Plans Developmentally Approach Curriculum

Interview Guide

Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment.

Share the list of Indicators of Effective Curriculum (Bredekamp, p. 316) with the teacher in the preschool setting you have chosen. Ask him or her to share information about their curriculum design process, including:

· Examples of how their curriculum reflects the Indicators of Effective Curriculum

· Curriculum intercepts with students and teachers in complex and essential ways, behavior in the classroom is inseparable, providing incentives which bring out effective learning and teaching, this created problems on comprehending and studying therefore the curriculum has an affect on choices of teacher and students in every class. A curriculum might or might not gives the incentives to master certain techniques of teaching; for an example experience in a laboratory.

· Any standards that guide their curriculum and why these are important

· Early Learning and Development standards are considered the heart of development of early childhood, they provide guidepost on what children should already have learned and their ability to do things at different age ranges

· An explanation of specific curricular goals for the children in the classroom across content areas and developmental domains

· Asking about the curriculum of the program and how it address all aspects of the development of the child, the curriculum is not to focus on just one development area, children has the opportunity to develop and learn through exploring and playing

· Teaching approaches enhance the learning of each student and the development in the curriculum goal context

· Information related to cultural and linguistic characteristics of the children as well as socioeconomic, family structures, and children with exceptionalities who may attend the school,

· the standard of teaching relates to the appropriate and effective approaches of teaching linguistically and culturally; with the enhancing of each student development and learning.

· The standard of assessment of child progress; in which this assessment come about within the context of communication reciprocally with family and sensitivity toward cultural context which children are developing.

· the community relationship standard relationships are established with and using the children resources of the community for supporting goals of achievement in the program.

· Examples of how knowledge of the children, families, and community helps to inform certain indicators and provides a context for learning

· indicators of quality relates to the knowledge of the staff about the development of children and families, the context for learning is for staffs of the program and FCC providers to begin engaging families in conferences, conversations about the progress of the learning and developing of the children, the program is offering yearly sessions of educational information on the learning and development of the child

· Examples of how learning experiences are differentiated to meet the needs of individual children

· Grouping kids by their learning ability, by their level, understanding and or interest.

· Assessing the learning of the students and individually by utilizing formative assessment and making lessons plans based upon the students style of learning.

· The teacher’s perspectives on collaboration in curriculum development

· Is to help the children by developing an relationship of engagement with its content and being an active learner and working effectively and collaboratively with teams of curriculum development to compose and arrange contents

· How you and the teacher can collaborate to design effective learning experiences for the children in the classroom

· by developing and coming to an agreement of some mutual goals and vision that is being shared, fostering community sense, establishing expectations and group norms and applying much effort and being committed.

Reference: Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation (2nd ed.). Upper Saddle River, NJ: Pearson.