Scheduling-Major Components Activity time

– Should be the largest block of the day wherein children can self-select their activities

Large group activity– Also called circle-time, group time and is almost always teacher led.

Remember age appropriate activities and time

Small group activity– Depends upon the type of curriculum. Largely used in High-scope

types of curriculum wherein a small group of children work with one teacher for a short period

Outdoor– Not just a time for teachers to “get other things done”. Just like

indoor activities, it should be set up to provide for each child’s needs, guiding behavior, providing experiences, teaching concepts, letting children enjoy the beauty of outdoors

Routines– Often overlooked as just part of the day, routines are an important

part of each day and should be treated as such. Rushing through such activities as clean-up, eating, toileting, napping, deprives both the child and the teacher of positive one-on-one interactions and learning experiences. Use the routines to get to know children better.

Guidelines for Scheduling Alternating active and quiet time Balancing child-initiated and teacher-

initiated Activity and developmental level of the

children Group size Arrival and departure Seasonal considerations

Curriculum Curriculum is, literally, everything that

happens in the course of a school day It is the process of translating theories

of education into practice It is spontaneous, yet organized; it is

planned, yet it emerges; it is based on children’s interests tempered by adult awareness of children’s needs.

Four areas of Focus

The content- “what” is being taught The process-”how” and “when” learning

takes place The teacher-”who”creates the

curriculum, planning, and providing for activities

The context-”why” certain projects are chosen

Different Types of Curriculum Open Education or Themes Teachers guide, facilitate, setting up the

environment to promote independence and self-sufficiency. The emphasis is on the integration of the total curriculum rather than on separate subject matter. Many programs are based on a thematic approach.

Themes

Remember to make the curriculum real & relevant using children’s experiences as the guide:– Children as the focus– Family as the focus– Community as the focus

Emergent CurriculumThe Project Approach A process oriented approach that calls

for collaboration on the part of the teachers with children and other adults. It is based on the premise that curriculum is everything that happens throughout the day; it is all of the children’s experiences as they interact with people and materials

Elements of Emergent Curriculum The image of the child The environment The emergent curriculum-”Projects” Documentation

The Project Approach Phase one: Beginning the project-engaging the

children’s interest Phase two: Developing the Project-sustaining and

maximizing the children’s interests Phase three: Concluding the project-connecting

new learning with previous experience– Discussions– Representations– Fieldwork– Investigation– Display

Developmentally appropriate curriculum Based on the theory, research, and

experience of knowing how young children develop and learn– Appropriateness– Individual appropriateness– Cultural appropriateness

Culturally Appropriate Curriculum A curriculum that reflects the cultural

plurality of contemporary American society in general and the individual classroom in particular, and present it in sensitive, relevant ways

Planning Curriculum

Written plans Planning by objectives

– Objectives are the stated concepts that children will learn through a specific experience

– 2 important factors in developing curriculum objectives

• How much knowledge and understanding the children have

• What they are interested in?

Webbing or Unit Planning Planning tool that provides depth to a topic

and creates a map of possible activities and projects. It may be organized around a theme, into specific curriculum areas, or around program goals.– Brainstorming– Grouping– Sharing– Drawing

• See page 248 Figure 8-5

Advantages of Written Plans

Helps teachers focus Provides direction Clarifies thoughts and articulate a rationale Stimulates teamwork Provides a concrete format from which

evaluation and assessment can be made Serves as a communication tool Teachers can see how much they offer

children

Teacher Considerations

Educational philosophy and goals of the program

The children themselves Knowledge of children in general

Guidelines for Planning Curriculum Set goals Establish priorities Know the resources Plan ahead Evaluate

Child’s Play-Curriculum Expressed Through Play Types of play

– Solitary– Parallel– Associative– Cooperative

Functions of Play– Functional– Games– Dramatic– Constructive

Teacher as a Facilitator

Guides but does not direct Capitalizes on children’s thoughts and ideas Models play when necessary Helps children start, end, and begin again Focuses the children on one another Encourages them to interact Interprets the children’s behaviors Expands play potential