1. Chapter 18
The Curriculum

2. A good early childhood curriculum is based on how children develop and learn.
It consists of a wide range of
concepts
experiences
materials
designed to meet the developmental needs of a group of children.

3. In an early childhood program, the program goals outline the philosophy of the center.
Program goals are broad statements of purpose that state the desired end results – what is to be achieved.
Program goals based on child development focus on the “whole child.” Sometimes they are also called developmental goals.

4. To develop a positive self-concept and attitude toward learning
Program Goals

5. To develop a positive self-concept and attitude toward learning
To develop independence
Program Goals

6. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
Program Goals

7. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
Program Goals
To respect and understand cultural diversity

8. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
Program Goals
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking

9. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
Program Goals
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop fine motor skills

10. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
To respect and understand cultural diversity
Program Goals
To develop effective language skills, both listening and speaking
To develop fine motor skills
To develop large motor coordination

11. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
Program Goals
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop personal initiative
To develop fine motor skills
To develop large motor coordination

12. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
Program Goals
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop curiosity about the world
To develop personal initiative
To develop fine motor skills
To develop large motor coordination

13. To develop a positive self-concept and attitude toward learning
To develop independence
To think critically and develop problem-solving skills
Program Goals
To develop positive social skills, including cooperation and interdependence
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop curiosity about the world
To develop personal initiative
To develop fine motor skills
To develop large motor coordination

14. To develop a positive self-concept and attitude toward learning
To develop independence
To develop respect for one’s own rights as well as the rights of others
To think critically and develop problem-solving skills
Program Goals
To develop positive social skills, including cooperation and interdependence
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop curiosity about the world
To develop personal initiative
To develop fine motor skills
To develop large motor coordination

15. To develop a positive self-concept and attitude toward learning
To develop an understanding of the relationship between people, events, and objects
To develop a positive self-concept and attitude toward learning
To develop independence
To develop respect for one’s own rights as well as the rights of others
To think critically and develop problem-solving skills
Program Goals
To develop positive social skills, including cooperation and interdependence
To respect and understand cultural diversity
To develop effective language skills, both listening and speaking
To develop curiosity about the world
To develop personal initiative
To develop fine motor skills
To develop large motor coordination

16. Pre-planned Curriculum
Who plans the curriculum?
Curriculum development can involve one person or several staff members
Directors, teachers, aides, parents, and in some cases even the center cook may all be included at some time.
Pre-planned Curriculum
Advantages
For a staff with little training or experience
Activities, procedures, and suggestions are outlined in detail
Saves teachers time and energy
Disadvantages
Does not factor for individual differences and learning styles of children
Experienced teachers may feel stifled or limited
If the preplanned curriculum does not match the need of the children, both children and teachers may feel frustrated

17. Assessment
Provides information about what the children already know and what skills they have already achieved
Helps to fit the curriculum activities with the needs of the children

18. Content and process-centered
Types of Curriculum
Content and process-centered
Learning is seen as a constant process of exploring and questioning of the environment
“Hands-on” activities are stressed
“Developmentally appropriate” or age appropriate materials are chosen and structured by the teacher

19. Content and Process-Centered
Types of Curriculum
Content and Process-Centered
Learning is seen as a constant process of exploring and questioning of the environment
“Hands-on” activities are stressed
“Developmentally appropriate” or age appropriate materials are chosen and structured by the teacher
Spiral Curriculum
As children grow, their circle of interests becomes larger, like a spiral
Two and three -year-olds are interested in their families, shapes and concepts they are learning
As three–year-olds are introduced to the world outside their home, they are more aware and interested in the people in their world and their community
Four and five-year-olds children enjoy themes related to a wider range of topics such as puppets, tools and transportation

20. Is it “developmentally appropriate” to give magic markers to an unsupervised toddler?

21. NO!

22. A good curriculum includes direct and indirect learning experiences
Are planned with a specific goal in mind
Example: a carpentry activity may be planned to develop fine motor skills and to teach the use of safety goggles
Indirect learning experiences
Occur on the spur of the moment
Example: a child may learn to mix paints by watching another child mix paints or by experimenting on her own

23. Factors to Consider in Curriculum Planning
Information to cover
Is the information worth knowing?
Is the information testable?
Is the information developmentally appropriate?
Learning Styles
Learning Characteristics

24. Factors to Consider in Curriculum Planning
Information to cover
Is the information worth knowing?
Is the information testable?
Is the information developmentally appropriate?
Learning Styles
Field-sensitive children like to work with others
Field-independent children prefer to work alone
Visual learners depend a great deal on the sense of sight
Auditory learners are those who learn best through hearing
Learning Characteristics

25. Factors to Consider in Curriculum Planning
Information to cover
Is the information worth knowing?
Is the information testable?
Is the information developmentally appropriate?
Learning Styles
Field-sensitive children like to work with others
Field-independent children prefer to work alone
Visual learners depend a great deal on the sense of sight
Auditory learners are those who learn best through hearing
Learning Characteristics
Some children work slowly
Others work quickly
Some children are attentive
Others are easily bored
Some children are decision makers
Others are cautious

26. Factors to Consider in Curriculum Planning
Learning Characteristics
Some children work slowly
Others work quickly
Some children are attentive
Others are easily bored
Some children are decision makers
Others are cautious
Theme Length
The length of attention spans within the group of children
The interest level of the children
Available resources
Information to cover
Is the information worth knowing?
Is the information testable?
Is the information development ally appropriate?
Learning Styles
Field-sensitive children like to work with others
Field-independent children prefer to work alone
Visual learners depend a great deal on the sense of sight
Auditory learners are those who learn best through hearing

27. Always remember that children move and learn at different rates.

28. A theme is one main topic or concept around which the classroom activities are planned
Examples of themes:
The Five Senses
Zoo Animals
Colors
Seasons
Flowers
Holidays
Community Helpers
Transportation
Circus
Plants
Bugs

29. Where do I begin?
Step # 1 Choose a theme.

30. Step #2 Draw a flow chart
A flowchart outlines major concepts related to a theme.
A concept is a generalized idea or notion.
Drawing a flow chart is a simple method for listing concepts related to a theme.

31. Both concepts and skills may be listed on a flow chart

32. Written Plans Block Plan Lesson Plan
A block plan is an overall view of the curriculum.
Lesson Plans are more detailed that block plans. They outline specific actions and activities that will be used to meet goals and objectives.

33. Writing the Lesson Plan
Lesson plans contain the following:
Developmental goals
Learning objectives
Concepts
Materials needed
Motivation
Procedures
Closure/transition
Evaluation
Lesson plans are more detailed than block plans. While a block plan gives just the title of a book to be read, a lesson plan provides step-by-step directions for sharing the book with the children.

34. (examples are shown on p. 269)
Developmental goals are statements that tell the “why” of the activity. They are more specific that program goals. They explain what the children will be learning from this activity.

35. Learning Objectives describe the expected outcomes of an activity
Learning Objectives describe the expected outcomes of an activity. There are three parts to learning objectives.
The conditions of performance list what materials, equipment, or tools the child will use or may not use.
Behaviors refer to any visible activities done by the child.
The level of performance states the minimum standard of achievement. It should note how well the child should do.

37. Remember to use only measurable behaviors in learning objectives.

38. List everything that is needed for the activity.

39. Motivation describes how you will gain the children’s attention.

40. The procedures section resembles a cook book
The procedures section resembles a cook book. Simple, step-by-step directions should be provided. Each of the developmental goals should be covered in the procedures.

41. Closure refers to how an activity will end
Closure refers to how an activity will end. It might include clean-up tasks or sampling of food items at snack time.
Transition refers to the movement from one activity to another. In some cases, closure and transition are the same task.

42. Evaluation This process involves three steps:
Evaluating the learning experience
Evaluating the children and their responses
Evaluating your own teaching strategies

43. Remember, successful learning activities give children the chance to test their knowledge. For example, children will learn more about making applesauce by taking part in the activity than if they only watch an adult make it.