THE
SIX SUPPORTS
OF EARLY
CHILDHOOD
CURRICULUM
PLANNING:
A TRAINING MODULE
FOR WEEKDAY
EDUCATION TEACHERS
ASK Magazine
Teaching Plan
Objective
 The purpose of this training module is
to educate weekday education teachers
regarding the philosophy and importance
of a holistic, “whole child” educational
philosophy. This lesson will also provide
guidance as to implementing the “whole
child” philosophy into daily practice.
Schedule
 This module is designed to be
completed within a 2 hour seminar session.
 Time has been allotted for Q & A.
Follow–up
 Participants will be encouraged to
make personal connections with other
participants, and share best practices in
the implementation of whole child
philosophy.
Key concepts
 Science of early childhood
development
 What is the whole child philosophy?
 Why have a whole child philosophy?
 Multiple intelligences
 Long term goals of a whole child
philosophy
 Six supports of whole child philosophy







Social development
Emotional development
Physical development
Linguistic development
Cognitive development
Spiritual development
Implementing a whole child philosophy
 Discovery
method of instruction
 Whole child assessment tools
Overview of Presentation




“Whole child”
philosophy
The “six supports” of
early childhood
curriculum planning
Incorporating a whole
child philosophy into
practice
Q&A
Whole Child Philosophy
The Science of Early Childhood
Development
Note: Must be connected to the internet to view this video.
Child development is:
“…when you
educate the
whole child,
you can count
on academic
growth as
well, even if
that's not the
primary intent.
“(Curriculum
Development
Group)
A process of change
 A journey of discovery through the
senses
 multi-faceted and multidimensional:
involves health, nutrition, hygiene,
emotion, and intellect.
 Development processes are
interrelated: the emotional affects
cognitive affects physical, etc.
(Laying the Foundation)

Whole Child Philosophy of Early
Childhood Education


The aim of early childhood education is to foster
the social, emotional, physical and intellectual
development of the young child. (Traditions of Early
Childhood)
Incorporates a maturationist view of development:
young children will acquire knowledge naturally
and automatically as they grow physically and
become older, provided that they are healthy
(Theories of Child Development and Learning)
Whole Child Philosophy



Reflects a holistic orientation to education.
In the human organism, there is no such thing as an
independent part; all parts are interconnected.
We need to recognize those connections when we
teach, when we design education environments,
when we provide incentives, and when we grade
students. (Back to Whole)
Why A Whole Child Philosophy?


A narrow and persistent attention to academics is
potentially harmful to children as it inhibits their
social, emotional, and physical development.
Many four- and five-year-olds are not
developmentally ready to participate in a heavy
academic curriculum in which they are expected to
sit and pay attention for long periods of time, and
where skills are taught in isolation rather than in
ways that are meaningful and relevant. (Emergent
Literacy)
Theory of Multiple Intelligences


Howard Gardner's theory of multiple intelligences
defined eight intelligences, including linguistic,
logical-mathematical, spatial, bodily, kinesthetic,
musical, interpersonal, and intrapersonal, to which
he recently added a ninth, naturalistic.
Because of the differences in abilities, children
differ dramatically in how they learn, and therefore
teachers should incorporate differing approaches to
teaching. (Balancing the Whole Child)
Contemporary thought: Sternberg


Robert Sternberg goes further and contrasts varying
learning styles: a child's random approach to problem
solving versus using one step at a time; creating and
inventing versus judging and evaluating; dealing with
the big picture versus dealing with details; preferring to
work alone versus working with others.
Sternberg's ideal teacher "must accommodate an array
of thinking and learning styles, systematically varying
teaching and assessment methods to reach every
student.“ (Balancing the Whole Child)
Long term goals
of the whole child philosophy



To become people
with high moral
standards
Cultivate a wide
knowledge base
Strong ability to
adapt themselves to a
changing world
Six Supports of Early Childhood
Education
Six Supports of Early Childhood Education
Social
Physical
Emotional
Spiritual
Linguistic
Cognitive
Social Development
Social Development


Most of what young
children learn, they
learn through play and
playful interaction with
their environments and
the people in them.
Time for play is critical-children have to have an
adequate amount of
time for play. (Time to
Get Physical)
Social Development
“…it is not so
much that we
need to think
of a child who
develops
himself by
himself but
rather of a
child who
develops
himself
interacting and
developing
with others.”
(Malaguzzi , as
quoted in
Socialization)

Create situations where there is
interaction among children. Try to
produce interactions that are
constructive, not only for socializing, but
also for constructing the forms and
meaning of language. (Socialization)
Emotional Development
Basic needs of all children





Belonging
Achievement
Freedom for fear
Love and affection
Freedom from guilt
(Childcare and
Guidance Management,
and Services)
Emotional Development


Children’s attachment and
affection to caregivers
enhances the ability to
learn, take on new
knowledge and cope with
stress and conflict. (Laying
the Foundation)
Provide opportunities for
expression through the
visual, musical, and
dramatic arts, which allow
children to discover
themselves and the world
and to integrate the two.
(Alliance for Childhood)
Physical Development
Physical Development



In 1749, Benjamin Franklin recommended that
public schools emphasize physical fitness because
“exercise invigorates the soul as well as the body.”
(Balance in the Balance)
Too little time for unstructured play leads to
increased stress for children and parents. (Kids
Need Play)
Vary activities to include both gross motor and fine
motor skill development
Linguistic Development
Linguistic Development



Throughout history, there has been a strong
connection between art and ideas.
Before children can write about their feelings, they
are often able to express them through their
artwork. (Making Connections Through Visual Arts)
Offer rich experiences of oral language, including
conversation, storytelling, nursery rhymes, poetry,
songs, and books read aloud. (Alliance for
Childhood)
Cognitive Development
Cognitive Development


“The social and emotional well-being that comes from
supporting the development of the whole child is an
essential element of effective academic learning,” says
Diane Levin of Wheelock College. “When we fail to
support all aspects of children’s development, academic
achievement suffers.” (Alliance for Childhood)
Art, recess, physical education, and second languages
encourage independent thinking, creative problem
solving, physical health, and academic success
(Countering Standardization)
Cognitive Development


Learning by doing and the need to know
(inquisitiveness) seem to enhance development.
Play stimulates imagination and creativity
Play as Learning
Awareness
Use
Discovery
Inquiry
Exploration
Testing
Spiritual Development
Spiritual Development


Also referred to as spiritual
formation.
When there is an emphasis
on words, emotions, symbols
and actions, children sense
their inclusion in faith and
remain connected to them as
they grow older, learn to
express ultimate concerns
and perceive value in the
way other people express
their deepest concerns.
(Spiritual Styles)
Spiritual Development

Talk with children, allow them to learn through their
emotions, wonder with them about the spiritual and
supernatural, and give them opportunities to take
action in the world. (Spiritual Styles)
Implementing a Whole Child
Philosophy
What does it mean to educate the
whole child?




To recognize the distinctive talents that individual
children possess and to create a nurturing environment
Take into consideration the various ways in which
students respond to what teachers plan (cognitively,
emotionally, imaginatively, and socially)
Assessment methods that provide a more complete
picture of the developing child. Not everything that
matters is measurable, and not everything that is
measurable matters.
The social and emotional life of the child needs to be as
much a priority as measured academic achievementperhaps an even greater priority. (Back to Whole)
To develop the whole child requires the
following contributions:

Communities should provide:



Family support and involvement.

Government, civic, and business support and resources.

Volunteers and advocates.

Support for their districts' coordinated school health councils or other collaborative structures.
Schools should provide

Challenging and engaging curriculums.

Adequate professional development with collaborative planning time embedded within the school day.

A safe, healthy, orderly, and trusting environment.

High-quality teachers and administrators.

A climate that supports strong relationships between adults and students.

Support for coordinated school health councils or other collaborative structures that are active in the school.
Teachers should provide

Evidence-based assessment and instructional practices.

Rich content and an engaging learning climate.

A classroom climate that supports student and family connectedness.


Effective classroom management.
Modeling of healthy behaviors. (ASCD)
Principles for implementing whole child
curriculum
“The principle
goal of
education in the
schools should
be creating men
and women who
are capable of
doing new
things, not
simply
repeating what
other
generations
have done.”
-- Jean Piaget




Varied teaching methods and activities
support the development of the whole
child.
Partnership with parents is critical to
success
Maintain a positive classroom
environment
Develop policies and practices which
further whole child development (Back
to Whole)
Discovery Method of Instruction


Give children ample time
for hands-on practical
experiences of the world
around them. This can
include gardening,
woodworking, cooking,
and a wide array of life
activities.
Hands-on activities are
important in and of
themselves, and also
stimulate mathematical
and scientific experience.
(Alliance for Childhood)
Discovery Model of Instruction
Strengths




Weaknesses
Children can explore
and experiment
Allows decision making
and reasoning
Encourages questioning
Promotes
independence


Requires wide array
of materials
Children may not learn
to follow rules as well
Child Care and Guidance, Management, and Services
Whole Child Assessment Tools







ANECDOTAL RECORDS are short written descriptions of behaviors or events. While watching,
jot down enough information to get the basic story Separate your interpretations or opinions.
Write your interpretations on the back of the page or put them in parentheses.
PHOTOGRAPHS communicate to children, parents, and administrators the process of how
knowledge is constructed. You can use digital photos and images and send them to parents via
email.
AUDIOTAPING children's verbal communication will provide you with information about their
language skills as well as their development as cooperative players and problem solvers.
VIDEOTAPING allows you to assess action and emotion and look closely at children engaged
in events in your program.
WORK SAMPLES You can save originals and make photocopies of children's writing and
artwork. It is important to remember to date each work sample.
CHECKLISTS are quick, efficient tools that enable you to record children's behaviors and
abilities easily. Be sure the checklists are age-appropriate for the children you're observing.
PORTFOLIOS are organized collections of children's work throughout the school year. They
may include photos, audio and videotapes, checklists, anecdotes, and work samples. At the
beginning of the year, determine the type of information you need to collect. A summary sheet
is usually written twice a year to evaluate the information collected in each child's portfolio.
Final Thoughts
Final Thoughts



Children respond to educational situations not only
intellectually, but emotionally and socially as well.
To neglect the social and emotional aspects of
development is incomplete and does not help
children reach their full potential. (Laying the
Foundation)
Teachers should be empowered to draw on their
expertise to develop, adapt, and use whatever
pedagogy will work best with particular students
and content. (Countering Standardization)
Questions?
Works Cited
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"Curriculum-Development Group Urges Focus Shift to Whole Child." Education Week 26.29 (2007): 7. Academic OneFile. Web. 3 Dec. 2010.
Ebner, Aviva. "Making connections through visual arts: in the race to improve academic offerings and raise test scores, some schools have
neglected to educated the whole child." Leadership 36.2 (2006): 26+. Academic OneFile. Web. 4 Dec. 2010.
Edwards, Suzy. "Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the
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2010.
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<http://www.youtube.com/watch?v=tLiP4b-TPCA>.
Honawar, Vailshali. "Curriculum-Development Group Urges Focus Shift to Whole Child." Education Week. 26.29 (March 28 2007): 7.
Landsman, Julie, and Paul Gorski. "Countering Standardization." Educational Leadership. 64.8 (May 2007): 40-4.
Lodish, Richard. "Balancing the "whole child"." Principal (Reston, Va.). 78.3 (January 1999): 54-5.
Perkins-Gough, Deborah. "A Focus on the Whole Child." Educational Leadership. 65.7 (April 2008): 96.
Rankin, Baji. "The Importance of Intentional Socialization Among Children in Small Groups: A Conversation with Loris Malaguzzi." Early Childhood
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Spodek, Bernard, and Olivia N. Saracho. "“On the Shoulders of Giants”: Exploring the Traditions of Early Childhood Education." Early Childhood
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Strickland, Eric. "Time to Get Physical!." Early Childhood Today 19.1 (2004): 10. Professional Development Collection. EBSCO. Web. 29 Nov.
2010.
"Theories of Child Development and Learning." North Central Regional Educational Laboratory. North Central Regional Educational Laboratory, 4
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