1. Introduction to Early Childhood Education
EDU-IECE-9:
Students will demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests.
Introduction to Early Childhood Education

2. GPS Focus Standards: EDU-IECE-9:
Students will demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests.
a. Demonstrate the ability to identify children’s needs, interests, and abilities.
b. Assess ways to develop program philosophies, goals, and objectives.
c. Examine a variety of curriculum and instructional models.
d. Research criteria for creating an age appropriate curriculum.
e. Plan and implement a developmentally appropriate unit of study for young children.
f. Identify the components of a lesson plan.
g. Examine formats for monthly, weekly, and daily lesson plans.
i. Plan and implement developmentally appropriate activities supportive of major content areas .
j. Develop evaluation criteria for the lesson.
EDU-IECE-8.
Students will plan and utilize routines and transitional techniques with children.
a. Explain the importance of routines.
b. Plan and develop a daily schedule that includes active and quiet times; individual, small and large group experiences, as well as child and adult initiated activities.
c. Guide children successfully through the daily routines of eating, napping, toileting, and cleanup.
d. Explain the use of transitional techniques to move smoothly from one activity to another.
e. Practice basic methods (concrete object, visual signals, novelty. or auditory signals) for successful transitions.
f. Evaluate pre-school or primary settings for developmentally appropriate daily routines and transitional activities.
GPS Academic Standards:
ELA 9-12 W2, ELA 9-12 W3, ELA 9-12 RL5, ELA 9-12 LSV1
SSPBC1: The students will identify the characteristics of major approaches to learning.
National / Local Standards / Industry / ISTE: NFACS4.3

3. UNDERSTANDINGS & GOALS
Enduring Understandings:
An early childhood curriculum provides a plan for giving children educational experiences.
The philosophy and goals of a program form a basis for building the curriculum.
For good organization, teachers use lesson plans that guide them as they carry out activities with the children.
Teachers can plan a number of activities as part of one thematic unit.
To plan appropriate activities, teachers must understand how children learn.
Teachers use many different techniques to make activities interesting and effective for children.
Essential Questions:
How can you plan developmentally appropriate curriculum?
What are the differences between theme-based and emergent curriculum?
What principles should you use to plan developmentally appropriate curriculum?
How do you write lesson plans and unit plans?
What are the curriculum areas that should be included in an early childhood curriculum?

4. Sourcebook Notes EDU-IECE-9: Students will demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests.
Define the following terms:
Program Goals
Content and process-centered approach
Direct learning experience
Indirect learning experience
Teachable moment
Field-sensitive
Field-independent
Visual learner
Auditory learner
Define the following terms:
Emergent curriculum
Theme
Spiral curriculum
Web
Concept
Block plan
Lesson plan
Learning objective
Motivation
Closure

5. Curriculum Terminology EDU-IECE-9: Students will demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests.
Program Goals
Content and process-centered approach
Direct learning experience
Indirect learning experience
Teachable moment
Field-sensitive
Field-independent
Visual learner
Auditory learner
Emergent curriculum
Theme
Spiral curriculum
Web
Concept
Block plan
Lesson plan
Learning objective
Motivation
Closure

6. Curriculum Terminology
Program Goals- broad statements of purpose that state the desired end results- what is to be achieved.
Content and process-centered approach- learning is seen as a constant process of exploring and questioning the environment (hands-on)
Direct learning experience –planned with a specific goal in mind
Indirect learning experience- spur of the moment
Teachable moment- unexpected event the teacher can use as a learning opportunity
Field-sensitive- when children like to work with others but like to gain the teachers attention
Field-independent- like to try new activities, rarely contact the teacher for help, work on their own
Visual learner- depend a great deal on the sense of sight
Auditory learner- those who learn best through hearing
Emergent curriculum-child-centered, involves the participation of teachers and children in decision making
Theme- one main topic or idea around which the classroom activities are planned
Spiral curriculum- a curriculum based on a child’s interests expanding much like a spiral
Web-planning tool or map that outlines major concepts and ideas related to a theme
Concept-a generalized idea or notion
Block plan- an overall view of the curriculum, general plans
Lesson plan- more detailed than a block plan, outlines specific actions and activities that will be used to meet goals and objectives
Learning objective- describes the expected outcome of an activity
Motivation- describes how you will gain the children’s attention
Closure-refers to how an activity will end

7. BELL RINGER What does it mean to be intelligent in our society?
What abilities do schools value and promote?
How do we measure a person's intelligence?

8. BELL RINGER
Intelligence is a single, general capacity that everyone possesses to some extent. It's what you are born with and there's little you can do to change it.
Schools value having a good vocabulary, the abilities of analyzing reading material and solving complex math problems, strong memories that retain much information, and the ability to find solutions to problems quickly.
Tests can measure intelligence, such as the IQ Test and the Scholastic Aptitude Test (SAT).

9. Theory of Multiple Intelligences
I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand this if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: )

10. What is Multiple Intelligence?
Multiple Intelligences are seven different ways to demonstrate intellectual ability.
The theory is an account of human cognition in its fullness. The intelligences provided 'a new definition of human nature, cognitively speaking' (Gardner 1999: 44). Human beings are organisms who possess a basic set of intelligences. People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences,

11. Opening Activity
Present a copy of a learning styles inventory. Complete the inventory to identify your own learning style. Discuss the importance of addressing all learning styles through differentiated instruction.

12. WHAT ARE THE TYPES OF MULTIPLE INTELLIGENCES?
Visual/Spatial Intelligence
ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.
Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers
Verbal/Linguistic Intelligence
ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.
Their skills include: listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
Possible career interests: Poet, journalist, writer, teacher, lawyer, politician, translator

13. WHAT ARE THE TYPES OF MULTIPLE INTELLIGENCES?
Logical/Mathematical Intelligence
ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments.
Their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes
Possible career paths: Scientists, engineers, computer programmers, researchers, accountants, mathematicians
Bodily/Kinesthetic Intelligence
ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.
Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body
Possible career paths: Athletes, physical education teachers, dancers, actors, firefighters, artisans

14. WHAT ARE THE TYPES OF MULTIPLE INTELLIGENCES?
Musical/Rhythmic Intelligence
ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).
Their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music
Possible career paths: musician, disc jockey, singer, composer
Interpersonal Intelligence
ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language)  to open communication channels with others.
Their skills include: seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
Possible Career Paths: Counselor, salesperson, politician, business person

15. Naturalist Intelligence
WHAT ARE THE TYPES OF MULTIPLE INTELLIGENCES?
Intrapersonal Intelligence
ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.
Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others
Possible Career Paths: Researchers, theorists, philosophers
Naturalist Intelligence
ability to nurture and relate information to one’s natural surroundings. These learners
seem to be in love with the natural world. They like to spend time there, they thrive there, they are skilled and confident and comfortable there, and they learn best there.
Their Skills include: classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc.
Possible Career Paths: Naturalists, Farmers, Gardeners

16. MULTIPLE INTELLIGENCES

17. TEACHING THEMES READING SEASONS SCIENCE COLORS ANIMALS SHAPES SPORTS
HOLIDAYS
CULTURE
FAMILY
SEASONS
COLORS
SHAPES
VOCABULARY
NUMBERS
MEASUREMENT
FOOD

18. Planning a Lesson Lesson Plan Title Standards & Objectives
Essential Question (s)
Anticipated Time
Materials
Introduction
Procedures
Activity
Closure

19. Planning a Lesson
Name:___________________ Topic:__________________________
Area:___________________ (Math, Science, Language Arts, etc.)
Grade:__________________ Date _____________________
Standard:
Learning Target(s): (The student will…)
I CAN Statement(s):
Essential Question:
Materials Needed:
Procedures: (Detailed Instructions)
Opening:
Work Session:
Closing:
Evaluation of Children: (Describe how you will evaluate the children’s learning before, during and after the lesson.)
Source Cited:

20. Planning a How-To Lesson
Name:____ Date: ____ Task:_____ Grade _____
Standards (Math, Science, Language Arts, Social Studies, Intro to ECE):
Learning Target(s): (The student will…)
I CAN Statement(s):
Essential Question(s):
Materials Needed:
Procedures: (Detailed Instructions)
Opening:
Work Session:
Closing:
Evaluation of Children: (Describe how you will evaluate the children’s learning before, during and after the lesson.)
Source Cited:

21. Lesson Plan
Name:____________ Date: _________________ Topic:__________________________
Area:_________________ (Math, Science, Language Arts, etc.)
Grade:__________________
Standard:
Objectives: (The student will…)
Essential Question:
Materials Needed:
Procedures: (Detailed Instructions)
Closure:
Evaluation of Children: (Describe how you will evaluate the children’s learning before, during and after the lesson.)
Source Cited: