pre-k curriculum and instruction

Pre-K Curriculum and Pre-K Curriculum and InstructionInstructionPatricia H. Ging, EdDPatricia H. Ging, EdD

Associate Professor of Education Associate Professor of Education Tennessee Wesleyan CollegeTennessee Wesleyan College

423.746.5237423.746.5237

Pre-KPre-K

"The stronger the start, the better the "The stronger the start, the better the finish." finish."

Those words, Secretary of Education Those words, Secretary of Education Richard Riley says, should be our motto Richard Riley says, should be our motto for early childhood education.for early childhood education.

http://www.education-world.com/a_curr/curr256.shtmlhttp://www.education-world.com/a_curr/curr256.shtmlEducation World 8/10/2000Education World 8/10/2000

Curriculum and InstructionCurriculum and Instruction Covers a wide range of areasCovers a wide range of areas

General Instruction and Specific SubjectsGeneral Instruction and Specific Subjects

Curriculum and InstructionCurriculum and Instruction

Teachers of young children must knowTeachers of young children must know What to teachWhat to teach When to teachWhen to teach How to teachHow to teach


Education should interconnect concepts Education should interconnect concepts across the curriculumacross the curriculum


Learning involves knowledge of the Learning involves knowledge of the subject as well as understanding the subject as well as understanding the processprocess

The teacher should have a strong The teacher should have a strong understanding of detailed material as well understanding of detailed material as well as the processes of child developmentas the processes of child development

General InstructionGeneral Instruction

The curriculum processThe curriculum process Structuring a curriculumStructuring a curriculum Implementing a curriculumImplementing a curriculum Revising or modifying a curriculumRevising or modifying a curriculum No Common Core StandardsNo Common Core Standards Aligning a curriculum to reflect state Aligning a curriculum to reflect state

standardsstandards• http://www.state.tn.us/education/ci/earlychildhood/http://www.state.tn.us/education/ci/earlychildhood/

index.shtmlindex.shtml

TeacherTeacher EvaluationEvaluation

I Can StatementsI Can Statements ““Who can count to ten?”Who can count to ten?” ““I can count to ten!”I can count to ten!”

General InstructionGeneral Instruction How routines and transitions reflect a How routines and transitions reflect a

young childyoung child’’s needss needs Balance Balance OrderOrder Depth Depth VarietyVariety StructureStructure ChallengeChallenge Physical ActivityPhysical Activity

General InstructionGeneral Instruction Instructional strategiesInstructional strategies

PlayPlay Small groupsSmall groups Cooperative learningCooperative learning InquiryInquiry Discovery learningDiscovery learning Learning centersLearning centers Teacher-directed learningTeacher-directed learning Theme Theme Directed readingDirected reading


Major theories and models of programmed Major theories and models of programmed instructioninstruction ConstructivismConstructivism MontessoriMontessori Project approachProject approach High/ScopeHigh/Scope Reggio EmiliaReggio Emilia

General InformationGeneral Information What is meant by constructivism? The term refers to the What is meant by constructivism? The term refers to the

idea that learners construct knowledge for themselves---idea that learners construct knowledge for themselves---each learner individually (and socially) constructs each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is meaning---as he or she learns. Constructing meaning is learning; there is no other kind. The dramatic learning; there is no other kind. The dramatic consequences of this view are twofold:consequences of this view are twofold:

1) we have to focus on the learner in thinking about 1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught): learning (not on the subject/lesson to be taught):

2) There is no knowledge independent of the meaning 2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or attributed to experience (constructed) by the learner, or community of learners.community of learners.

Dewey, Piaget and VigotskyDewey, Piaget and Vigotsky


Montessori classroomMontessori classroom It is necessary for the teacher to guide the child without letting him feel her presence It is necessary for the teacher to guide the child without letting him feel her presence

too much, so that she may always be ready to supply the desired help, but may never too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.be the obstacle between the child and his experience.

Dr. Maria MontessoriDr. Maria Montessori

General InformationGeneral Information

What is a Project?What is a Project?A project is an in-depth investigation of a A project is an in-depth investigation of a topic undertaken by a class, a group of topic undertaken by a class, a group of children, or an individual child in an early children, or an individual child in an early childhood classroom or at home. childhood classroom or at home.

General InformationGeneral Information High/ScopeHigh/Scope uses an active learning uses an active learning

approach to educating children, imparting approach to educating children, imparting skills that will support their development skills that will support their development through school and into young adulthood. through school and into young adulthood. It uses an open educational framework It uses an open educational framework that provides teachers and caregivers with that provides teachers and caregivers with a blueprint for daily routine, classroom and a blueprint for daily routine, classroom and playground organization, teacher-child playground organization, teacher-child interaction, and teacher-child assessment interaction, and teacher-child assessment that encourages independent thinking, that encourages independent thinking, initiative, and creativity. initiative, and creativity.

PROGRAM BACKGROUND PROGRAM BACKGROUND In 1962, the In 1962, the High/ScopeHigh/Scope Perry Preschool Program Perry Preschool Program

was initiated in Ypsilanti, MI, as a small, carefully was initiated in Ypsilanti, MI, as a small, carefully designed research and curriculum development designed research and curriculum development project to help low-income, at-risk children in the project to help low-income, at-risk children in the community gain a positive start at community gain a positive start at educationeducation and life and life through a high-quality preschool program. The through a high-quality preschool program. The High/ScopeHigh/Scope approach blends the knowledge of Jean approach blends the knowledge of Jean Piaget, a Swiss psychologist who studied learning and Piaget, a Swiss psychologist who studied learning and development patterns of infants and children, with development patterns of infants and children, with practical teaching experience in the classroom and practical teaching experience in the classroom and other educational settings. Long-term studies show other educational settings. Long-term studies show the the High/ScopeHigh/Scope approach promotes the healthy approach promotes the healthy development of children and provides long-lasting development of children and provides long-lasting benefits throughout adulthood. benefits throughout adulthood.

General InstructionGeneral Instruction REGGIO EMILIA APPROCH TO TEACHING:REGGIO EMILIA APPROCH TO TEACHING: The following information is extracted from Carnegie The following information is extracted from Carnegie

Mellon – Cyert Center for Early Education.Mellon – Cyert Center for Early Education. "The curriculum is not child centered or teacher "The curriculum is not child centered or teacher

directed. The curriculum is child originated and directed. The curriculum is child originated and teacher framed...We have given great care in teacher framed...We have given great care in selecting the term 'negotiated curriculum' instead selecting the term 'negotiated curriculum' instead of emergent or child centered curriculum. We of emergent or child centered curriculum. We propose that 'negotiated curriculum' better propose that 'negotiated curriculum' better captures the constructive, continual and captures the constructive, continual and reciprocal relation among teachers, children and reciprocal relation among teachers, children and parents and better captures the negotiations parents and better captures the negotiations among subject matter: representational media and among subject matter: representational media and the children's current knowledge." the children's current knowledge." Innovations in Innovations in Early Education: The International Reggio ExchangeEarly Education: The International Reggio Exchange, , vol. 3, no.vol. 3, no.

The following overview of the Reggio Emilia The following overview of the Reggio Emilia Approach was taken from a packet of information Approach was taken from a packet of information available at available at The Hundred Languages of ChildrenThe Hundred Languages of Children

traveling exhibit:traveling exhibit: Hailed as an exemplary model of early childhood Hailed as an exemplary model of early childhood

education (Newsweek, 1991), the Reggio Emilia education (Newsweek, 1991), the Reggio Emilia approach to education is committed to the creation of approach to education is committed to the creation of conditions for learning that will enhance and facilitate conditions for learning that will enhance and facilitate children's construction of "his or her own powers of children's construction of "his or her own powers of thinking through the synthesis of all the expressive, thinking through the synthesis of all the expressive, communicative and cognitive languages" (Edwards communicative and cognitive languages" (Edwards and Forman, 1993). The Reggio Emilia approach to and Forman, 1993). The Reggio Emilia approach to early childhood education is a city-run and sponsored early childhood education is a city-run and sponsored system designed for all children from birth through six system designed for all children from birth through six years of age. The Reggio Emilia approach can be years of age. The Reggio Emilia approach can be viewed as a resource and inspiration to help viewed as a resource and inspiration to help educators, parents, and children as they work together educators, parents, and children as they work together to further develop their own educational programs.to further develop their own educational programs.


Curriculum integration as it relates to Curriculum integration as it relates to instructioninstruction

Cognitive tasks demanded from a lesson, Cognitive tasks demanded from a lesson, teaching practice, or questioning teaching practice, or questioning techniquetechnique


How to elicit and encourage in-depth How to elicit and encourage in-depth responses and metacognitive thinking responses and metacognitive thinking from children at age-appropriate levelsfrom children at age-appropriate levels

Techniques for creating effective bridges Techniques for creating effective bridges between curriculum goals and studentsbetween curriculum goals and students’’ previous experiences (or lack of previous previous experiences (or lack of previous experiences)experiences)

Sample Praxis QuestionsSample Praxis Questions Design a series of literacy lessons for early Design a series of literacy lessons for early

childhood education and indicate the state childhood education and indicate the state standards for which the lessons have been standards for which the lessons have been aligned.aligned.

Develop activities that involve a variety of Develop activities that involve a variety of instructional strategies and focus on one instructional strategies and focus on one learning concept (e.g., how play, inquiry, and learning concept (e.g., how play, inquiry, and learning centers could be used to teach number learning centers could be used to teach number concepts to 4-year-old children).concepts to 4-year-old children).

Sample Praxis QuestionsSample Praxis Questions Design a learning activity that incorporates Design a learning activity that incorporates

science, mathematics, and literacy. science, mathematics, and literacy. Indicate which areas of the curriculum will Indicate which areas of the curriculum will be integrated into the lesson.be integrated into the lesson.

What would be some appropriate What would be some appropriate questions that would elicit in-depth questions that would elicit in-depth responses and encourage children to responses and encourage children to focus on their thinking strategies? What focus on their thinking strategies? What would be inappropriate questions for would be inappropriate questions for young children?young children?

Mathematics and NumeracyMathematics and Numeracy

Developmentally appropriate practices in Developmentally appropriate practices in lessons based on mathematical conceptslessons based on mathematical concepts DesignDesign ImplementationImplementation EvaluationEvaluation

Mathematics and NumeracyMathematics and Numeracy

Mathematical conceptsMathematical concepts EstimationEstimation GeometryGeometry Number sense and numerationNumber sense and numeration Whole-number operationsWhole-number operations

Sample Praxis QuestionsSample Praxis Questions

Design a lesson for 5-year-old children Design a lesson for 5-year-old children that will introduce basic geometrical that will introduce basic geometrical concepts. What instructional strategies concepts. What instructional strategies would you use? How would you evaluate would you use? How would you evaluate the effectiveness of your lesson?the effectiveness of your lesson?

Identify a state standard for each of the Identify a state standard for each of the following mathematical concepts: following mathematical concepts: estimation, geometry, number sense and estimation, geometry, number sense and numeration, and whole-number numeration, and whole-number operations.operations.

LiteracyLiteracy

Developmentally appropriate practice in Developmentally appropriate practice in lessons that promote oral language lessons that promote oral language expression and literacy in childrenexpression and literacy in children DesignDesign ImplementationImplementation EvaluationEvaluation

LiteracyLiteracy

Importance of providing children with a Importance of providing children with a literacy-rich environmentliteracy-rich environment Printed materialPrinted material

• As source of informationAs source of information• For pleasure or recreationFor pleasure or recreation• As a means of recording or communicatingAs a means of recording or communicating

LiteracyLiteracy

Availability of reading, writing, and Availability of reading, writing, and listening materials, computers, printers, listening materials, computers, printers, and audiovisual equipmentand audiovisual equipment

LiteracyLiteracy

Specific literacy conceptsSpecific literacy concepts Writing processWriting process Phonemic awarenessPhonemic awareness Sentence decodingSentence decoding Word familiesWord families Root wordsRoot words PhonicsPhonics

LiteracyLiteracy

Characteristics of quality childrenCharacteristics of quality children’’s bookss books Balanced collections that reflect a wide variety Balanced collections that reflect a wide variety

of genres and reflect the makeup of the of genres and reflect the makeup of the communitycommunity

Books that have strong story lines, age-Books that have strong story lines, age-appropriate themes, illustrations, and/or read-appropriate themes, illustrations, and/or read-aloud possibilitiesaloud possibilities

LiteracyLiteracy

Specific literacy teaching strategiesSpecific literacy teaching strategies Grapheme-phoneme correspondenceGrapheme-phoneme correspondence Journal writingJournal writing Shared readingShared reading Cueing systemsCueing systems RubricsRubrics Reflective logsReflective logs

Sample Praxis QuestionsSample Praxis Questions Describe a literacy-rich environment for Describe a literacy-rich environment for

young children. Explain how the young children. Explain how the components of the environment will foster components of the environment will foster literacy concepts.literacy concepts.

Identify each of the following literacy Identify each of the following literacy teaching strategies and how each strategy teaching strategies and how each strategy could be used to help a student for whom could be used to help a student for whom English is a second language: grapheme-English is a second language: grapheme-phoneme correspondence, journal writing, phoneme correspondence, journal writing, shared reading, cueing system, rubrics, shared reading, cueing system, rubrics, and reflective logs.and reflective logs.


How do phonemic awareness, sentence How do phonemic awareness, sentence decoding, word families, root words, and decoding, word families, root words, and phonics support literacy development? phonics support literacy development? Identify each of these specific literacy Identify each of these specific literacy concepts and the role each plays in concepts and the role each plays in literacy development.literacy development.

Design a unit that incorporates the writing Design a unit that incorporates the writing process into daily activities. Specify each process into daily activities. Specify each stage of the writing process within the unit.stage of the writing process within the unit.

ScienceScience Developmentally appropriate practice in Developmentally appropriate practice in

lessons that develop each childlessons that develop each child’’s innate s innate curiosity about the world and broaden curiosity about the world and broaden each childeach child’’s procedural and thinking skills s procedural and thinking skills for investigating the world, solving for investigating the world, solving problems, and making decisionsproblems, and making decisions DesignDesign ImplementationImplementation evaluationevaluation

ScienceScience

General principles of scientific inquiryGeneral principles of scientific inquiry Cause and effectCause and effect SystemsSystems ScaleScale ModelsModels ChangeChange VariationsVariations Structure and functionStructure and function

Pre-K StandardsPre-K Standards

http://Pre-K Standardshttp://Pre-K Standards

Sample Praxis QuestionsSample Praxis Questions Choose a grade level and design an Earth Choose a grade level and design an Earth

science unit that identifies goals, state science unit that identifies goals, state standards, activities, and evaluation.standards, activities, and evaluation.

Think about ways in which the principles of Think about ways in which the principles of scientific inquiry can be employed for developing scientific inquiry can be employed for developing a childa child’’s innate curiosity about the world, for s innate curiosity about the world, for broadening a childbroadening a child’’s procedural and thinking s procedural and thinking skills for investigating the world, solving skills for investigating the world, solving problems, and making decisions.problems, and making decisions.

Social Studies and Social Studies and Character InquiryCharacter Inquiry

Developmentally appropriate practice in Developmentally appropriate practice in learning experiences that promote cultural learning experiences that promote cultural and character educationand character education DesignDesign ImplementationImplementation EvaluationEvaluation

Social Studies and Social Studies and Character InquiryCharacter Inquiry

Ability to design, implement, and evaluate Ability to design, implement, and evaluate lessons that develop the social studies lessons that develop the social studies disciplinesdisciplines HistoryHistory GeographyGeography EconomicsEconomics


Design an activity that promotes cultural Design an activity that promotes cultural and character education. Include and character education. Include extension activities and evaluation extension activities and evaluation procedures.procedures.

Develop an activity that would involve Develop an activity that would involve multiple social studies disciplines (e.g., multiple social studies disciplines (e.g., history, geography, and economics).history, geography, and economics).

Creative Arts andCreative Arts andAesthetics Aesthetics

Developmentally appropriate practice in Developmentally appropriate practice in visual and performing arts lessons that visual and performing arts lessons that engage and broaden each childengage and broaden each child’’s s experiences and skillsexperiences and skills DesignDesign ImplementationImplementation EvaluationEvaluation VideoVideo

Creative Arts andCreative Arts andAestheticsAesthetics

Ability to integrate the arts into content Ability to integrate the arts into content area studiesarea studies

Appropriate responses Appropriate responses to childrento children’’s works work


Incorporating Art into Daily RoutinesIncorporating Art into Daily Routines In the classroomIn the classroom

• Potted plants - Various leaf colors, shapes, and Potted plants - Various leaf colors, shapes, and blooming schedulesblooming schedules

• Some children may notice and remark about the Some children may notice and remark about the diversity in the beautydiversity in the beauty

• Others will likely do so with some teacher Others will likely do so with some teacher assistanceassistance


A Unique and Wonderful AreaA Unique and Wonderful Area Use a low table and an attractive tablecloth Use a low table and an attractive tablecloth

for displaying interesting objectsfor displaying interesting objects• Shell collections, cut flowers in vases, rocks in Shell collections, cut flowers in vases, rocks in

various sizes and texturesvarious sizes and textures

• Change regularly to increase the childrenChange regularly to increase the children’’s s curiositycuriosity

• Children can be encouraged to bring in wonderful Children can be encouraged to bring in wonderful objects for the showcaseobjects for the showcase


Creative ExperiencesCreative Experiences After a storm, the children can collect After a storm, the children can collect

branches or other items from the playground branches or other items from the playground

Use these items in art projects or in the Use these items in art projects or in the Wonderful Showcase AreaWonderful Showcase Area


White BoardWhite Board

Children can be assigned to decorate a Children can be assigned to decorate a portion of the white board. This could be a portion of the white board. This could be a designated daily taskdesignated daily task


Design a learning activity for visual and Design a learning activity for visual and performing arts that would be appropriate performing arts that would be appropriate for a 5-year-old child. Identify the learning for a 5-year-old child. Identify the learning goal for this activity and the means for goal for this activity and the means for evaluating the success of this goal.evaluating the success of this goal.

How can creative arts and aesthetics be How can creative arts and aesthetics be used to enhance learning in other content used to enhance learning in other content areas?areas?


Develop a unit that integrates the arts into Develop a unit that integrates the arts into content area studies. Include activities that content area studies. Include activities that integrate the arts with mathematics, integrate the arts with mathematics, literacy, science, and social studies.literacy, science, and social studies.

What is the value of creative arts and What is the value of creative arts and aesthetics in education?aesthetics in education?


Should creative arts and aesthetics be Should creative arts and aesthetics be integrated with content area studies? integrated with content area studies? Identify several ways in which creative arts Identify several ways in which creative arts and aesthetics enhance learning. Are and aesthetics enhance learning. Are there times when creative arts and there times when creative arts and aesthetics might hinder learning?aesthetics might hinder learning?

Physical Education and HealthPhysical Education and Health

Developmentally appropriate practice in Developmentally appropriate practice in the content discipline designed to the content discipline designed to strengthen gross and fine motor skills and strengthen gross and fine motor skills and foster a healthy lifestyle.foster a healthy lifestyle.

Safety procedure and Safety procedure and precautions.precautions.

VideoVideo

Physical Education and HealthPhysical Education and Health

Impact of medical conditions and Impact of medical conditions and procedures to handle such conditions:procedures to handle such conditions: EpilepsyEpilepsy DiabetesDiabetes Use of injectable medications to prevent Use of injectable medications to prevent

allergic reactionsallergic reactions Handling of bloodHandling of blood


What are some activities that could be What are some activities that could be conducted in physical education sessions conducted in physical education sessions to strengthen a 5-year-old studentto strengthen a 5-year-old student’’s fine s fine motor skillsmotor skills

What is the relationship between gross What is the relationship between gross and fine motor skill development?and fine motor skill development?

What safety information should be What safety information should be conveyed to teachers?conveyed to teachers?


Design a unit on gross motor skills for 6-Design a unit on gross motor skills for 6-year-old students. What safety procedures year-old students. What safety procedures and precautions should be considered in and precautions should be considered in developing this unit?developing this unit?

What safety information should be shared What safety information should be shared with students to ensure their safety and with students to ensure their safety and understanding of medical conditions?understanding of medical conditions?


Outline the important points that would Outline the important points that would need to be discussed during an in-service need to be discussed during an in-service workshop on the impact of medical workshop on the impact of medical conditions and the procedures for handling conditions and the procedures for handling such conditions. Include information such conditions. Include information concerning epilepsy, diabetes, use of an concerning epilepsy, diabetes, use of an EpiPen for severe allergies, and handling EpiPen for severe allergies, and handling of blood.of blood.

TechnologyTechnology

Appropriate use of technology in the early Appropriate use of technology in the early childhood classroomchildhood classroom

How to adapt technology for use with How to adapt technology for use with students with special needsstudents with special needs

Ability to evaluate Ability to evaluate effective use of effective use of technology in the technology in the early childhood classroomearly childhood classroom


Describe an early childhood classroom Describe an early childhood classroom that provides students with a variety of that provides students with a variety of opportunities to interact with technology. opportunities to interact with technology. Include one activity for each form of Include one activity for each form of technology specifically indicating the form technology specifically indicating the form of technology and how technology will of technology and how technology will enhance learning for the student.enhance learning for the student.


How can technology be adapted for use How can technology be adapted for use with students with special needs? Indicate with students with special needs? Indicate adaptations for physical, emotional, and adaptations for physical, emotional, and educational needseducational needs


Develop a unit that will incorporate Develop a unit that will incorporate technology with literacy. Indicate specific technology with literacy. Indicate specific activities that will enhance literacy activities that will enhance literacy learning. Develop assessment tools that learning. Develop assessment tools that will evaluate the effective use of will evaluate the effective use of technology to attain the specified goals.technology to attain the specified goals.

ConclusionConclusion

DiscussionDiscussion QuestionsQuestions

ReferencesReferences http://www.education-world.com/a_curr/curr256.shtmlhttp://www.education-world.com/a_curr/curr256.shtml Education World 8/10/2000 Education World 8/10/2000 (Study Guide for the Praxis (Study Guide for the Praxis

Education of Young Children Tests)Education of Young Children Tests)

pre-k curriculum and instruction

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