Creating Curriculum
CDEC 1313
Chapter 2
Curriculum
an organized framework that
delineates the content children are to
learn, the processes through which
children achieve the identified
curricular goals, what teachers do to
help children achieve these goals, and
the contest in which teaching occurs.
Curriculum
• Philosophy - basic principles, attitudes, and
beliefs of the center or school
• Goals - broad, general overviews of what
children are expected to gain from the
program
• Objectives - specific teaching techniques or
interpretations of the goals
Our Promise to Children
For the children and for our nation, I affirm my personal
commitment to all young children and their families.
I promise to model behaviors that solve problems without
resorting to aggression or violence and to teach tolerance and
respect for differences.
I will serve as an advocate for children, families, and the early
childhood profession.
I promise to maintain the highest standards of professional
practice and ethical conduct.
I will be open to new ideas and value the suggestions of
others while I continue to learn, grow, and contribute as an
early childhood professional.
I know that my work makes a difference. I vow to help make
the future bright, safe, and productive for all children.
Curriculum Models & Programs
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Montessori
Head Start
Bank Street
Reggio Emilia
Montessori
• Child-sized environment
• Hands-on activities
• Materials
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self-correcting
daily living practical tasks
sensorial
conceptual
Head Start & Early Head Start
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publicly funded educational programs
low-income families
health & medical screening & treatment
required parent participation
comprehensive services to families
classroom & home-based
Bank Street
• Child-centered learning
• Learning centers
• Developmental interaction
– between child & environment
– between cognitive and affective
High Scope
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Originator - David Weikert
Active learning
Cognitive oriented model
Key experiences
Plan-do-review
Reggio Emilia
• Teachers are partners and collaborators
• Plans are made in response to children’s
interests
• Pedigogista
• Atelierista
• Hundred languages of children
• Guiding principles - page 40 text
Multicultural
Anti-bias Curriculum
Exploring Differences
• What differences among people or children
make you feel uncomfortable?
• When have you experienced or witnessed
bias in your life, and how did you respond?
• How did you become aware of the various
aspects of your own identity and culture?
Valuing and promoting diversity
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Respect!
Model appreciation and acceptance.
Select inclusive classroom materials.
Develop open communication lines with
families.
• Ensure that the environment contains
abundant images reflecting diverse abilites,
racial, ethnic, gender and economic
diversity.
Special Needs Considerations
Inclusion - children with special
needs are integrated into the activity
of the classroom - belonging, being
valued, and having choices
Children with disabilities should be
placed in the least restrictive
environment.
Guidance Guidelines
• Set up and maintain an developmentally
appropriate environment
• Observe and listen to the children
• Redirect inappropriate behaviors
• Set clear, consistent boundaries and limits
• Explain reasons for rules
• Model good behavior
Guidance Guidelines cont’
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Teach conflict resolution strategies
Help children develop self-help skills
Focus on the positive - say “do” not “don’t”
Be consistent
Open communication with families
Minimize use of time-out