DETAILED EXPLANATION of Early Childhood Education Curriculum
The Curriculum. A good early childhood curriculum is based on how children develop and learn. It...
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![Page 1: The Curriculum. A good early childhood curriculum is based on how children develop and learn. It consists of a wide range of concepts experiences materials.](https://reader036.fdocuments.us/reader036/viewer/2022062423/5697bfa91a28abf838c99a43/html5/thumbnails/1.jpg)
The Curriculum
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A good early childhood curriculum is based on how children develop and learn.
It consists of a wide range of
•concepts
•experiences
•materials
•designed to meet the developmental needs of a group of children.
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In an early childhood program, the program goals outline the philosophy of the center.
Program goals are broad statements of purpose that state the desired end results – what is to be achieved.
Program goals based on child development focus on the “whole child.” Sometimes they are also called developmental goals.
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills
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To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills
To develop large motor coordination
Program Goals
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills
To develop large motor coordination
To develop personal initiative
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills
To develop large motor coordination
To develop personal initiative
To develop curiosity about the world
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills
To develop large motor coordination
To develop personal initiative
To develop curiosity about the world
To develop positive social skills, including cooperation and interdependence
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills
To develop large motor coordination
To develop personal initiative
To develop curiosity about the world
To develop positive social skills, including cooperation and interdependence
To develop respect for one’s own rights as well as the rights of others
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Program Goals
To develop a positive self-concept and attitude toward
learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills
To develop large motor coordination
To develop personal initiative
To develop curiosity about the world
To develop positive social skills, including cooperation and interdependence
To develop respect for one’s own rights as well as the rights of others
To develop an understanding of the relationship between people, events, and objects
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Who plans the curriculum?•Curriculum development can involve one person or several staff members
•Directors, teachers, aides, parents, and in some cases even the center cook may all be included at some time.
Pre-planned Curriculum
Advantages
•For a staff with little training or experience
•Activities, procedures, and suggestions are outlined in detail
•Saves teachers time and energy
Disadvantages
•Does not factor for individual differences and learning styles of children
•Experienced teachers may feel stifled or limited
•If the preplanned curriculum does not match the need of the children, both children and teachers may feel frustrated
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Provides information about what the children already know and what skills they have already achieved
Helps to fit the curriculum activities with the needs of the children
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Content and process-centered Learning is seen as a
constant process of exploring and questioning of the environment
“Hands-on” activities are stressed
“Developmentally appropriate” or age appropriate materials are chosen and structured by the teacher
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Content and Process-Centered Learning is seen as a constant
process of exploring and questioning of the environment
“Hands-on” activities are stressed
“Developmentally appropriate” or age appropriate materials are chosen and structured by the teacher
Spiral Curriculum
•As children grow, their circle of interests becomes larger, like a spiral
•Two and three -year-olds are interested in their families, shapes and concepts they are learning
•As three–year-olds are introduced to the world outside their home, they are more aware and interested in the people in their world and their community
•Four and five-year-olds children enjoy themes related to a wider range of topics such as puppets, tools and transportation
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NO!
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Direct learning experiences
Are planned with a specific goal in mind
Example: a carpentry activity may be planned to develop fine motor skills and to teach the use of safety goggles
Indirect learning experiences
Occur on the spur of the moment
Example: a child may learn to mix paints by watching another child mix paints or by experimenting on her own
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Information to cover
Is the information worth knowing?
Is the information testable?
Is the information developmentally appropriate?
Learning Styles Learning Characteristics
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Information to cover
Is the information worth knowing?
Is the information testable?
Is the information developmentally appropriate?
Learning Styles
• Field-sensitive children like to work with others
• Field-independent children prefer to work alone
• Visual learners depend a great deal on the sense of sight
• Auditory learners are those who learn best through hearing
Learning Characteristics
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Information to cover
Is the information worth knowing?
Is the information testable?
Is the information developmentally appropriate?
Learning Styles
• Field-sensitive children like to work with others
• Field-independent children prefer to work alone
• Visual learners depend a great deal on the sense of sight
• Auditory learners are those who learn best through hearing
Learning Characteristics
• Some children work slowly
• Others work quickly
• Some children are attentive
• Others are easily bored
• Some children are decision makers
• Others are cautious
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Information to cover
Is the information worth knowing?
Is the information testable?
Is the information developmentally appropriate?
Learning Styles
• Field-sensitive children like to work with others
• Field-independent children prefer to work alone
• Visual learners depend a great deal on the sense of sight
• Auditory learners are those who learn best through hearing
Learning Characteristics
• Some children work slowly
• Others work quickly
• Some children are attentive
• Others are easily bored
• Some children are decision makers
• Others are cautious
Theme Length
•The length of attention spans within the group of children
•The interest level of the children
•Available resources
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Examples of themes:
The Five Senses
Zoo Animals
Colors
Seasons
Flowers
Holidays
Community Helpers
Transportation
Circus
Plants
Bugs
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Step # 1 Choose a theme.
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•A flowchart outlines major concepts related to a theme.
•A concept is a generalized idea or notion.
•Drawing a flow chart is a simple method for listing concepts related to a theme.
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Both concepts and skills may be listed on a flow chart
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Block Plan Lesson Plan
A block plan is an overall view of the curriculum.
Lesson Plans are more detailed that block plans. They outline specific actions and activities that will be used to meet goals and objectives.
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Writing the Lesson Plan
Lesson plans are more detailed than block plans. While a block plan gives just the title of a book to be read, a lesson plan provides step-by-step directions for sharing the book with the children.
Lesson plans contain the following:
•Developmental goals
•Learning objectives
•Concepts
•Materials needed
•Motivation
•Procedures
•Closure/transition
•Evaluation
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Developmental goals are statements that tell the “why” of the activity. They are more specific that program goals. They explain what the children will be learning from this activity.
(examples are shown on p. 269)
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Learning Objectives describe the expected outcomes of an activity. There are three parts to learning objectives.
1. The conditions of performance list what materials, equipment, or tools the child will use or may not use.
2. Behaviors refer to any visible activities done by the child.
3. The level of performance states the minimum standard of achievement. It should note how well the child should do.
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Remember to use only measurable behaviors in learning objectives.
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List everything that is needed for the activity.
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Motivation describes how you will gain the children’s attention.
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The procedures section resembles a cook book. Simple, step-by-step directions should be provided. Each of the developmental goals should be covered in the procedures.
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Closure refers to how an activity will end. It might include clean-up tasks or sampling of food items at snack time.
Transition refers to the movement from one activity to another. In some cases, closure and transition are the same task.
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This process involves three steps:
1. Evaluating the learning experience
2. Evaluating the children and their responses
3. Evaluating your own teaching strategies
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