1. The Curriculum

2. Developing Program Goals Broad statements of purpose that state the described end results – what is to be achieved. Should include – Develop a positive self – concept and attitude toward learning – Develop independence – Develop problem – solving skills – Respect and understand cultural diversity – Develop effective language skills, both listening and speaking

3. – Develop fine – motor coordination – Develop gross – motor coordination – Develop personal initiative – Develop curiosity about the world – Develop positive social skills, including cooperation and interdependence – Develop respect for one’s own right as well as the rights of others – Develop an understanding of the relationship between people, events and objects

4. Meeting Goals Classroom activities should be designed to require little involvement on the part of the teacher. Activities should match the children’s skill levels What are some possible learning activities that would meet the program goal of developing a positive self – concept? What are some possible learning activities that would meet the goal of promoting independence?

5. Assessment Assessment should be individualized and age appropriate for all areas of learning This data can help you fit curriculum to individual children Helpful for informing parents of their children’s progress over time Assessment should – Be based on the children’s activities at the center – Occur as part of the ongoing life of the classroom

6. – Rely on multiple sources – Highlight the children’s strengths and capabilities – Highlight what the children know and can do – Include collections of children’s work – May include teacher observations and summaries

7. Content and Process – Centered Curriculum Most popular method of curriculum planning Learning is seen as a constant process of exploring and questioning the environment A hands – on curriculum is stressed All four developmental areas included

8. Include direct and indirect learning experiences – Direct: planned with a specific goal in mind – Indirect: spur of the moment learning Teachable moments: an unexpected event the teacher can use as a learning opprotunity.

9. Factors to Consider Choose the skills and content to cover – Is the information worth knowing? – Is the information testable? Can children see it firsthand and get a HOLE (hands – on learning experience)? – Is this developmentally appropriate?

10. Balance learning activities – Structured vs. unstructured – Indoor vs. outdoor – Active vs. quiet Learning Styles – Field sensitive: enjoy playing and working with others. Want a model to follow when shown something new. Helpers.

11. – Field independent: like to try new activities. Enjoy discovery. Engage in activities without directions or assistance from teacher. Prefer to work on their own. Task oriented. – Visual: notice small changes in environment. Enjoy looking at books and other objects. – Auditory: learn best through hearing. To meet their needs add music, stories and poems to the curriculum.

12. Consider Learning Characteristics Children in each classroom had a wide range of learning characteristics Children make decisions differently. Some children make decisions quickly – they are impulsive Some children make decisions slowly and carefully – they are cautious.

13. Emergent Curriculum Child centered Emerges from children's interests and experiences Involves participation of teachers and children in decision making Appealing, play – rich environment Example: children may see a fire truck near center and become curious about fire trucks and firefighters As a result, the teacher might select a theme of firefighters

14. Themes One main topic or idea around which the classroom activities are planned. Many activities can be planned for one theme What activities could be done for each of the following themes? Apples, sports, whales, Olympic Games

15. Apples

16. Sports

17. Whales

18. Olympic Games

19. Theme Ideas Should have a meaningful connection to the children's lives Make sure the theme relates to the age group. For two year olds relate to their immediate surroundings: senses, families, colors, shapes, pets, foods For three year olds branch out into their community: supermarket, bakery, library, police office, fire station If using a holiday theme, be cautious to not offend.

20. Webbing A planning tool or map that outlines major concepts and ideas related to a theme After drawing a web, write objectives.

21. PUPPETS Stages Tables Bookcases Cardboard TV box Blanket Sheet Vocabulary Marionette Shadow Dummy Materials Wood Mittens Sticks Paper plates Paper bags Gloves Socks Cloth Milk cartons Wooden spoons Characterization Figure Person Plant object Movement Hand String Wire Rod Types Finger Hand Rod Paper bags Paper plate Marionette Dummy Stick Sock

22. Theme Ideas Should have a meaningful connection to the children's lives Make sure the theme relates to the age group. For two year olds relate to their immediate surroundings: senses, families, colors, shapes, pets, foods For three year olds branch out into their community: supermarket, bakery, library, police office, fire station If using a holiday theme, be cautious to not offend.

23. Written Plans Block plan An overall view of the curriculum Outlines the general plans Schedule for the day/week Lesson plan More detailed Outlines specific actions and activities that will be used to meet goals and objectives

24. Lesson Plans Include developmental goals, learning objective, concepts, materials needed, motivation, procedures, closure/transition, evaluation Developmental goals are statements that tell the “why” of the activity. Learning objectives are the expected outcomes of the activities. What will the learner be able to do? AKA “I can...” Include a minimum level of performance (they child will at least be able to...) Motivation is how you will gain the children's attention – why will they want to do this.

25. Procedures are your step – by – step Closure is how the activity will end. May include clean up tasks Evaluation is evaluating the learning experience, the children and their responses, and your own teaching strategies. From your evaluations, what went well, what did not go well, what should you have done and what will you do next time.

26. Exit Slip Lesson review worksheet Webbing On a slip of paper, answer the following questions: Breanna enjoys looking at books and other objects. What kind of learner is she? Haven is an intrapersonal child who enjoys trying new things. What kind of learner is she? How does a block plan differ from a lesson plan? Why is it important to have learning goals?

27. THE END