Running Head: CURRICULUM PLAN 1

Professional Curriculum Plan

Beth M. Moylan

ECE 203: Introduction to Curriculum & Instruction

For the Early Childhood Classroom

Melinda Dunlap

August 24, 2015

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Professional Curriculum Plan

Introduction

Curriculum is an important part of early childhood education. A structure for teaching,

the goal of curriculum is to ensure children are provided with the skills they need to succeed.

The following framework will form the basis of my one-week unit plan, focusing on integrated

development for preschoolers.

Developmental Age

This unit plan is designed for preschool children between the ages of four and five years

old. Children at this stage experience independence in daily tasks, increased physical

coordination, and broader communication skills. Their communication expands to hundreds of

words in sentences of five to six words. (American Speech Language and Hearing Association,

n.d.). The children express themselves through constant chatter, body language, painting and

making things. (Raising Children Network, 2013). They are also able to dress themselves, use

eating utensils, bathe, brush their teeth, and follow classroom directions. (Raising Children

Network, 2013).

Four and five year olds are active beings both socially and physically. They are involved

in make-believe play and are learning the difference between fantasy and reality. They are social,

might have a group of friends to please and be like, and agree to rules. (Raising Children

Network, 2013). Their knowledge is progressing as they understand more about opposites, know

the names of letters and numbers out of order, and count to ten. (Raising Children Network,

2013). They like to tell stories and ask a lot of questions. (Raising Children Network, 2013).

Physical improvements are also made in throwing, catching, kicking a ball, running, jumping,

balancing on one foot and manipulation of objects. (Raising Children Network, 2013).

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Classroom Management

To promote organization within the classroom community, my management strategy will

utilize a routine and regularity. Displaying the daily schedule where it is clearly visible in the

classroom helps fulfill this strategy. Each minute of the day will be filled with purposeful

activities to prevent confusion and disorder. Transition times between activities will also have

an established procedure. (Coleman, Crosby, Irwin, Dennis, Simpson, & Rose, 2013). Children

will understand what they must do as they move from one activity to the next. (Coleman,

Crosby, Irwin, Dennis, Simpson, & Rose, 2013). For instance, after free play and before snack,

children will be informed that they are expected to sort, organize and return all items and toys to

their labeled areas/bins until the room is clean. Children will also be told how to prepare for

snack time by washing their hands. Offering a narrow window of time for the transition is

helpful. Children will be so busy cleaning up and preparing for the next activity that they will

not have time to lose focus.

To promote further order, action cues will be used to signal what action the children

should perform. Singing a special song after free play will signal to the children that it is time to

clean up. (Jaruszewicz, 2013, Ch. 7.5.) Children will know that they need to work hard to

ensure all items are put away before the song stops. Classroom lights will be shut off to signal to

children that it is time to be quiet and focus on what the teacher has to say. Having a specific cue

to let children know that it is time to focus on the teacher and prepare for further instructions is

an effective tool to management young children in the classroom.

Theoretical Alignment

Children learn primarily through experience and those around them. Young children,

especially, need play and discovery.  Playing is fun and grasps their attention. Lev Vygotsky’s

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theoretical model for cognitive development is utilized for this unit plan.  Vygotsky’s theory

employs a constructivist view and recognizes the community in the classroom.  (McLeod, 2007).

His theory is significant as it accounts for social and cultural factors in children's development.

It establishes that language is a key factor in cognition, and knowledge is constructed as children

interact with others and develop abilities shaped by their culture.  (Vygotsky, 1962).  Children

benefit when teachers, and even other children, share their own knowledge to expand a child’s

understanding of a topic (i.e., scaffolding).  Effective teachers bridge knowledge gaps and help

children advance intellectually. 

Vygotsky's theory encourages children to work in groups. This factor allows them to

continually learn from each other and progress faster through development levels.  (Jaruszewicz,

2013, Ch. 1.2). Social skills are refined as children adapt to circumstances they do not solely

control.  Children are encouraged by peers to venture into different realms, ideas, and modes of

play and learning. This unit plan will utilize co-operative learning activities with groups of

children at different levels who can help each other learn.

Additionally, Vygotsky’s concept of the zone of proximal development is based on the

idea that development is based on what a child can do independently and by what the child can

do when assisted. To be developmentally appropriate and employ scaffolding, this unit plan will

include not only what the children are capable of doing on their own but what they can learn with

the help of others. (National Association for the Education of Young Children, 2009, p. 15). For

example, a child might be shown letters to represent each sound in a word (e.g., three letter for

the three sounds in “man”). To master this word, the child might be asked to place a letter on the

table to show each sound in a word (i.e., the scaffold). Eventually, the child will identify the

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sounds without the letter. When the child can identify the sounds without the letters, the child

moves from assisted to unassisted success at the task.

Further, by embracing Vygotsky’s social and cultural factors, "meaning" is given to

children's knowledge.  To simply observe or interact with something on its own does not provide

an understanding of its place in this world or the ability to recognize its social importance.  For

example, playing with a sombrero versus observing, listening and eating at a Mexican fiesta offer

different intellectual understandings.  Vygotsky's societal and cultural pieces are important to

deliver guidance, understanding and intellectual meaning behind a concept.

Curriculum Approach

The Creative Curriculum model is reflected in this unit plan. Emphasizing play-based

learning, the model is significant in that it highlights the balance between our knowledge of child

development with the “particular knowledge a teacher gains by forming a relationship with each

child and family.” (Research Foundation, n.d.). It not only appeals to children’s physical and

cognitive domains, it gives significant weight to children’s affective domain. Importantly, it

maintains that children's emotional needs and sense of security must be met first before learning

can occur. (Research Foundation, n.d.). Effective teachers create a warm, welcoming

environment for children to feel secure. When children are secure, they are able to relax,

explore, and reach their full potential. Teachers develop close connections with the children.

Such relationships have a positive effect on children’s academic performance and self-

confidence. (See, Birch, & Ladd, 1997). (See also, Pianta, & Stuhlman, 2004). Addressing

children’s emotional needs helps produce a successful learning environment that children can get

the most out of. 

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Creative Curriculum also identifies interest areas significant to children's growth and

development.  Carefully planned curriculums optimize cognitive, physical and social

development. This unit plan, therefore, will utilize areas and activities significant to these

developmental areas, including: blocks, dramatic play, toys and games, art, library, discovery,

sand and water, music and movement, cooking, computers and outdoor play. (Jaruszewicz,

2013, Ch. 2.3). Designing a classroom and unit plan able to incorporate these areas is important

to maximize development for early childhood education.

Developmentally Appropriate Practices (DAPs)

Developmentally appropriate practice is the application of research and knowledge of

what we know about children, their learning processes and development in their educational

environment.  For a teacher, it means identifying, creating, and implementing a diverse

curriculum that is age appropriate for the classroom.  This unit plan will use current knowledge,

relevant research, as well as children's level of skill and ability, to develop appropriate activities

and learning objectives.

To foster developmentally appropriate practices, my classroom will exhibit five main

elements in its curriculum. (See, Jaruszewicz, 2013, Ch. 1.3, para 3.) First, the classroom will

provide a caring community where children feel safe and foster teacher-child relationships. I

will establish friendly, caring relationships with the children through one-on-one conversations

and mutual respect. Second, there will be a balance between adult-guided and child-initiated

learning. Children will be able to building their knowledge through play-based activities of their

own choosing. Additionally, I will utilize intentional instruction as well as scaffolding to teach

appropriate objectives and further development. Third, clear goals will be established that

prioritize integrated learning and provides framework for planning activities. For instance, a

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single lesson will incorporate development of multiple domains. Fourth, multiple, on-going

assessment strategies that are goal oriented, systematic and purposeful will be conducted. Fifth,

I will build reciprocal, open and supportive family relationships through communication and

incorporation of activities to maximize children’s learning potential.

Connection to Family Plan

(See Parent Letter attached in “ATTACHMENT A.”)

Content Lesson Plan and Assessment

Content Area or Developmental Focus: Literacy (Reading / Writing / Listening)

Age/Grade of Children: Preschool Children (Ages 4-5)

Length of Lesson: 30 minutes (Center Time 15 minutes, Small Group Time 10 minutes, Additional Center Time 5 minutes)

Goal Introduce the letter E.

Objective The students will be able to identify, pronounce, and write the letter E without needing assistance more than once while writing the letter.

Standards Included 1. The Early Childhood Direction Center (2006). Developmental Checklists Birth to Five. Developmental Checklist – 4 to 5 Years, Milestones in Hand and Finger Skills:

Print some letters.

2. Missouri Early Learning Standards (2009, January). https://dese.mo.gov/early-extended-learning/early-learning/missouri-early-learning-standards

Literacy

III. Listening/Receptive Language1. Listens for different purposes.

IV. Reading1. Applies early reading skills. 2. Uses concepts of print.

Content Lesson Plan

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3. Attends to sounds in language. (Phonological Awareness)

V. Writing1. Uses writing as a means of expression/communication.

Materials Green Eggs and Ham by Dr. SeussLetter E picture cards with examples of words with picturesThe E Song by A. J. Jenkins/Kids TV123 (2011) (Youtube)Handwriting Without Tears – Letter E page.

Introduction “Hello Class! This week we are learning about the letter E. To do this we will read a book, sing a song, practice writing, and do art projects and other activities all relating to the letter E. Who can tell me some words that begin with the letter E?” (Wait for students responses.) “Those are wonderful examples. Today, I am going to share with you a book called Green Eggs and Ham by Dr. Seuss. Can anyone tell me which words in the title have the letter E sounds?” (Say the long and short E sounds. Point to the cover of the book. Wait for responses. Then show them by pointing to the words “green and “eggs”.) “When we are reading the story today, I want you to listen for words that contain the letter E such as the words “green” and ‘eggs.’” (Emphasize the E sounds as they are said.)

Lesson Development: 1. Read Green Eggs and Ham by Dr. Seuss. While reading, emphasize the letter E sounds and point to pictures that contain the letter E. 2. Explain and practice out loud both the short and long letter E vowel sounds, having the children think of words. Long E sound examples – eraser, eat, feet, read, green, tree, etc. Short e vowel sounds – eggs, exit, elephant, engine, elves, empty, estimate, etc. Record the children’s answers on the white board in two columns (long vowel sound vs. short vowel sound).3. Show students picture cards with words that begin with the letter E. Sound out the words pointing to the picture and the words.4. Play 2 minute video with the letter E. Sing song with whole group.5. During small group time, work with groups of four children in writing the letter E, uppercase and lowercase.

Differentiation ELL Learners: For children who speak Spanish or other language, present index cards that have the letter E and sounds written in the native language along with the English version of the reverse side.

Gifted Learners: During small group time, I will have the students draw a picture of five different items on separate index cards that contain the letter E sound and write the word under the picture. I will ask them to sort the index cards by long and short vowel E sounds.

Remediation: For children experiencing difficult identifying short and long e words, I will use rhyming activity in small group to help children identify

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words.

Assessment(Practice/ Checking for Understanding)

1. During small group / guided practice time, I will use a checklist assessment to determine whether each student is able to conduct the following:

Identifies letter e Writes uppercase letter E Writes lowercase letter e Pronounces long vowel E sound Pronounces short vowel e sound

2. As needed, provide support to students who are struggling to identify, write and/or pronounce the letter E.

Closing Bring the students together during the second circle time of the day. Summarize what the children learned about the letter E sounds. Now that they are familiar with the letter E, ask students to identify and point to objects or things around the classroom that begin with the letter E. Sing the Letter E song again in closing.

Developmental Domain Lesson Plan and Assessment

Developmental Focus: Physical Domain (Fine Motor Skills) & Cognitive Domain

Age/Grade of Children: Preschool Children (Ages 4-5)

Length of Lesson: 15 minutes

Goal To teach how to string pattern beads using fine motor skills.

Objective The children will string beads on yarn in a color pattern using their fingers without needing assistance more than once to insert the yarn into the bead.

Standards Included 1. The Early Childhood Direction Center (2006). Developmental Checklists Birth to Five. Developmental Checklist – 4 to 5 Years:

Milestones in Hand and Finger Skills: Copies triangle and other geometric patterns Dresses and undresses without assistance Uses fork, spoon

Cognitive Milestones: Can count 10 or more objects

Domain Lesson Plan

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Correctly names at least 4 colors

2. Missouri Early Learning Standards (2009, January). https://dese.mo.gov/early-extended-learning/early-learning/missouri-early-learning-standards

Physical Development, Health & Safety

I. Physical Development 2. Uses fine motor skills with purpose and control.

Math

II. Geometry and Spatial Sense1. Investigates positions and locations. 2. Explores shapes in the environment.

III. Patterns and Relationships (Algebra)1. Recognizes relationships in the environment. 2. Uses patterns in the environment.

Materials YarnTapeVarious beads of different sizes, shapes and colorsEgg cartons

Introduction “Hello class! Last week we read the story ‘A String of Beads’ by Margarette S. Reid and learned about all the different kinds of beads there are as seen from all over the world. Who can recall some of the shapes and colors we saw?” Wait for student responses and summarize answers. “What were some of the countries mentioned that have bead traditions?” Wait for responses and summarize answers. “Today, we are going to string our own beads just like other people around the word do. As we practice, we are going to be working on our fine motor skills which are used in our fingers. It is going to be a lot of fun.” Hold fingers up and wiggle them.

Lesson Development: 1. Place baskets of beads, empty egg carton containers, and string at the four kidney shaped seating areas. 2. Ask children to take a handful of beads for themselves and to sort them by color into their empty egg carton containers.3. Model how to sort the beads by color, recognizing that each color may vary some and that beads will be of different shapes.4. Tape one end of the yard down on the table so beads do not slide off string while children are working.5. Ask children to string beads in a color pattern on their string.6. Model how to string beads in color pattern on string, recognizing that

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patterns can vary.

Differentiation If some children are have difficulty string the beads, help them find the larger-holed beads to string and/or provide them with thin string instead of yarn.

For those children who are able to accomplish the task quickly, challenge them to make a more difficult pattern of 5 colors or to make a pattern by bead shapes instead of colors.

Assessment(Practice/ Checking for Understanding)

1. Have the children work on their bead string individually.2. Walk around the room to monitor each child’s progress and ability to string the beads onto the yarn.3. Provide support when needed to correct the pattern or assist in stringing the beads.4. As children complete their bead strings, record anecdotal notes about how easily they are able to string the beads (quickly, with steady ease, or difficulty). Also record via a checklist whether the children are able to sort the beads by color accurately as well as make a color pattern with the beads on the string. 5. Modify the way children are making patterns to simplify or extend the pattern lesson as needed.

Closing Bring the children back together as a group. Summarize the learning about patterns and fine motor skills (use of fingers to string beads). Ask the children to describe their patterns they created. Reinforce that the child could create all different kinds of patterns (color, shape, etc.). Also discuss other tasks that could be done with fingers to further develop fine motor skills.

Free Play/Center Plan

Center Overview

Classroom designs are important for supporting the specific developmental needs of its

students. The center plan illustrated below is designed for children ages four to five in a

preschool environment. To maximize learning, the plan focuses on play and offers opportunities

for development in the physical, cognitive and affective domains. Utilizing an open floor plan

with interest areas, the design appeals to active children by allowing free-flowing movement and

a diverse selection of activities for children to play and freely choose from.

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Play is an important part of preschool curriculum for developmental reasons. Based on a

constructivist theory (i.e., learner-centered), play provides children with freedom to explore and

discover on their own. Research reveals that when children are allowed to choose their own

activities, language performance a few years later is significantly higher. (Lockhart, n.d.). Such

self-directed learning experiences also allow children to develop problem-solving skills. (Estes,

& Krogh, 2012, Ch. 6.3). Further, free play is also important as it allows for continual

interactions among children. Preschool children gain knowledge from hands-on experiences

with tangible things and through interactions with others.

Examples of play and resulting development can be seen in many areas of the center

plan. A vast amount of pretend play (e.g., play-kitchen area, doll area, dress up, play-office

desks, etc.) is offered which facilitates cognitive development and social interactions among

children. Fine motor skills can be practiced in the arts and craft area where children use tools

such as crayons, scissors and stencils. Self-help skills, another form of fine motor skills, can also

be refined when dressing a doll or one’s self with items from the clothes stand. Children are able

to practice their perceptual motor skills through drawing, building blocks, and filling small cups

at the sensory table. Acting out songs such as the “Hokey Pokey” and “If You are Happy and

You Know It” on the circle rug engages children’s large muscle groups and offers exercise.

Centers Plan

Theme: Letter E and the Number Eight

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Age/Developmental Level: Preschool Children Ages 4 to 5

Monday Tuesday Wednesday Thursday Friday

Dramatic Play Dramatic Play Dramatic Play Dramatic Play Dramatic Play

Engine: Have children decorate an enormous box as a train engine.

Engine (Cont’d): Children can role play with engine using props, paper tickets, etc. Children can create roles such as conductor, passenger, etc.

Envelopes: Attach envelopes (mailboxes) to bulletin board with each child’s name and home address. Encourage children to create & deliver mail, using costumes, office center, etc.

Earth: Children can pretend to dress up from different countries around the world / Earth. Provide pictures of people with country name, props and outfits.

Earth (Cont’d): Expand activity by providing children with pictures of traditional foods and food props for each country.

Art Art Art Art Art

Engine art: using trains, run toy train wheels through paint, then run the trains over plain white paper. Make patterns, shapes, designs, etc.

Egg yolk painting: Take egg yolks and add food coloring. Makes a very pretty and shiny picture.

Eyes and Ears:Have children draw a face on construction paper without eyes or ears. Have cut out pictures of eyes and ears in magazines to glue to their picture.

Earth: Have children paint a picture of Earth using paint, sponges, brushes, etc. Have a globe or other picture for reference.

Elephants: Make elephant trunks by painting paper towel rolls gray and when dry the children can put them on and pretend to be elephants.

Music/Movement

Music/Movement

Music/Movement

Music/Movement

Music/Movement

Pass the Egg:Children sit in a circle, each with a plastic spoon. One child starts, passing egg with spoon. Egg passes around entire circle. Play music. Increase music speed 2nd time around to see if

E is for Exercise: Touch toes, stretch and other yoga movements to music.

Play Instruments in Patterns of Eight: Children select hand-held instruments (tambourine, shaker, drum, etc.) Make music, sounds in patterns of eight (8). Modify by: speed, only one type play, march

Game of Octopus (which has Eight Arms): Play outdoor game of “Octopus” with a child in the middle area, others try to pass without being caught (tagged) by one of the octopuses 8 arms. If caught,

Letter E Music/Movements: practice elephant steps, practice elk calls, fly like an eagle, swim like an eel, and move like an earthworm.

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children can be faster at passing egg.

in place, alternating, etc.

children help the octopus catch others from seated position.

Science, Technology or Math

Science, Technology or Math

Science, Technology or Math

Science, Technology or Math

Science, Technology or Math

Egg to Bird: Talk about process of an egg becoming a chicken or other bird. Use pictures or laminated cards depicting the various stages.

Electricity:Cut out pictures of things that do and do not use electricity. Ask children to sort the pictures. Discuss how some of these devices are used. Invite an electrician in to talk about his/her job.

Eight: Using plastic eggs, write with marker numerals 1 to 8 on the top halves of the eggs and draw corresponding numbers of dots on bottom halves. Place egg tops and bottoms in two separate boxes. Children take turns finding the matching numbered halves and putting the eggs together. Extension: Let them fill the number eight egg with 8 jelly beans to eat.

Make energy granola bars: Children measure, mix, and bake energy granola bars. Emphasis on “E” – energy. Talk about good things that give our body energy that could go into energy bar. Discuss measurements & math. Ask what temperature they think bars should bake at.

“E” is for Experiment: - Exploding Milk: Using milk, dish soap in small cup, food coloring, tooth picks, baking soda, vinegar, bow for milk. Drops of coloring into milk in bowl. Swirl with toothpick with soap on end. Watch reaction. Experiment with colors, designs. Then add soda, vinegar to watch bubble.

Literacy/Library

Literacy/Library

Literacy/Library

Literacy/Library

Literacy/Library

Book: Horton Hatches The Egg by Dr. Seuss. Have children recall parts of story. Draw picture of favorite part.

Make the letter E with classroom items: Use craft sticks, cotton swabs, small sticks, blocks or strips of paper. Thus, can identify the letter E while using familiar objects.

Handwriting Without Tears Preschool Writing Book. Practice writing the uppercase and lowercase letter E and the number 8.

Elephant Poem (anonymous):He's ever so big and ever so fat. (hold hands high and then apart)He has no hands, he has no toes. (shake finger and head for no)But goodness gracious, (hands on cheeks)

Book: Stand Back Said the Elephant I am Going to Sneeze by Patricia Thomas. Have children recall parts of story. Have children draw picture of favorite part.

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Such a nose! (put right fist on nose and go down, making a trunk).

Center Layout

Diagram Key:

Thin blue rectangles along the periphery of the room represent windows. Thin red rectangle at the bottom center of the room represents the door / exit. The black rectangle in the upper left corner represents art, craft, and play dough

supplies. The small light blue rectangle next to the easel represents a sensory table/bin. The orange rectangle near the lower right corner represents a play kitchen area, along

with the black circle represents a table / dining area. The yellow rectangle in the lower right corner represents the doll/crib area. The light blue triangle along the lower right wall represents the science area. The desks (2) in the middle of the room represent the pretend office area. The desk by the door / exit is teachers. Shelves for storage are half-stack heights and house blocks, toys, games, etc. Furniture is small to fit children ages 4 through 5.

Weebly Website Link

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http://bethmoylan-ece203finalproject.weebly.com/references.html

Conclusion

Understanding how children develop and learn is important to fulfill my commitment to

being a successful educator. To provide children with an optimal environment for growth, the

above unit plan combines child-centered activities, intentional instruction, and assessments to

ensure children’s developmental needs are met in a rich environment designed for young

children. The above curriculum plan will evolve and change according to standard, classroom

and individual needs.

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References

American Speech Language and Hearing Association (n.d.). Retrieved from

http://www.asha.org/public/speech/development/45.htm

Birch, S. H., & Ladd, G. W. (1997).  The Teacher-Child Relationship and Children's Early

School Adjustment.  Journal of School Psychology, 35(1), 61-79. doi: 10.1016/S0022-

4405(96)00029-5

Coleman, J. C., Crosby, M. G., Irwin, H. K., Dennis, L. R., Simpson, C. G., & Rose, C. A.

(2013). Preventing Challenging Behaviors in Preschool: Effective Strategies for

Classroom Teachers. Young Exceptional Children, 16(3), 3. doi:

10.1177/1096250612464641

Estes, L.S., & Krogh, S. L. (2012). Pathways to teaching young children: An introduction to

early childhood education. San Diego, CA: Bridgepoint Education, Inc.

Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. San Diego, CA:

Bridgepoint Education, Inc.

Lockhart, S. (n.d.). Play: An Important Tool for Cognitive Development. HighScope

Extensions, 24(3). Retrieved from http://membership.highscope.org/app/issues/142.pdf

McLeod, Saul (2007). Lev Vygotsky. Retrieved from

http://ww.simplypsychology.org/vygotsky.html

Missouri Early Learning Standards (2009, January). Retrived from: https://dese.mo.gov/early-

extended-learning/early-learning/missouri-early-learning-standards

National Association of the Education of Young Children (2009). Developmentally

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Appropriate Practice in Early Childhood Programs Serving Children Birth through Age 8.

Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

O’Connor, E., & McCartney, K. (2007). Examining Teacher–Child Relationships and

Achievement as Part of an Ecological Model of Development. American Educational

Research Journal, 44(2), 340–369. doi: 10.3102/0002831207302172

Pianta, R. C., & Stuhlman, M. W. (2004).  Teacher-Child Relationships and Children's Success

in the First Years of School.  School Psychology Review, 33(3), 444-458.

Raising Children Network, (2013, October). 4-5 years: preschooler development. Retrieved

from http://raisingchildren.net.au/articles/child_development_four_to_five_years.html

Research Foundation: The Creative Curriculum (n.d.). Teaching Strategies. Retrieved from

https://reports.teachingstrategies.com/national/pdfs/RF_Creative-Curriculum.pdf

The Early Childhood Direction Center (2006). Developmental Checklists Birth to Five.

Retrieved from: http://www.ou.edu/cwtraining/assets/pdf/handouts/2010/

developmental_checklists from_syracuse _univeristy.pdf

Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press. (Original work

published in 1934).