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Chapter9.ppt

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Chapter 9:
Planning the Children’s Program

Planning and Administering Early Childhood Programs

Tenth Edition

Nancy Freeman

Celia A. Decker

John R. Decker

Prepared by:

Nancy K. Freeman

Tere Holmes

Kris Curtis

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Curriculum

Curriculum is an all encompassing plan for learning which includes:

Individual and group activities
Physical care routines
Supportive relationships
Transitions
Daily routines
Physical environment

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Foundations of Curriculum

The curriculum that you select, design and ultimately implement should be clearly linked to your:

Program Vision
Program Mission
Values of the program and local community

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Developmentally Appropriate Practice

NAEYC Position Statement published in 1987, revised in 1997 and 2009
DAP advises that all curriculum for young children should be based on:
Knowledge of child development
Knowledge of individual children’s strengths, needs, and interests including those with special needs
Knowledge of social and cultural contexts of the local community

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Four Goals of Multicultural Anti-Bias Education (Derman-Sparks & Edwards 2010)

Developing positive personal and group identities
Seeing similarities and differences including differing abilities as aspects of human diversity
Identifying unfairness, and recognizing that unfairness hurts
Confronting bias by speaking up and having the skills to act against prejudice or discriminatory actions

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Strategies for Promoting Multicultural Sensitivity

Educating families about the importance of building children’s self-esteem
Helping children explore their own culture through family and school activities
Training families and teachers to assess their own multicultural competence
Supporting the development of skills needed to promote multicultural understandings
Promoting intense teacher education focused on multicultural anti-bias education

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Standards & Curriculum

Program Standards: Expectations for the quality of the program.
Content Standards: What a child should be able to do within an academic area, such as mathematics.
Benchmarks: The knowledge and skills a child should have by a given time in school.
Performance Standards: Quality levels of performance within a given benchmark.

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Program Goals: General statements of what the program hopes to achieve

Should address children’s acquisition of knowledge, skills, dispositions, and feelings

Identified child outcomes should be developmentally appropriate and logically sequenced, so that children build knowledge on previously acquired skills (Copple & Bredekamp, 2009).

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Organizing the Curriculum

Curriculum is typically organized in one of two different ways:

Separate Concepts & Skills
Content area (Math, Science, Social Studies) or developmental domain (cognitive, fine motor, gross motor)
Integrated Approach
Topic driven engagements where content areas are integrated.
Careful attention is given to providing authentic learning experiences through thematic planning or projects

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Designing Teaching Strategies

The selection of appropriate teaching strategies should be based on DAP guidelines and the nature of the content to be learned.
Teacher-Directed Activities are commonly selected to facilitate learning of specific knowledge and skills.
Child-Initiated Activities are commonly used to provide opportunities for children to apply knowledge and construct understanding of relationships among knowledge and skills.

DAP advises that both approaches work well for different kinds

of learning and children benefit from both child initiated activities,

and teacher facilitated instruction.

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Appropriate Computer and Interactive Media Use

Computers do not typically match the way young children under the age of 3 learn
Computer technology and interactive media can provide enriching learning experiences for children 3 and older
Follow NAEYC’s 2012 Position statement: Technology in Early Childhood Programs Serving Children from Birth through Age 8

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Appropriate Computer Use

Effective and appropriate computer/interactive media has these benefits:
Children learn about technology
Provides opportunities for children to easily manipulate objects (spatial awareness)
Provides low stakes opportunities for problem-solving skill development
Allows teachers to meet the diverse needs of students, including those with special needs

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Facilitating Classroom Transitions

Begin the day with a positive tone.
Provide a consistent daily routine.
Provide warning prior to a transition.
Maintain realistic expectations for children’s behavior.
Provide adequate choices when appropriate.
End the day pleasantly and calmly.

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Facilitate Emotional Literacy & Social Competence

Empower children by helping them feel successful.
Read stories that discuss emotions.
Extend children’s vocabulary of “feeling” words.
Help children make inferences about expressions, body language, and tone of voice.
Create a safe place for children to express their emotions.
Build a sense of community and belonging

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Other Curriculum Supports

Effective programs have given significant thought to the following curriculum supports:

Child Grouping
adult-child ratio
Scheduling
Fixed and flexible schedules
Staff planning and implementation responsibilities

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Trends and Issues

The Standards Movement
An emphasis on increased intentionality in teaching
The growing Achievement Gap
Increased numbers of children with special needs in inclusive settings
Growing diversity of the United States and dual-language learners