cd 38 chapter 9 pp.ppt revised oct 2016

Chapter 9: Planning the Children’s Program

Planning and Administering Early Childhood ProgramsTenth Edition

Nancy FreemanCelia A. DeckerJohn R. Decker

Prepared by:Nancy K. Freeman

Tere HolmesKris Curtis

Adapted by: Katy Kelley

Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

9-2

CurriculumCurriculum is an all encompassing plan

for learning which includes:• Individual and group activities• Physical care routines• Supportive relationships• Transitions• Daily routines • Physical environment


9-3

Foundations of Curriculum

The curriculum that you select, design and ultimately implement should be clearly linked to your:•Program Vision•Program Mission•Values of the program and local community


9-4

Developmentally Appropriate Practice (DAP)

•NAEYC Position Statement published in 1987, revised in 1997 and 2009

•DAP advises that all curriculum for young children should be based on:○Knowledge of child development○Knowledge of individual children’s strengths, needs,

and interests including those with special needs ○Knowledge of social and cultural contexts of the local

community


Video Clip-Developmentally Appropriate Practice (Introduction)

• Although this is video is a review of what you most likely have learned in other classes, please watch the video clip with the perceptive of being a Director/Supervisor.

9-5


Pairs Activity Share with a partner the following: What is the one (or two things) that stood

out for you in this video? Based on DAP, what are two things that

you would implement into your program?

9-6


9-7

Four Goals of Multicultural Anti-Bias Education (Derman-Sparks & Edwards 2010)

•Developing positive personal and group identities•Seeing similarities and differences including differing abilities as aspects of human diversity

• Identifying unfairness, and recognizing that unfairness hurts

•Confronting bias by speaking up and having the skills to act against prejudice or discriminatory actions


Video Clip-A Look at Race Relations through a Child's Eyes

9-8


Reflection Exercise • What are your thoughts/feelings regarding

this video clip?• What are some strategies you would

implement into your program in order to promote a culturally responsive program?

9-9


9-10

Strategies for Promoting Multicultural Sensitivity

•Educating families about the importance of building children’s self-esteem

•Helping children explore their own culture through family and school activities

•Training families and teachers to assess their own multicultural competence

•Supporting the development of skills needed to promote multicultural understandings

•Promoting teacher education focused on multicultural anti-bias education


9-11

Standards & Curriculum•Program Standards: Expectations for the quality of the program

•Content Standards: What a child should be able to do within an academic area, such as mathematics

•Benchmarks: The knowledge and skills a child should have by a given time in school

•Performance Standards: Quality levels of performance within a given benchmark


9-12

Program Goals: General statements of what the program hopes to achieve

•Should address children’s acquisition of knowledge, skills, dispositions, and feelings

•Identified child outcomes should be developmentally appropriate and logically sequenced, so that children build knowledge on previously acquired skills (Copple & Bredekamp, 2009)


9-13

Organizing the CurriculumCurriculum is typically organized in one of two

different ways:1. Separate Concepts & Skills

○ Content area (Math, Science, Social Studies) or developmental domain (cognitive, fine motor, gross motor)

2. Integrated Approach ○ Topic driven engagements where content areas are

integrated. ○ Careful attention is given to providing authentic learning

experiences through thematic planning or projects


9-14

Designing Teaching Strategies•The selection of appropriate teaching strategies should be based on DAP guidelines and the nature of the content to be learned.○ Teacher-Directed Activities are commonly selected to

facilitate learning of specific knowledge and skills.○ Child-Initiated Activities are commonly used to provide

opportunities for children to apply knowledge and construct understanding of relationships among knowledge and skills.

DAP advises that both approaches work well for different kinds

of learning and children benefit from both child initiated activities,

and teacher facilitated instruction.


9-15

Appropriate Computer and Interactive Media Use

•Follow NAEYC’s 2012 Position statement: Technology in Early Childhood Programs Serving Children from Birth through Age 8

o Computers do not typically match the way young children under the age of 3 learn and therefore are not recommended

o Computer technology and interactive media can provide enriching learning experiences for children 3 and older

o Selecting open-ended software (i.e., children are free to do many activities & that promotes critical thinking)


9-16

Appropriate Computer Use•Effective and appropriate computer/interactive media has these benefits:○Children learn about technology○ Provides opportunities for children to easily

manipulate objects (spatial awareness)○Allows teachers to meet the diverse needs of

students, including those with special needs


9-17

Facilitating Classroom Transitions•Begin the day with a positive tone•Provide a consistent daily routine•Provide warning prior to a transition•Maintain realistic expectations for children’s behavior

•Provide adequate choices when appropriate•End the day pleasantly and calmly


9-18

Facilitate Emotional Literacy & Social Competence

•Empower children by helping them feel successful•Read stories that discuss emotions•Extend children’s vocabulary of “feeling” words•Help children make inferences about expressions, body language, and tone of voice

•Create a safe place for children to express their emotions

•Build a sense of community and belonging


Every Opportunity-Video Clip

9-19


Group Discussion • How did this video make you feel? • Did it bring back some past experiences in

school?

9-20


How do you help Facilitate Social/Emotional Competence with

Children, Parents & Staff?

9-21


9-22

Other Curriculum Supports•Effective programs have given significant thought to the following curriculum supports:–Child Grouping○adult-child ratio –Scheduling ○Fixed and flexible schedules–Staff planning and implementation responsibilities

http://images.google.com/imgres?imgurl=http://www.simchakids.org/images/look-staff/bubbles.jpg&imgrefurl=http://www.simchakids.org/look-staff.html&usg=__ZcDvODHwp8yKHa7N0fCNIshP6Eg=&h=337&w=450&sz=128&hl=en&start=10&tbnid=yLBcKSvmPo-A8M:&tbnh=95&tbnw=127&prev=/images?q=outdoor+water+play&gbv=2&hl=en


9-23

Trends and Issues•The Standards Movement: Having a quality curriculum within today’s standards-based environment (i.e., standards may be too narrow & focus on achievements vs. content)

•An emphasis on increased intentionality in teaching (i.e., thoughtful planning)

•The growing Achievement Gap•Growing diversity of the United States and dual-language learners


Small Group Activity See Group Scenario Handout

9-24


Follow-up• Read Chapter 9 & review this week’s

PowerPoint • Continue working on assignment-Creating

a Mini Staff Handbook due on 11/1• Continue working on Assignment-Creating

Your Program Budget due on 11/8• Let me know if you have any questions!

9-25