ECE 313 Chapter Four

Planning Learning Activities : 

Planning Learning Activities Chapter Four

Curriculum Design : 

Curriculum Design Selecting objectives Organizing content Choosing appropriate learning experiences Determining the sequence of experiences Determining how to assess growth/program.

What Is A Curriculum? : 

What Is A Curriculum? A written plan for learning experiences in which children will be involved.

Curriculum Organization : 

Curriculum Organization Facts Approach Skills Approach Subject-Matter Approach (Elementary) Thematic Approach (Elementary)

Developmentally Appropriate Curriculum : 

Developmentally Appropriate Curriculum Provide for all areas of development: social, emotional, physical, linguistic, aesthetic, and cognitive. Broad range of content across curriculum. Socially Relevant Intellectually Engaging Personally Meaningful

Developmentally Appropriate Curriculum : 

Developmentally Appropriate Curriculum Builds upon the knowledge children already know Fosters them to develop new concepts/skills in connection with old knowledge/skills Integrates learning across traditional disciplines Promotes the development of dispositions. Promotes inquiry and intellectual integrity

Developmentally Appropriate Curriculum : 

Developmentally Appropriate Curriculum Provides for opportunities for children’s home culture and language to be supported. Goals are realistic and attainable. Technology is integrated in the classroom to support learning (when used).

Why Don’t Teachers Use More DAP Curriculums? : 

Why Don’t Teachers Use More DAP Curriculums? The next teacher will not teach in a DAP way. They must use a prepared curriculum in their classrooms. They have to “get through all the standards.” They think parents will not think they are really teaching. The teacher will not be sure if the children are learning. It is a lot of work.

What If You Are Apprehensive About DAP Curriculums? : 

What If You Are Apprehensive About DAP Curriculums? What is best for children as a learner? What is best for children in communicating effectively to parents? What is best for children in ongoing assessment? What is best for children in helping them learn in a user-friendly way?

Developmentally Appropriate Curriculum:Rationale for an Integrated Curriculum : 

Developmentally Appropriate Curriculum:Rationale for an Integrated Curriculum Not a new Idea (John Dewey). Integrated Curriculums help children make sense of the world more easily. Allows in depth exploration of a topic Not just superficial stuff. Allows for more choices Motivates the child more. Allows for more active learning. The teacher learns with student. Uses teacher and student time for effectively.

Developmentally Appropriate Curriculum:Selecting a Theme : 

Developmentally Appropriate Curriculum:Selecting a Theme Themes must be carefully selected, planned, and monitored during implementation. Topic must be worthy for studying. A good theme=meeting standards. Interesting relevant to children. Must be opportunities for application. Must adequate resources for support.

Developmentally Appropriate Curriculum:Selecting a Theme : 

Developmentally Appropriate Curriculum:Selecting a Theme Avoid Executing Poor Themes. This happens with themes with no real content Themes must have ideas/skills to acquire/refine. Can you do a theme on “classroom chairs”? This happens when you use theme without considering children’s prior knowledge Should you do a theme on “Cricket” or “Curling”?

Developmentally Appropriate Curriculum:Selecting a Theme : 

Developmentally Appropriate Curriculum:Selecting a Theme Avoid requiring all children to complete the same activities All children cannot draw. All children aren’t good at singing. Children have different tastes. Avoid “cute” themes “Puppets,” “Apples,” “Teddy Bears” What’s the Point of These?  Where’s the Real Learning? 

Developmentally Appropriate Curriculum:Selecting a Theme : 

Developmentally Appropriate Curriculum:Selecting a Theme Thematic Instruction Is Not Done Well In Advance It is based on assessing children’s strengths, weaknesses, development level, interests, and culture It takes more than “dressing up the room” It should involve new activities, new skills, new knowledge, new habits, new opinions

Developmentally Appropriate Curriculum:Selecting a Theme : 

Developmentally Appropriate Curriculum:Selecting a Theme Some Effective Themes: Using Different Balls (Infant-Toddler) Do You Know Your Neighborhood? (PreK) What Is The American Flag (K)? Where Do The School Menus Come From? (G1) What Is A Chameleon (G2)? Why Should I Vote (G3)?

Developmentally Appropriate Curriculum:Implementing the Theme : 

Developmentally Appropriate Curriculum:Implementing the Theme Brainstorm areas related to the them. Do with the children if possible.* Select activities allowing the learning/application of content. Create a web of things the children know and might want to know. Look at the curriculum goals and determine possible activities for the study. Not all children will participate in every activity Look for ways for children to Produce products. Practice new skills. Gain new opinions/perspectives on ideas.

Developmentally Appropriate Curriculum:Evaluating the Theme : 

Developmentally Appropriate Curriculum:Evaluating the Theme Use a variety of ways Checklists Anecdotal Records Video/Taping Work samples/portfolio RARELY CAN A THEME BE REPEATED THE SAME WAY IN THE NEXT YEAR

Developmentally Appropriate Curriculum:Evaluating the Theme : 

Developmentally Appropriate Curriculum:Evaluating the Theme What worked? What didn’t work? Were the students engaged? Does your collected data show that the students met the objectives you set? Did the students learn different things than what you intended for them to learn?

Learning Plans : 

Learning Plans Not the same thing as a lesson plan. Lesson plans only outline one lesson Learning for young children is not isolated to one lesson. Learning Plans involve Long term planning (LRPs) Unit planning Short Term Goals

Learning Plans : 

Learning Plans A learning plan usually indicates what activities are placed in each learning area.

Learning Plans:Mandated Lessons and Goals : 

Learning Plans:Mandated Lessons and Goals Standards are considered mandated goals. Are the mandated materials DAP? How could you achieve mandated goals in more appropriate ways. Depend on assessment of goals and growth of children to make compromised decisions.

Learning Plans:Multicultural Education and Antibias Curriculum : 

Learning Plans:Multicultural Education and Antibias Curriculum Multicultural Education: teaching respect for all people and their cultures. Antibias Curriculum: a curriculum that does not favor certain children while making other children feel inferior. Both are not achieved through superficiality (What’s this?) Teachers must be aware. Teachers must infuse.

Computers in Early Childhood Programs:Teaching and Learning with Computers : 

Computers in Early Childhood Programs:Teaching and Learning with Computers Use professional judgment about appropriateness. CPUs can enhance cognitive/social skills if used appropriately. Promote equitable access. Eliminate technological stereotypes. Advocate for more appropriate software.

Computers in Early Childhood Programs:Selecting Software : 

Computers in Early Childhood Programs:Selecting Software What are the technical features? Controls and ease of access? What are the learning features? Voice or visual support? What are the content features? Processes, skills, and knowledge acquisition? Are the features developmentally appropriate? Appropriate for age of your children? Complex? Too difficult?

Computers in Early Childhood Programs:Young Children Online : 

Computers in Early Childhood Programs:Young Children Online Use a screening device Net Nanny©, Cyber Patrol© Place computers in place where monitors face classroom Deliberately teach children Not everything on WWW is true. Report any threatening or inappropriate messages they receive while on WWW.

Scheduling:Details of the Schedule : 

Scheduling:Details of the Schedule States the flow of activities Plan this ahead of time…but know that adaptation will occur. Should allow children to move around and select materials. Must utilize TRANSITIONS! Moving from one part of the day to the next are the main times for behavioral issues Have them solve transition problems. Keep their mouths moving in an orderly fashion Sing a Song Keep their bodies uniformed A group action (like clapping) that must start/stop at certain time.

Scheduling:Details of the Schedule : 

Scheduling:Details of the Schedule Activity Time: When children are in their learning centers (1.5-2hrs a day minimum)* Group Times Large Group Time (1 time/15 minute max)* Small Group Time (2 times/15 minutes max)* Snack Time Morning and afternoon for very young children A social time. Use healthy snacks

Other Scheduling Issues : 

Other Scheduling Issues Use simple routines depending on the child’s age and development Do children really need to ask permission to go to the bathroom? Do children have to wait until everyone is finished before going to play areas? Do all children need to do the same activities all the time with the same teacher every day?

Chapter Four Review : 

Chapter Four Review How is curriculum defined? What does DAP have to do with curriculum planning? Articulate the details of a thematic curriculum? What is the role of computer in ECE classrooms? Articulate the details of a daily schedule.