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Collaborative Efforts Between Child
Learning Center (CLC) and FamilyChapter 3
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Key Points for Consideration
Childrens Characteristics
Children are resilient and adaptive
Play is the vehicle by which children learn andgrow
Children get their needs met from theirenvironment
Knowledge and experience has utility
Learning starts with the practical and moves tothe theoretical
Developmental and life skill competencies areoften precursors to Educational competencies
The life experiences of a child is a portfolio of thecommunity and his/her circle of influence
Its the minute things that count and those thingsmust constantly be reinforced
Childrens academic performance is a function ofparental involvement; not income or social status
Goals for Teachers
Teachers must see themselves as a resource in childrensenvironment
The goal of the teacher is not to work so much withchildren but to create an environment for children towork
Teachers must find ways to create an environment fil ledwith choices and praise
Teachers must free themselves to be creative in order tobe effective teachers
Teachers must ensure that they are teaching the basicconcepts of reading, writing, arithmetic/science
Build a curriculum behind everything you expect childrento know.
Operationalize competence
Teachers must observe, draw connections, educate(Cycle of Influence)
Teachers must see collaboration with parents as anessential part of their duties
The best way to build relationships with the child is tobuild relationship with the parents
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LOOKING TO CULTURAL MODELS THAT WORK
U.S. preschoolers are producing lower
scores than their Asian counterparts.
Glimpse at these cultures
Parents promote education
Educators are held in high regard byparents and children
Poor academic performance bring shame tothe family and the child
Education takes precedence to socialization
Education is part of the culture and occursyear around
The Family
Education
The Child
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Cultural Factors of Change
There have been collapses in the social fabric of oursociety
Goals on education are constantly changing in our society
Structure of family has changed considerable over the past two
decades
The workplace is a cultural laboratory
As ECE educators we work directly with children and charged towork indirectly with families in the same manner
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Working to Partner with Parents
Basic Assumptions We Must Embraceas Educators
Most parents are genuinely invested inthe social and educational welfare of their
children
Many parents are unaware of how toeffectively collaborate and work withteachers towards an educational plan of
action
Many parents are not aware of how muchprofessional educators care
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Working to Partner with Parents Consequently
It is important to help parents to seehow educators are equally investedin the outcomes of children. Spend time with parents who do
It is important that parents see linksbetween what educators do andtheir relation to Ohio educationaland developmental standards.
It is important to make parents apartof the plan of action. Share information
Problem-solve
Recognize the successes of people
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Getting Families involved in Childrens Learning
Math
Sorting laundry and matching socks. Whenfinished they can count pairs of socks for eachfamily member and then add them together
Make a number lotto game and play it withparents
Circle numerals in the newspaper beginning with 1and go to 10, or as far as the child can recognize
Estimate the weight of several household objects
(i.e., balls, gallon of milk). Order from light toheavy
Do matching, sorting, categorizing activities usingbeans, buttons, pictures
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Getting Fathers Involved Ways to promote father
involvements: Invite men to take part in school
activities
Address communications tofathers/grandfathers
Find out what activities fatherswould be interested in
Involve males in parentingeducation classes
Schedule meetings/volunteertimes considering available
hours for fathers
Documented impacts of father
involvements: More likely to:
Enjoy school
Achieve higher grades
Participate in extracurricular activities
Less Likely to: Repeat a grade
Be suspended or expelled from school
Behave violently in school
Be involved in acts of juveniledelinquency
Eliason & Jenkins (2008), pp. 51
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Pedagological Core/principles
As a body of educators, we are invested in the
educational outcomes of the child. We believe thatoptimal outcomes for the child can only occur wheneducators work collaboratively with families to meetthe needs of children.
As a body of educators, we recognize that childrenmust be provided with learning based activities whichpromote english/literacy, social studies, math, and
science. We use childrens natural disposition to playas a vehicle to education and development. Weunderstand how important it is for the childsenvironment to be stress free and rich in resourcesthat promote curiosity and self learning.
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Practical Considerations: Bridging Relationships
Get the community involved Get vouchers and coupons to which families would benefit (i.e.,
Laundry coupons, gas coupons)
Create a family dinner night where a portion is dedicated todiscussing how parents can work with children at home
Churches are increasing their congregations and FastFood restaurants are getting more customers becausethey are meeting the needs of the whole family
Effective churches have numerous family-based ministries that getthe family involved
McDonalds create play areas to give parents a break while theydine
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Practical Considerations: Family Needs
Identify the needs andchallenges of families Offer trainings on
financial management/debt freedom
Time management
Effective parenting &
Coping
Family blends & childneeds
Solution Bank Offer a stress free
evening as an incentiveto certain parents whocollaborate
Open up for 4 hoursand provide free careonce a month
?
?
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Practical Considerations: Question?
Do parents know theprogram philosophy?
Operating policies?
Child interactionpractices?
Whats on your parentsbulletin board,newsletters, notes whichare sent home?
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National Association of State Boards ofEducation Recommendations
Promote an environment that recognizes parents as the primaryinfluence in childrens lives and a necessary partner to educators
Recognize that the self-esteem of parents is integral to the developmentof the child
Include parents in decision-making about their child and the earlychildhood program
Ensure opportunities and access for parents to observe and volunteer inthe classroom
Promote information exchange between teachers and parents that willbenefit the children
Provide a gradual and supportive transition process from home to schoolfor those young children entering school for the first time
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Practical Considerations: Communication Links
Eliminate excuses by improving communication betweeneducators, families, and community
When parents cannot be involved, ask for a familyrepresentative (i.e., grandparents, siblings)
Develop a pamphlet and community resources center at thechild learning center Toy Resource Library vouchers
Zoo and museum vouchers
Send a communication to families informing them that theyneed to be prepared to commit five minutes to meet with
the lead teacher at least once every two weeks
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Practical Considerations: Campaign Drive
Have a campaign drive and obtain verbal contracts with
parents to commit to 15 minutes a day reinforcing activitieswhich were done over the past week.
Give parents the lesson plan and explain the activities
Give parents a list of recommendations about the home environmentthat could benefit the children (i.e., remove violent toys or themedmedia)
Follow-up with parents about the activities How was the literacy activity last night? How did the child do? Did you notice any particular areas where we need to work with your
child?
Avoid closed-ended questions like Did you do the activity with yourchild?
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Practical Considerations: Reinforcing Families
Ask parents to share the activities they have done withchildren and to give you ideas so that you can developcurriculums that build on what they have done
Find ways to recognize parents who are partnering with
educators and the centers
Create a weekly newsletter which outlines what you aredoing to better educate children through ODE learning
standards
Develop a webpage that outlines key information about yourcenter and resources to parents
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Does Technology Provide Solutions forPartnering with Families and Communities?
Most parents have internet and email services at home
and at work
Electronic newsletter
Record audio instructions or messages for parents oncassette or CD
Send a weekly picture-text to parents (i.e., importantmilestone achievements or group learning exercises)
Every center needs to have a heavy duty copier so thatparents can have copies of childrens weekly progressdocuments
Start a VHS or DVD video library of recordings of yourbest teachers in action. Make available to parents and ask them how to improve
(this can be a part of training)
Organizational websites are vital sources of information
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A Story About Technology
Technology was kind enough
to produce laptops. My boss was kind enough to buy
me one so that I could workwhile away from my office
Technology was kind enoughto produce cellphones andpagers.
My boss was kind enough to buy
me one so that I could bereached while away from myoffice
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ACTIVITY 1. Investing in the technology of
others Identify general
technological
advancements that arecommon to mostpeople
Discuss ways in whichtechnology can be
used to improvecommunication and topartner with parentsand community
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STEPS TOWARDS SOLUTIONS
Educators must approach the needs of parents insimilar light to the needs of children.
Parental demonstration of frustration is not personalits
professional (respond in kind)
Parental demonstration of disinterest is not necessarily anissue of caringits an opportunity to show how much
you care.
Public and communicative displays of territorism is notnecessarily an issue of ignoranceits an opportunity to
demonstrate that you are on the same team
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MYTHS THAT EMPEL THE CLASSROOM
Children should be seen and not heard Author?
Spare the rod spoil the child
Do as I say and not as I do
These kids today are too spoiled, rotten,and got poor manners
Once I tell them oncethey should knowbetter
One bad apple spoils the bunch
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Current Challenges to Effective Teaching
Too many expectations and documentations
Not enough time in the day
We dont get paid enough to do all this%@&(^)%#%$@ work
Not really sure what they want
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ELIMINATE ROLE CONFUSION BETWEENEDUCATORS AND PARENTS
Ineffective Responses Posed by
Teachers
Parents dont care Parents are too busy
Mothers are more concerned aboutthemselves than their children
Couples today are most interested inbuying things than in their children
Parents get mad when we call them Parents dont discipline their children
Parents get in the way
Ineffective Responses Posed by
Parents
Teachers dont want me there My kids dont want me there
I dont have time Im paying them to take care of my
children
Teachers know more than I do I wouldnt know what to do
I dont want to bake any morecookies
It is the only time I have to do mywork
It is the only time I have to myself I dont have a babysitter
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REFERENCES Berger, E. H. (2008). Parents as Partners in Education: Families and Schools
Working Together (7thed.). Merrill Prentice Hall: New Jersey.
Billman, J. and Sherman, J. (2003). Observation and Participation in EarlyChildhood SettingsA Practicum Guide (2nded., Ch. 8). Allyn and Bacon: Boston.
Dodge, D. T., Coler, L. J., and Heroman, C. (2002). The Creative Curriculum forPreschool (4thed.). Strategies for Teaching, Inc.; Washington, D.C.
Gordon, A. M. and Williams-Browne, K. (2000). Beginnings & Beyond (5thed.).Delmar Thomson Learning: Africa.
Krogh, S. and Morehouse, P. (2008). The Early Childhood Curriculum: InquiryLearning Through Integration. McGraw-Hill Higher Education; Boston.
Mayesky, M. (2006). Creative Activities for Young Children (8thed.). ThomsonDelmar Learning.; U.S.
Wright, K., Stegelin, D. A., and Hartle, L. (2007). Building Family, School, andCommunity Partnerships (3rded.). Merrill Prentice Hall: New Jersey.
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Group Activity Unique Qualities to American
Families Since the 1970s
Divorced has tripled
Children living with one parent hasdoubled (primarily female)
Births to unmarried mothers hasdoubled
Children born in poverty hasincreased from 14 to 20%
Working mothers with children underage 6 increased from 30 to 65%
Working mothers with school-agechildren has increased from 50 to77%
Rising Cohorts of Parents
Children with developmental
delays and disabilities Single parents
Adoptive and foster parents
Divorce parents
Gay/lesbian parents
Homeless parents
Teenage parents
Grandparents raisinggrandchildren
Inter-racial parenting
Parenting where English is thesecond language
First-time parents
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PLANNING THE DEVELOPMENTAL CURRICULUM, THENEEDS OF CHILDREN, AND THE CHALLENGE OF
TEACHERS TO PROMOTE CREATIVITY
Lecture notes comprise ofgathered information fromthe following areas:
Chapter 4. Eliason & Jenkins (2008).
Chapter 1 & 4. Dodge, Colker, &Heroman (2002).
Chapter 5. Mayesky (2002).
CHILDREN TEACHERS AND CREATIVE
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CHILDREN, TEACHERS AND CREATIVEACTIVITIESKey Themes For Consideration
Children possess both unique qualities and common characteristics which bind them to theirenvironment.
Teachers must be certain that their practices do not compromise childrensuniqueness or their commonalities. Consequently, It is important for teachers toknow the unique differences between each child and be aware of each childs level ofdevelopment, strengths, abilities, and special personality.
Children are often challenged to discover their uniqueness while at the same timedevelop socially adaptable characteristics which enable them to integrate into theirfamilies, communities, and greater society.
Watching child at play helps an adult understand the young person.
Teacher plays a role of a facilitator in the creative process. As facilitators we engage in scaffolding by helping them develop new competencies,
guide and provide opportunities, and to be sensitive and caring without interfering. Teacher needs to allow the young child to deal directly with materials
(acting as an aide rather than a leader or judge). Talking to children about their art can foster childrens ability to express themselves
through the arts.
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Principles that Guide effective Teaching
Effective learners actively process lesson plans
Presenting information from multiple perspectivesincreases the durability of instruction
Effective instruction should build upon studentsknowledge and experiences and be grounded in
meaningful contexts (Ornstein & Behur-Horenstein,1999)
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DEVELOPMENTALLY APPROPRIATE EARLYCHILDHOOD CLASSROOMS
Classrooms that maximize interactions amongchildren as they pursue independent and smallgroups activities.
An environment with challenging and interestingmaterials/activities.
Teachers should step back to observe, encourage anddeepen childrens use of them.
Teachers should ask thought- provoking questions andmake appropriate comments.
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ATTENTION SPAN AND CHILDRENS PHYSICAL NEEDS
In general, the younger children the shorter theattention span; however, it varies from individual to
individual.
Teachers must consider attention span whendeveloping activities. DAP activities (not too easy; not too challenging) promote greater attention
out of children.
Young children make it quite obvious when theirattention span is waning- by a yawn, fidgeting etc. Teachers need to be able to read these obvious signs of lessening (or lost)
attention.
Teachers need to note activities which capture the attention of childrenlonger. This can be vital information for future program development.
By changing activities and equipment to keep children matched to theirpresent developmental levels, you are helping the children attend to activities
longer on their own.
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Activity Patterns
Start with familiar resources/ activities then move to more
complex.
Take into account childrens physical characteristics.
Balanced interplay of time for both large and small motortasks.
Creative activities for young children must also have a goodbalance between active and quiet activities.
Both should be incorporated in a single learning setting since youngchildren have a difficult time sitting still for long periods of time.
The younger the child, the greater the tendency to becomeover stimulated, so the amount of activities for young
children should be limited.
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Transition From Group Times
Transitions from group times to the next activitiescan be chaotic if group times are uninteresting,too long, or too demanding.
Improve transition stage by sharing the daysschedule with the children at the beginning ofthe day.
Allow children to help with the plans and
participate in setting the limits.
Give positive reinforcement when things go well,not just reminders when someone fails toremember.
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Transitions To Free Choice Times
Assure children that they will have ample timefor their favorite activities (This reduces maddashes for resources).
When balance is inadequate, children behaveaggressively (Misbehaving and unconstructiveplay).
Children who are bored or frustrated during freechoice time are rarely cooperative during cleanup.
CHILDREN EXPRESSING SOCIAL EMOTIONAL
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CHILDREN EXPRESSING SOCIAL EMOTIONALNEEDS
Important to help the child find acceptable ways toexpress their feelings. By providing activities that are less structured and allow
freedom of expression. Childrens fantasies/emotions seek expression thru the materials.
Children need to know about limits (setting themwhen necessary) and need to be helped so thatthey can channel emotions more positively.
Behavior problems demand creative response from the teachers. Adisciplinary situation usually requires divergent thinking on the part of theadult.
Young children are egocentric and lack in perspective taking; therefore, itbecomes difficult to understand the feelings of others.
C i i
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Competition
Young children naturally compare their workto others and seek their teachers approval.
Teachers should respect childrens naturalcompetitive spirit and/or parental valuestowards competition.
But avoid reinforcing competition.
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3 COMPLETING A CREATIVE ACTIVITY
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3. COMPLETING A CREATIVE ACTIVITY
Finishing an activity involves clean up and young children can be veryhelpful with this.
Pro-social behaviors can be acquired if teachers take time to teach themabout clean-up .
Young children usually want to help out and enjoy feeling needed.
Arrange the environment so that it is possible for the children to assist withcleanup.
Children can put away materials when they clearly understand where thematerials belong.
Empower children by assigning roles during clean-up and rotating roles toguarantee fairness.
Give children ample notice before cleanup time approaches, giving them secondand third reminders after about 5-9 minutes.
Teacher can circulate around the room giving quiet notice.
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Completing an activity is important to young children andteachers have to allow time for individual differences infinishing creative activities.
Children stop when they are satisfied with what they have produced.
Teachers of young children realize that the decision to stop must be
the childs.
To ask a child who has stopped working to add to what hasbeen created or to evaluate the item for reworking would
violate the childs creative integrity.
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2. Physical Development
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2. Physical Development Children master increasingly sophisticated tasks and gain personal
responsibility for their own physical needs.
Two goals for physical development
1. Achieving gross motor control.2. Achieving fine motor control.
In may ways, physical development promotes social/emotionaldevelopment (The reverse is also true).
Physical education in early grades support childrens academicachievement, general health, self-esteem, stress management, and socialdevelopment.
3. Cognitive Development Three goals for cognitive development
1. Learning and problem solving.2. Thinking logically.3. Representing and thinking symbolically.
The ability to take on anothers perspective leads them into friendshipwhere they can share feelings and experiences.
4 Language Development
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4. Language Development. Language become the essential tool for establishing relationships
with adults and other children.
Two goals for language development1. Listening and speaking
2. Reading and writing
Between the ages of 3 & 5, childrens vocabulary can grow
dramatically
Listening, speaking, reading, and writing develop interdependentlyin children.
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3 Five-Years-Old
Social Development They are increasingly independent, self sufficient individuals.
They are dependable and responsible. They are exceedingly social. 5 year olds prefer cooperative play to solitary or parallel play.
Physical Development They showmore agility, balance and coordination both in gross and fine
motor movements.
Cognitive Development They learn new concepts through experimentation and discovery. Are able to think in complex ways Can categorize by two features, such as color and shapes.
Language Development Show a significant growth in their communication skills. They have adult-like word order, using pronunciation like a grown-up. They also begin to extend their oral language skills to reading and writing.
Th T h R l
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The Teachers Role
The teachers role is an ongoing cycle ofinteracting with children and making decisionsabout when and how to meet individual andgroup needs.
The cycle has 3 parts:
1. Observing children
2. Guiding childrens
learning3. Assessing childrens
learning
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GUIDING CHILDRENS LEARNING
Using a range of teaching approaches is most effective
Child initiated-learning When you want children to explore and construct an understanding on their own
Children choose the activity and the action
Teachers intentionally create an interesting and rich environment that offers children choices
Furniture arrangement, daily routines, material selection, and social climate all are important
Teacher-directed learning Involves planning how to teach a concept or skill, materials needed, and determining if it should
be taught individually, to a group, or whole class
Life in the classroom requires a range of teacher involvement
Talk with children about their work
Ask children closed and open-ended questions
Adapt instruction to include all children
Gifted children
Stock interest areas with interesting and challenging materials
Follow childrens interests
Teach to the childs strengths
Have realistic expectations
GUIDING CHILDRENS LEARNING contd
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GUIDING CHILDREN S LEARNING cont d
Children with disabilities
Use clear visual cues
Use transition-preparation techniques, Use peer buddies as teaching models
Use visual and tactile props
Encourage active participation in outdoor and gross motor play, then havecalming activities before returning to sedentary activities
Have childs attention before giving new rules
Assess and identify needs for assistive technology with a specialist
Second-language learners
Learn words in childs home language
Use concrete objects and gestures
Establish a classroom community
Use lots of repetition, running commentary, and actions as you talk Establish familiar routines
Assist children in sociodramatic play
Be patientgive them time to get their words together
Involve families
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GUIDING CHILDRENS LEARNING contd
In depth or long-term studies allow teachers to integrate
content areas and address developmental goals:
1. Select an appropriate topic2. Create a web of important ideas3. Determine how content knowledge and process skills
can be learned through this study4. Discuss topic with children5. Inform families of proposed study topic6. Use forms to organize materials and plan activities
7. Assemble relevant materials and resources8. Facilitate investigations9. Document findings10. Plan a special event to end the study
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ASSESSING CHILDRENS LEARNING contd
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ASSESSING CHILDRENS LEARNING contd
Use what youve learned to plan
Plan for each child
Review progress in social/emotional development
Review progress in gross and fine motordevelopment
Review progress in cognitive development
Review progress in language development
Plan for the group
Identify which children need more focusedinstruction on certain skills
Large group and small group instruction
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Planning the Curriculum
Chapter 4
K S t D f f C i l
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Key Sources to Draw from for CurriculumDevelopment
Knowledge of early childhood
Childrens individual characteristics
The knowledge base of various disciplines
The values of our culture, parents desires
The knowledge children need to function proficiently insociety
Planning the Curriculum
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Planning the Curriculum
Principles of Curriculum(Shepard, 2001)
All students can learn
Challenging subject matter is aimed athigher order thinking and problemsolving
Diverse learners are given equalopportunities
The relationship between learning in andout of school is authentic
Students foster important dispositionsand habits of mind
Students enact democratic practices in acaring community
Curriculum and Assessment(NAEYC (2003)
Children are active and engaged
Goals are clear and shared by all
Curriculum is evidence-based
Valued content is learned throughinvestigation, play, and focused, intentionalteaching
Curriculum builds on prior learning andexperiences
Curriculum is comprehensive
Professional standards validate the curriculumssubject-matter content
Curriculum is likely to benefit children
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Key Points for ConsiderationActive LearningExperiences
Role Playing
Creative Dramatics
Simulations Pantomine
Games
Art Activities
Storytelling
KWL Chart K: Wht do we know
W: What do we want to know or wonder
L: What we learned
Questions to ask children in curriculum development: What do you wonder/want to know about
What can we do to find out
What materials do we need
What will you bring and what would you like forme to bring
Several researchers purport that activity generateslearning
Learning should be hands-on
Points of Consideration
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Points of Consideration
Curriculums must respect diversityand the range of childrensdevelopmental needs
Teachers sometimes plan acurriculum for the entire year..
While this can be a positive, thecurriculum must have room forchildrens input
Start with a needs assessment
to discover childrens needs
Curriculums should emphasizeacademic needs, developmentalneeds, social/cultural needs
Project work Thematic work
Question/problemfocused activities
Put children in control oftheir learning.
This is new to them and
often stimulates growth inall areas
Assessment Tools
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Assessment Tools
Informal Assessment
Observations
Anecdotal comments
Brief conferencesummaries
Checklists
Rating scales
Performance samples
Portfolio entries
Journals
Learning team reports
Formal Assessment
School readiness
assessment
Developmental screening
Achievement tests
Key Points of Consideration
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Key Points of Consideration
Research indicates that delaying school entry does
not, in most cases, benefit children
Group-administered standardized achievements test
are not recommended before the third grade(Kamii, 1990; Eliason and Jenkins, 2008, pp.71)