Creating Curriculum

CDEC 1313

Chapter 2

Curriculuman organized framework that

delineates the content children are to learn, the processes through which

children achieve the identified curricular goals, what teachers do to

help children achieve these goals, and the contest in which teaching occurs.

Curriculum

• Philosophy - basic principles, attitudes, and beliefs of the center or school

• Goals - broad, general overviews of what children are expected to gain from the program

• Objectives - specific teaching techniques or interpretations of the goals

Our Promise to ChildrenFor the children and for our nation, I affirm my personal

commitment to all young children and their families.I promise to model behaviors that solve problems without

resorting to aggression or violence and to teach tolerance and respect for differences.

I will serve as an advocate for children, families, and the early childhood profession.

I promise to maintain the highest standards of professional practice and ethical conduct.

I will be open to new ideas and value the suggestions of others while I continue to learn, grow, and contribute as an

early childhood professional.I know that my work makes a difference. I vow to help make

the future bright, safe, and productive for all children.

Curriculum Models & Programs

• Montessori

• Head Start

• Bank Street

• Reggio Emilia

Montessori

• Child-sized environment

• Hands-on activities

• Materials– self-correcting– daily living practical tasks– sensorial– conceptual

Head Start & Early Head Start

• publicly funded educational programs

• low-income families

• health & medical screening & treatment

• required parent participation

• comprehensive services to families

• classroom & home-based

Bank Street

• Child-centered learning

• Learning centers

• Developmental interaction– between child & environment– between cognitive and affective

High Scope

• Originator - David Weikert

• Active learning

• Cognitive oriented model

• Key experiences

• Plan-do-review

Reggio Emilia

• Teachers are partners and collaborators

• Plans are made in response to children’s interests

• Pedigogista

• Atelierista

• Hundred languages of children

• Guiding principles - page 40 text

Multicultural

Anti-bias Curriculum

Exploring Differences

• What differences among people or children make you feel uncomfortable?

• When have you experienced or witnessed bias in your life, and how did you respond?

• How did you become aware of the various aspects of your own identity and culture?

Valuing and promoting diversity

• Respect!

• Model appreciation and acceptance.

• Select inclusive classroom materials.

• Develop open communication lines with families.

• Ensure that the environment contains abundant images reflecting diverse abilites, racial, ethnic, gender and economic diversity.

Special Needs ConsiderationsInclusion - children with special

needs are integrated into the activity of the classroom - belonging, being

valued, and having choices

Children with disabilities should be placed in the least restrictive

environment.

Guidance Guidelines

• Set up and maintain an developmentally appropriate environment

• Observe and listen to the children

• Redirect inappropriate behaviors

• Set clear, consistent boundaries and limits

• Explain reasons for rules

• Model good behavior

Guidance Guidelines cont’

• Teach conflict resolution strategies

• Help children develop self-help skills

• Focus on the positive - say “do” not “don’t”

• Be consistent

• Open communication with families

• Minimize use of time-out