Early Childhood Curriculum Chapter 10

Specific activities/lessons for learning/development

Involves teaching the "whole child"

Model that guides a program - includes philosophy, teacher role, principles for learning environment, etc

Carefully planned learning environment

Everything in the program that children experience, unplanned and planned

Agreements: teaching the whole child
importance of teachers and children in active role
integrated design for curriculum

Play and teacher-led learning activities planned to reflect a topic

Unit/Thematic Approach

Topic selected by teacher as organizing motif for activities over at least a week

Criticism: topics disregard interests of children, little
chance to engage, activities often don't extend understanding

Developmental Interaction/
Bank Street Approach

Topic of study selected by teacher

Based on teacher knowledge of children/
learning potential of the topic
reconstruct experiences/community trips

Criticism: Superficial connections, not enough material; limited teacher knowledge

Reggio Emilia Approach

Teachers partners in learning
Children represent topic through various means of expression

Project Approach

Project Approach

Preserving cultural values and insights from great works
and disciplines of knowledge

"Traditionalists"

Curriculum should focus on great ideas of basic principles

Efficient acquisition of knolwedge and skills that are deemed
important and lead to success in future schooling/society

Behaviorist Theory

Concerned with behaviors that can be assessed

Preparation for participation in a democratic society

Progressives

Remedying inustices in our scoiety is another view

Advent of Kindergarten

Program similar to Germany's by Friedrich Froebel

Used "gifts" - cubes and balls, pebbles, etc
Also used "occupations" - paper weaving, blocks, beads, etc

Progressive Education

Controversy Began

Goal to improve society through changes in schools

Greater freedom in play, involvement in social life vs. structured activities

K insititutionalized in public schools

If play, ready for first grade?

Child Development Research

Mitchell:importance of children learnign through direct experience

The Nursery School

Some focused on teaching proper habits

Others encouraged self-expression

Waldorf Education and Montessori method

focused on matching curriculum to developmental stages

hands on learning, child-initiated activity

stress development of child's body, mind, and spirit

observing and guiding, rather than direct instructiion

1960's Programs for Failure Risk Children

Gains minimal by completion of primary grades

Project Follow Through

But no reliable assessment tools and families moved often

1980s Developmentally
Appropriate Practice

Focus on needs and interests of children

Yet challenged by No Child Left Behind Legislation

Behaviorist Theory

founded by Watson and elaborated by Skinner

Mechanisms for learning same for all

focuses on "basic" subject matter and school behaviors

Behavior modified through external rewards - important for success

Taught through direct instruction

Constructivist Theory

First view: Jean Piaget

knowledge constructed through thinking about experiences

Second view: Vygotsky

children active in process of development

Child-centered with focus on relationship of adult and child

ECE held in higher esteem
Higher expectations

Challenge: Meaningful curriculum with foundational skills
for success in later schooling

Need teachers who

Know child development/how children learn

Know individuals

Understand curriculum and take it seriously

Are experts on teaching emergent literacy and math

Know, understand, and use standards