Intentional Teaching Case Study

What is Curriculum? 1

There are many different approaches to curriculum. When considering Developmentally

Appropriate Practice, curriculum should not be clock-controlled or solely teacher-choosen lesson

plans. A teacher must consider and recognize the importance of children’s choice, self-direction,

and direct involvement. Teacher-directed activities (although important) take a secondary role.

Because play is children’s work and because children pass through various stages in sequence,

it is important to supply a variety of developmentally appropriate activities and materials.

With support and guidance from teachers, children can choose those activities which best fit

their present developmental levels and allow them to meet their own needs. As children work

with materials or activities, teachers listen, observe, and should be ready to offer support or

think of ways to enhance or extend what they see.

Teachers can then facilitate children’s learning and involvement by asking open-ended

questions or adding more materials to a situation. During the course of a year, activities and

environments should change in arrangement and inventory.

When planning activities teachers should avoid things that limit the child’s possibilities, creativity

and direct involvement. For example:

 An emphasis on the finished product rather than the process

 A model from which the child might copy

 A demonstration, i.e. a cooking activity where the teacher does most of the measuring

and stirring

 Activities where the teacher orchestrates, does all the planning or entertains.

 Asking “What is it?” or “Can you do this?”

 Testing children- “What color is this”

Curriculum is more difficult when based on children’s needs instead of teacher’s needs. Not only

must the teacher plan an environment that offers practice in all areas of development, but

he/she must also be ready to do the unexpected activities.

Teachers must offer experiences and activities that expose children to new ideas, interests, and

skills. They must keep the learning environment stimulating and challenging to the widely

varying skills of any group of children.