Literature

Background info https://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf “Planning for Developmentally Appropriate Curriculum” pp. 77–84 Gestwicki, C. (2017). Developmentally appropriate practice: Curriculum and development in early education (6th ed.). Boston, MA: Cengage Learning. 1. Planning a developmentally appropriate curriculum is part of a continuous process based on teachers’ daily interactions with students. Review Gestwicki’s Cycle of Planning and California Preschool Curriculum Framework, Volume 1. Based on this information complete the following: • Explain Gestwicki’s Cycle of Planning, describing each of the five components and explaining how each component supports all other components. (3 -4 paragraphs) • Discuss the similarities and differences between Gestwicki’s Cycle of Planning and the California Preschool Curriculum Framework, and in particular, the ongoing cycle of observing, documenting, assessing, planning, and implementing curriculum (pages 18 – 26). (3 -4 paragraphs ) 2 Select an area of interest (i.e., gardening, the four seasons, etc.). Compare and contrast how the four approaches to preschool curriculum planning (integrated, thematic, emergent, and project-based) can be used to teach the area of interest you selected. (3-4 paragraphs) 3 The learning resources and activities for this Competency discuss six models of curriculum for early childhood education: Montessori, Bank Street, Waldorf, Reggio Emilia, High Scope, and Creative Curriculum. Reflect on the distinguishing features of each model. Then, read the scenario below and identify the curricular model depicted. Provide a rationale for your selection. (2 - 3 paragraphs) Scenario You have been invited to a preschool classroom. Although the students were busy and moving around, the classroom was calm. One group of children was practicing addition using colored beads. Another group was sorting different shapes of beads and counting them into different containers. While walking around the classroom you observe children using utensils to perform tasks such as spooning Jell-O and pouring water. Not only does this activity indirectly help prepare children for handwriting, it prepares them for practical life skills using real not play materials. In a far corner you notice other children engaged in activities that would broaden and refine their sensory impressions. One child was touching different fabrics; another child was smelling cotton balls moistened with different odors. A third child was playing with boxes that when shaken makes different sounds. Behind them in the far distance, you notice a child building a tower with colored blocks horizontally. The teacher stated he was exploring. You are intrigued with what you saw and would like to implement the approach in your preschool classroom. 4 Select three models of curriculum planning (other than the model you identified in Item 3). For each of the three models you selected, write a brief scenario (1-2 paragraphs) that depicts a preschool setting that uses that model. In your scenarios, include details about the environment and activities such that an early childhood professional could distinguish which model is being depicted in each scenario. Your

scenarios may be based on preschool settings that you have observed or created. Be sure to identify the model depicted in each of the three scenarios. (3-6 paragraphs total)