Temperament Interests Culture Emerging capabilities Preferred learning styles

Parent and Family

Each family's culture is respected and family members are encouraged to participate in the program.

Parents are natural partners in promoting children's growth and development.

Make families feel welcome

Physical Environment

The physical environment is safe, healthy, and contains a variety of toys and materials that are both stimulating and familiar.

Need warm, engaging, and comfortable environments Need to build trusting relationships. Indoor and outdoor environments that are safe,

attractive, and stimulating. Reflect children's culture, interests, and skill levels. Stirs child’s imagination

Activities and Materials

Children select activities and materials that interest them, and they learn by being actively involved. "The more you provide opportunities for children to follow

their own interests, the more they learn from experience, and the greater the chances that they will continue to be

successful learners throughout their lives“ (p. 5).

Adults Show Respect

Adults show respect for children and interact with them in caring ways.

Research indicates that the caring nature of adult-child interactions is the most important factor defining quality in early childhood education programs. (p. 5)

Adults respond immediately and appropriately to meet child's needs

Adults need to be sensitive and responsive in communication, verbally and nonverbally.

Caregivers reflection emotions and experience with the child the excitement of new discoveries.

Staff Training

Staff and providers have specialized training in child development and appropriate programming.

"High quality programs are planned, implemented, and continually revised by trained professionals who have the knowledge and skills to oversee a program that is developmentally appropriate" (p. 5).

Planning Curriculum

Steps to Writing the Outline of the Activity or Lesson Plan

What is the activity? What curriculum subject

area? Who will participate? What is the overall purpose

of the lesson?

Writing Lesson Objectives

By participating in this activity children will:

Learn about…? Gain greater understanding of…? Practice…? Develop an awareness of…? Express understanding of…? Develop skill in…? Begin to be able to…?

Lesson Planning

What do you need? Materials Space Time

What do you do? Introduction – How do you get them interested? Procedure – What will you do and say (step-by-

step guide) Closure – How will you help children make a

transition to the next activity?

Assessment and Reflection

Assessment What will children say or do to show you

objectives were met? What will you collect to show children’s

learning (portfolios, observations, work samples, photographs, etc.)

Reflection on your teaching What will you do differently next time? How could you extend this activity for

another lesson?

Components of Curriculum

Play is Serious Business!

Play is very important for children’s development.

Structure play activities in each of the four domains of development: Physical Development Social Development Emotional Development Cognitive Development

Structure our activities so children have adequate opportunities to play

Plays is physical, verbal, or mental engagement with people, objects, or ideas

The Nature of Play

Seven characteristics of Play Intrinsically Motivated – Children want to

play! Freely Chosen – Can’t force a child to

play! Pleasurable, Enjoyable, and Engaging Process Oriented Active Self-Oriented rather than Object Oriented Often Non Literal or Pretend

Stages of Play

Piaget’s Sensori-motor Stage Practice Play Symbolic Play Games with Rules

Exploring objects and the use of their own muscles

Handling, touching, feeling, etc. are part of this process

Language and Learning

Cognitive Development Understanding and using language is crucial Learning depends on child’s ability to make

meaning out of words. Social development

Depends on language Forming friendships requires ability to

express yourself Emotional development

Language is important factor Gain confidence when you can use words to

communicate your feelings.

Communication and Language

Ability to express and share ideas with others Verbal Communication Nonverbal Communication

Children develop communication skills: Listening Comprehending Speaking Reading Writing

Infant Communication

Natural drive to communicate begins at birth Newborn cries are a reflex. Infants learn that crying lets someone know of

their needs. Infants communicate with smiles and cooing

when they see a familiar face. Infants learn about the give and take in

conversation when caregivers respond to them. Infants begin to make sounds when they point

to objects or when they want to be picked up.

Toddlers and Preschoolers

Develop the ability to understand and use language Learn to say thousands of words and understand

what words mean. Learn the rules for using words simply by being

around adults Adults listen to children, talk to them, and introduce

them to reading and writing. Emerging literacy skills develop naturally when

adults encourage and respond to children’s communication.

The Teacher’s Role

Listen and respond to children’s thought and feelings

Engage children in conversations Encourage children to use words to tell

others what they want. Serve as a language model for children. Use words to describe what a child is

doing.

Listening and Speaking

Accept a child’s way of speaking while you serve as a model for standard use of language.

Help children express their ideas clearly. Make comments and ask questions to show

you are interested in what they have to say. Help children learn to take turns in a

conversation. Stop while reading a story to ask questions

about the characters and what they are doing. Learn words in children’s home languages.

Ways to Help Children Use Language

Tape picture and word labels to containers and shelves.

Record children’s words. Post signs at children’s eye-level. Help children make their own signs

and books about topics that interest them.

Show children how adults use reading and writing to learn or do a task.

Materials and Experiences

Need a well-lit, carpeted, library area with books and comfortable places to sit.

Create a writing area stocked with reading and writing materials.

Provide props and dress-up clothes. Teach children short poems, songs, and

finger plays. Display books – some in home languages. Read to children at story time. Encourage family reading and writing by

lending books and sharing writing supplies.

Environment

Create a language-rich environment Label cubbies and make signs Write down children’s dictated stories Encourage children to play and talk with

each other Provide a variety of books and written

materials Respond to children’s cultures, interests,

experience, and skills Include paper and writing tools in each area Storytelling, poems, finger plays, and songs

Physical Curriculum

The body is a young child’s connection to the world

Sensory and motor development have to come first Sensory Development Large Muscle Development Small Muscle Development

Sensory Development

Kinesthetic sense: movement and position

Auditory sense: hearing Sense of touch

Skin - Organ of touch Need human touch

Sense of Smell Sense of Taste

Sensory Experiences

Painting Manipulating clay and dough Play in sand, mud, water Feel shape, weight, texture of blocks Feel fur, heartbeat Move to music Cook and taste food Listen to stories Observing fish

Large Muscle Movement

Gross motor skills Development of arms, legs, and

torso Develop strength and endurance Retain flexibility Develop coordination and agility

Large Muscle Movement

Large Muscle Movement

Provide pleasurable play situations Play with children Explain rules of games Creative movement Exercise Emphasize cooperative games that do

not focus on winning or losing Provide balls, equipment, materials, and

activities for ALL children

Small Muscle Movement

Infants – feel, grasp, and manipulate Leads to competent use of tools Fine motor activities Build control, agility, strength,

coordination hands fingers wrists arms

Small Muscle Movement

Time, practice, and experience required

Sensory and muscular interplay Hand-eye coordination Coordination of two hands Controlled use of hands and fingers Sensitive to individual differences Cutting, writing, drawing, hole

punches, tongs, tweezers, staplers, etc.

Creative Arts Curriculum

Help children: Recognize and express their feelings Communicate ideas in new forms Develop their senses Develop creativity and originality

Arts are a vehicle for all kinds of learning: Art Music Creative Movement Aesthetics

Arts Experiences

Help children: Feel good about themselves as individuals Develop ability to observe and respond

sensitively Develop skill, creativity, imagination Develop beginning understanding of the

arts Become appreciative of music, art, and

dance from their own and other cultures, times, and places.

Purpose to enhance artistic and creative development

Develop motor control and perceptual discrimination

Use language and learn vocabulary Develop problem-solving strategies Enhance social skills Develop aesthetic awareness and

appreciation for arts

Art

Studio Art Children explore and create Use different art media Use processes – drawing, painting, print making,

collage, construction, modeling, sculpting. Discipline-based Art

Children encounter, discuss, and think about art Children understand and appreciate how art is

created Exposed to artists from their own and other

cultures and times

Art CurriculumAvoid

PatternBooks!

Music

Sounds of the city – traffic, footsteps, voices Sound of the country – birds, wind, water Before we are born – music of the heartbeat Called the universal language Powerful link to emotions – happy, sad,

excited, calm, patriotic, love, empathy Sharing music shares culture Music provides a path to other kinds of

learning – problem-solving, language, memory

Music Curriculum

Singing Short songs with distinct rhythm Need repertoire of songs with different moods,

subjects, tempos, styles Playing instruments

Start with rhythm instruments Composing and improvising – creating music Listening to and appreciating all kinds of music Performing Provide a creative climate where music is

always present.

Creative Movement

Children: Interpret and follow suggestions Find their own personal, creative, and

innovative ways of moving Express ideas with their bodies Develop a repertoire of movement

possibilities Develop imagination and positive self-

concept Learn to move with respect to the group Begin to appreciate the creativity of others

Planning Movement Activities

Establish rules for safety Maintain attitude of respect for individual

interpretations and skill levels Match the physical and language

development of the children Never force children to participate Use complex movement tasks – moving

single body part in isolation Represent something like blossoming

flower Choreograph a song or story

Aesthetics – Love of Beauty

Develop sensitivity to beauty and the heritage of the arts

View works of fine artists Listen to beautiful music of all

kinds Create an artistic environment

Display art, flowers, sculpture Discuss children’s literature

illustrations Reflect on patterns, colors,

textures in nature and all around you