Curriculum Planning
Vanessa Richmond
6-27-2012
LP3 Environment Plan
Preschool Room
List of Room areas
Discovery
Art
Dramatic Play
Music & Movement
Reading
Manipulative
List of furniture, equipment & materials
Discovery
Sensory Table
Microscope
Ant Farm
Nature Items
Shelves
Art
Paper
Crayons, Markers, Paint, Pencils
Easel
Table and Chairs
Shelves
Stamps
Dramatic Play
Kitchen
Puppets
Dolls
Dress up
Shelves
Music & Movement
Curriculum Planning
Symbols
Tambourines
Flutes
Drums
Pianos
Xylophones
Ride on cars
Mats
Shelves
Reading
Books
Stuffed Animals
Chairs
Pillows
Book Shelf
Manipulative
Blocks
Cars
Animals
Knob puzzles
Lacing cards
Shelves
Infant Room
List of room areas
Changing Station
Gross Motor
Music
Sensory
List of furniture, equipment & materials
Changing Station
Changing Table
Cubbies
Curriculum Planning
Sink
Garbage
Gross Motor
Climbing Mats
Exersaucer
Gym Mat
Tummy Time Mat
Music
Swing
Cd Player
Mirror with bar
Sensory
Blocks
Rattles
Feely Basket
An explanation of developmental domains that might be addressed
through activities in each area.
Each area has a great chance for learning and development for the
children. In all the areas children are gaining social/emotional development,
physical development, cognitive development and language development. On
page 317 on out book “Creative Curriculum for preschoolers it states the way
children gain social/emotional development is through their thoughts and
emotions they chose their colors, textures, and media. They also express
their originality and individuality through art. The way children gain physical
development through art is through cutting, tearing paper, drawing and
writing these all help children develop fine motor development. Children
learn cognitive development through art by using thinking skills in order to
draw paint and sculpt. Language development is learned through art by
communicating and talking about what they are drawing and learning.
In our book on page 271 it talks about how children gain these domains
through dramatic play. Children are learning social/emotional development
through playing roles, cooperating, agreeing and recreating roles. Physical
development is gained through buttoning, snapping, and dressing and
Curriculum Planning
undressing. Cognitive development is learned when children pretend using
their imaginations. Language development is learned when children engage
with one and other, communicating and explaining what they are doing as well
as asking questions.
On page 423 it talks about how children learn through music. Children
learn social and emotional development by being part of a group; they also
learn this from different types of music that express different emotions.
Physical development is learned by dancing to the music, making up finger
plays and playing instruments. Cognitive development is learned by creating
patterns they learn through singing, problem solving while engaging in music
activates, number concepts as they clap their hands and stomp their feet.
Language development is learned by listening to changes in tempos or pitch in
a song. They are learning new words through songs and movements of their
body parts.
On page 403 it talks about how children learn through sensory also known
as sand and water play. Social and emotional play is learned because children
are playing together and taking turns. They are gaining their physical
development by molding, scooping and carrying buckets. Their cognitive
development is being gained through exploration and observations. Children
are figuring out the difference between a solid and a liquid. Language
development is being gained through learning new words of what things are.
On page 351 it talks about how children learn through reading/library.
Children gain social/emotional development through reading books about
people who are the same and different from them. They learn empathy for
the people in the stories. Language development is learned by reading the
books, listening to the stories, writing and speaking. They are learning new
words by listening and repeating after the teacher and other children.
Physical development is learned by following the pictures and words in the
books, writing and drawing. Cognitive development is learned by gaining
knowledge of the world around them. They learn to make predictions of what
is going to happen in the books. They can also learn counting, colors, shapes
and more through books.
When it comes to infants they are learning just as much if not more than
preschoolers. Infants are growing so rapidly and the more we engage with
the easier it becomes for them to develop. Children are gaining just as many
development domains as preschool children but in different ways. Infants
learn through listening, observation and one on one connection with the
teachers/caregivers.
Curriculum Planning
A summary of your rationale for arranging areas and provisioning
them as you did. Use information from your reading in the textbooks
and learning plan to support your explanations.
In the preschool is setup in a way where the teachers are still able to
see the entire room but the children are able to gain the learning and
development they need in the areas. I made sure to have the louder areas
closer together. As stated in our book “Creative Curriculum for preschool on
page 62 a creative curriculum classroom should have areas divided into
centers. I made sure to in cooperate this into my diagram. The other thing I
included in the preschool classroom that is not in the infant room is a
bathroom most children this age are potty trained but a few children may
still be learning so to make it easier the bathroom is located in the
classroom.
In the infant room the centers are combined so the teachers can have
sound and sight at all times. The sleep room area is separate from the play
area but is still able to be seen and heard from the teachers. I did this
because infants have their own schedule and this makes it easier for them to
nap and the other infants to play and learn. As stated in our book “Creative
Curriculum for infants, toddlers and twos” on page 235 the changing station
should be separate from the eating area and there should also be a sink next
to the changing station. I made sure this was in cooperated into my diagram.
A concluding comparison of the two environment plans, explaining
how the needs of infants or toddlers are different from the needs of
preschoolers or school-agers.
The rooms I chose were the preschool room and the infant room. I
chose these rooms because they are complete opposite but the children are
able to gain the same experiences and learning.
The preschools are mobile and more independent than infants.
Preschoolers and infants both have music, gross motor and sensory areas but
the items they play with are different. In the infant room we have to be
aware of toys that are unbreakable and aren’t choking hazards.
Curriculum Planning
Scoring Guide
Criteria
Diagram of infant or toddler classroom setting is
included and drawn neatly and clearly
Diagram of preschool or school age classroom
setting is included and drawn neatly and clearly
Descriptions of room areas and rationale are
included for infant or toddler plan
Descriptions of room areas and rationale are
included for preschool or school-age plan
Lists of furnishings and materials for each room
area are included in infant or toddler plan
Lists of furnishings and materials for each room
area are included in preschool or school-age plan
Rationale for infant or toddler plan is included, is
appropriate and is justified by information from
learning plan and reading
Rationale for preschool or school-age plan is
included, is appropriate and is justified by
information from learning plan and reading
A concluding comparison of the differences in
environmental needs of the two age groups is
included and appropriate
Work is written clearly, with no spelling, grammar
or punctuation errors
Self assessment is completed and included with
the assignment
Assignment is submitted on time
1 Week 25% -8 points
2 Weeks 50% -16 points
3 Weeks 75% - 24 points
4 Weeks 100% - 32
Total points
Student
Rating
3 2 1 0
Instructor
Rating
3 2 1 0
3 2 1 0
3 2 1 0
3 2 1 0
3 2 1 0
3 2 1 0
3 2 1 0
3 2 1 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1
No -
32
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1
No -