Planning for Developmentally Appropriate Curriculum

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Chapter 3. Planning for Developmentally Appropriate Curriculum. What Is Curriculum?. Child Development physical aesthetic linguistic cognitive emotional. Children are active and engaged, cognitively, physically, socially, and artistically
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Chapter 3Planning for Developmentally Appropriate Curriculum© 2007 Thomson Delmar Learning. All Rights Reserved.What Is Curriculum?
  • Child Development
  • physical
  • aesthetic
  • linguistic
  • cognitive
  • emotional
  • © 2007 Thomson Delmar Learning. All Rights Reserved.Children are active and engaged, cognitively, physically, socially, and artisticallyCurriculum goals are clearly defined and shared by all stakeholdersCurriculum is organized around known child development and learning principlesContent is learned through investigation, play, and focused, intentional teachingCurriculum builds on prior learning and experiencesDevelopmentally Appropriate Curricula, as Defined by Professional Standards© 2007 Thomson Delmar Learning. All Rights Reserved.Curriculum is supportive of background knowledge learned at home and in the communityThe curriculum is comprehensive, including all areas of development and subject areas such as science, mathematics, language, literacy, social studies, and the artsSubject matter is validated by professional standardsThe curriculum benefits children in a wide range of outcomesDevelopmentally Appropriate Curricula, as Defined by Professional Standards© 2007 Thomson Delmar Learning. All Rights Reserved.Children learn skills and knowledge through meaningful contentIntegrated curriculum allows children to apply knowledge in relevant waysChildren can learn through activities in large time blocksIntegrated curriculum leads to deepening interest and exploration of related ideasInvolvement in projects results in internal motivation to learnIntegrated Curriculum and the Standards Movement© 2007 Thomson Delmar Learning. All Rights Reserved.Systematic observation and note-takingAssessing each child in relation to predetermined goalsLearning about children’s interest, experiences, and questionsSelecting strategies, materials, and experiences to move children toward goalsObserving to evaluate effective-ness of plans and making new goalsThe Cycle of Planning© 2007 Thomson Delmar Learning. All Rights Reserved.Traditional PlanningTheme planning has both advantages and disadvantages© 2007 Thomson Delmar Learning. All Rights Reserved.Emergent Curriculum
  • is based on what has happened to children
  • arises naturally from interaction between teacher and child
  • connects learning with experience
  • includes all interests
  • uses naturally arising occasions
  • considers what occurs after experiences
  • has a time frame that responds to interests
  • uses resources after the initial interest has been found
  • © 2007 Thomson Delmar Learning. All Rights Reserved.Observation
  • is based on records of descriptive data
  • is ongoing
  • results in individualized instructional plans
  • © 2007 Thomson Delmar Learning. All Rights Reserved.WebbingProvide the environmentActivity&ConceptEnrich the playSustain the play themeRepresent the learning experience© 2007 Thomson Delmar Learning. All Rights Reserved.Planning Forms
  • allow for open-ended exploration
  • allow for evolving ideas and interests
  • document emerging interests
  • allow teachers to demonstrate accountability
  • Flexibility is the key!© 2007 Thomson Delmar Learning. All Rights Reserved.
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