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Slide 1
EDU 259 Spring 2014 Curriculum Models and Programs
Slide 2
Theories Influencing Programs and Curricula Copyright 2013
Wadsworth Cengage Learning. All Rights Reserved. Collection of
concepts and terms to predict childhood development and behavior.
Numerous theories to explain and predict how children behave and
learn. Level of influence is determined by schools and their
program philosophy. Theories of Piaget and Vygotsky most widely
used today.
Slide 3
Fundamental Principles Early Childhood Education Copyright 2013
Wadsworth Cengage Learning. All Rights Reserved. Developmental
practice to meet the needs of each child. Individual and age
appropriate practice. Family involvement and appreciation.
Authentic inclusion of children. Observation and assessment of the
children. Professional accountability.
Slide 4
Developmental Theorists 2012 Cengage Learning. All Rights
Reserved. Erik Erikson Psychosocial Jean Piaget Cognitive
Development Lev Vygotsky- Sociocultural Howard Gardner Multiple
Intelligences
Slide 5
Psychosocial Theory 2012 Cengage Learning. All Rights Reserved.
Eight stages First four stages most relevant to ECE Trust versus
mistrust Autonomy versus shame and doubt Initiative versus guilt
Industry versus inferiority
Slide 6
Cognitive Theory 2012 Cengage Learning. All Rights Reserved.
How young children learn Constructivism Assimilation
Schema/schemata Accommodation Equilibrium Constructivism Other
terms - object permanence, egocentric, symbolic thinking
Slide 7
Cognitive Theory (continued) 2012 Cengage Learning. All Rights
Reserved. Stages Sensorimotor (birth to about 2 years) Object
permanence Preoperational (about 2 to 7 years) Egocentric Concrete
operations (7 to 12 years) Formal operations (12 through
adulthood)
Slide 8
Sociocultural Theory 2012 Cengage Learning. All Rights
Reserved. Learning is socially constructed Zone of proximal
development Scaffolding Teachers must be excellent observers
Slide 9
Multiple Intelligences 2012 Cengage Learning. All Rights
Reserved. one form of intelligence is not better than another
individual differences in children need to be taken very seriously
cross-cultural exploration of the ways individuals are intelligent
Verbal linguistic and logical- mathematical intelligences are well
known and valued All intelligences must be addressed and celebrated
Types of Intelligence: 1. Verbal-Linguistic Intelligence 2.
Logical-Mathematical Intelligence 3. Musical-Rhythmic Intelligence
4. Visual-Spatial Intelligence 5. Bodily-Kinesthetic Intelligence
6. Interpersonal Intelligence 7. Intrapersonal Intelligence 8.
Naturalist Intelligence
Slide 10
Multiple Intelligences (continued) 2012 Cengage Learning. All
Rights Reserved. This theory provides a framework for teachers to:
1. identify how children learn to build on their strongest assets
2. help children become more intelligent by exposing them to a
variety of ways of learning 3. better individualize for childrens
interests and needs 4. use teaching strategies that make learning
more appropriate, successful, and enjoyable for all children
Slide 11
Learning Styles 2011 Cengage Learning. All Rights Reserved.
Various legitimate methods of learning and processing information
Sensory styles Visual learner Auditory learner Tactile-kinesthetic
learner Field dependent learning styleable to grasp broad
distinctions among concepts and see relationships through a social
context Field independent learning stylelook at things
analytically, imposing ones own structure to the task
Slide 12
Play-Based Curriculum: The Foundation for Learning 2011 Cengage
Learning. All Rights Reserved. Play is foundation for learning
Children need meaningful materials and activities in order to learn
Need to be physically, mentally, and emotionally involved
Slide 13
Play 2012 Cengage Learning. All Rights Reserved. Play is the
core of developmentally appropriate practice Play is the foundation
for the curriculum Threats to play Teachers, administrators,
policy-makers, and families who do not understand the importance
Push-down of curricula expectations Social and economic factors
Lack of time and opportunity Electronic competition
Slide 14
Partens Developmental Stages of Play 2012 Cengage Learning. All
Rights Reserved. Unoccupied behavior Onlooker play Solitary play
Parallel play Associative play Cooperative play
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Types of Play
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Theorists and Play 2012 Cengage Learning. All Rights Reserved.
Erickson Play helps develop cooperative relationships Piaget
Practice play Symbolic play Games with rules Lev Vygotsky Social
play helps child interpret the world
Slide 18
Some Tips for Teachers 2012 Cengage Learning. All Rights
Reserved. Play is neurological therefore is critical to brain
growth Be aware of current research and resources that validate the
importance of play. Create a positive place for play Provide
open-ended materials and activities
Slide 19
Some Tips for Teachers Introduce age-appropriate play
activities and materials Provide time for play Respect individual
differences in play Respect and provide for cultural diversity in
play Observe childrens play and learn about them
Slide 20
Play: Essential for All Children 2012 Cengage Learning. All
Rights Reserved. Play enhances all developmental domains physical,
social, cognitive, emotional, creative Play inspires imagination,
creativity, exploration, self-confidence, more play Play enhances
problem solving, new skills, self- esteem, and sense of
security
Slide 21
Program Perspectives and Practices Copyright 2013 Wadsworth
Cengage Learning. All Rights Reserved. 1. Trends cycle and affect
activities and experiences. 2. Various programs: Reggio Emilia
Inspired HighScope Waldorf Schools, Montessori Creative
Curriculum.
Slide 22
Types of Programs Copyright 2013 Wadsworth Cengage Learning.
All Rights Reserved. Some provide child care. Some provide
opportunities for learning. Some provide both care and early
learning. Programs offer care and/or learning to infants and
toddlers, to preschoolers, and to school-age children before and
after school.
Slide 23
Best Practices for Quality Programs Are Developmentally
Appropriate Copyright 2013 Wadsworth Cengage Learning. All Rights
Reserved. Teachers who caringly and actively interact with the
children establish best practices Sincere and meaningful
relationships contribute to forming an essential foundation for
assuring developmentally appropriate practice. Developmentally
appropriate curriculum planning will support high-quality play
experiences while, at the same time, reinforce childrens optimal
skill development and educational success.
Slide 24
Practice Strengthening Connections: Harmony, Equity, Respect in
Childrens Programs Copyright 2013 Wadsworth Cengage Learning. All
Rights Reserved. 1. Programs follow standards of quality 2.
Responsive to diversity of the children, their families, their
communities 3. Strong connections between the children and teachers
4. Curriculum represents and includes all children realistically
and appropriate
Slide 25
Curriculum Models and Programs 2012 Cengage Learning. All
Rights Reserved. Head Start Bank Street Montessori High/ Scope
Reggio Emilia
Slide 26
Montessori 2012 Cengage Learning. All Rights Reserved.
Absorbent minds Environment important Hands-on activities
Involvement of family Attitude of cooperation rather than
competition Self-correcting materials Didactic materials Focus on
daily living tasks Sensorial and conceptual materials
Slide 27
Head Start 2012 Cengage Learning. All Rights Reserved. Publicly
funded Comprehensive services Aimed at low-income, at-risk children
and families Low child-staff ratio Written curriculum plan known as
performance standards Ten percent of enrollment available for
children with special needs Involvement of families Early Head
Start to promote infant and toddler development
Slide 28
Bank Street 2012 Cengage Learning. All Rights Reserved. Founded
by Lucy Sprague Mitchell Child-centered learning Emphasizes the
interaction between the child and the environment and interaction
between the cognitive and affective (developmental interaction)
Creation of meaning is the central task of childhood Distinct
learning centers Opportunities for children to experience
democratic living Flexibility in the schedule Synonymous with open
education
Slide 29
High/Scope 2012 Cengage Learning. All Rights Reserved. Created
under the leadership of David Weikert Began as an intervention
program for low-income, at- risk children High/Scope Perry
Preschool Study Active learning Plan-do-review sequence Emphasizes
key experiences now known as key developmental indicators
(KDIs)
Slide 30
Reggio Emilia 2012 Cengage Learning. All Rights Reserved.
Founded by Loris Malaguzzi Image of a strong child central to
philosophy Teachers are skilled observers Pedigogista, atelierista,
& The hundred languages of children Principles are congruent
with the principles of developmentally appropriate practice
Environment is a third teacher Relationships central in
learning
Slide 31
Curriculum Development 2012 Cengage Learning. All Rights
Reserved. Themes and units Child Projects Webs Lesson plans
Slide 32
Themes and Units 2012 Cengage Learning. All Rights Reserved. A
theme is a broad concept or topic A unit is a section of the
curriculum Basic concepts for developing thematic curriculum Merge
play with child-directed and teacher- initiated experiences Should
be developmentally appropriate Support a positive self-esteem
Activities should be adaptable
Slide 33
Themes 2011 Cengage Learning. All Rights Reserved. Generally a
smaller part of a unit, allowing for a more specific focus Those
that directly concern children are generally of greatest interest
to the children There is a danger of creating an artificial unit
that has no relevancy to the childrens experiences or interests
Themes can be too restrictive and adult-directed
Slide 34
Holiday Themes or Not? 2011 Cengage Learning. All Rights
Reserved. Inappropriate to limit the use of themes to specific
times of the year or to celebrate holidays Themes tend to isolate
and narrowly define the topic Some holiday themes may not be
appropriate to every family represented by the group Tourist
approach to cultural diversity: holiday themes are often the only
exposure the class has to a particular culture Overuse of holiday
themes actually paints a flat picture of a cultural or religious
event without taking into account how people in that culture live,
work, sleep, or play in ways that are similar to other
children
Slide 35
Life-Oriented Themes 2011 Cengage Learning. All Rights
Reserved. Of great interest because they directly concern
themselves with young children Teachers must know what reflects
childrens interest and abilities Some themes address childrens own
issues Themes can be inclusive, integrated, and appropriate
Slide 36
Projects 2012 Cengage Learning. All Rights Reserved. A project
is an in-depth investigation - Addresses the four major learning
goals of all education Can be done by a small group, entire class,
or individual child Inquiry skills are utilized Goes through 3
phases 1. Choose a topic 2. Investigate the topic Co-learning 3.
Review and reflect about what you have learned
Slide 37
The Project Approach 2011 Cengage Learning. All Rights
Reserved. Exploring a theme or topic over a period of days or weeks
Children work in small groups throughout the process and have the
opportunity to make numerous choices about their level of
participation Has different levels of complexity so it meets the
needs of children of different ages and abilities Projects emerge
from childrens own interests, the teachers observations of
childrens needs and interests, and parents suggestions
Slide 38
Process of Project Approach 2011 Cengage Learning. All Rights
Reserved. The project approach: structural features Discussion
Representation Fieldwork Investigation Display
Slide 39
Curriculum Webs 2012 Cengage Learning. All Rights Reserved.
Graphic representation of brainstorming ideas Integrate various
learning activities Develop the scope and content of the theme
Child-centered webbing can be used to create activities that focus
on the identified needs/goals
Slide 40
Webbing 2011 Cengage Learning. All Rights Reserved. Webbingthe
process through which a teacher develops a diagram based on a
particular topic or theme, highlighting key ideas and concepts A
planning tool that provides depth to a topic and creates a map of
possible activities and projects May be organized around a theme,
into curriculum areas, or around program goals
Slide 41
Curriculum Web Developed for the book Listen to the Wind
Slide 42
The Webbing Process 2011 Cengage Learning. All Rights Reserved.
1. Brainstorming 2. Grouping 3. Sharing 4. Drawing
Slide 43
Lesson and Activity Plans 2012 Cengage Learning. All Rights
Reserved. Lesson plans involve making series of choices Specific
planning time Planning form Things to remember form/checklist
Activity plan Step-by-step procedures Writing measurable objectives
Key words