Beginnings and Beyond Foundations in Early Childhood Education 9th Edition
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CHAPTER 10 CURRICULUM: CREATING A CONTEXT FOR LEARNING AND PLAY
Overview
Chapter 10 sets forth the basic philosophy of curriculum in the early years. It is key to the understanding of the way children learn and how adults must come to understand the child’s needs and aptitudes as they plan curriculum. This chapter sets the stage for the students to move into other more focused coursework on curriculum development in specific areas. The foundation of good curriculum for young children is set forth; the concept of play as the basis for planning is included, as are various curriculum models.
Implementation of theory comes through the student’s participation in curriculum development, followed by an understanding of the importance of play as a learning process. Developmentally appropriate curriculum is defined early on so that the student will have a basis for creating curriculum plans. Culturally appropriate curriculum is explored and defined in order to give students a multicultural perspective when planning for young children.
Outline
I. Curriculum: The Framework for Teaching and Learning
A. What Is Curriculum?
B. Developmentally Appropriate Curriculum
C. Culturally Appropriate Curriculum
D. Effective Curriculum: Five Basic Elements
1. Inclusive Curriculum
2. Integrated Curriculum
3. Emergent Curriculum
a. Taking Cues From Children
b. Fostering Collaboration and Mutual Learning
c. Finding Curriculum Ideas
4. Multiple Intelligences
5. Learning Styles
a. Sensory Style
b. Field Dependent/ Independent Learning Style
II. Play-Based Curriculum: Developing Skills, Knowledge, and Learning
A. The Teacher’s Role in Play
1. Interest and Understanding
2. Involvement in Play
B. Setting the Stage for Play
1. Structuring the Environment
2. Classroom Activity Centers
III. Planning Curriculum: Engaging Teaching and Learning
A. Ways to Foster Skills, Knowledge,
Key Terms
Developmentally appropriate curriculum (DAP)
emergent curriculum
webbing
learning styles
Culturally appropriate
Objectives
curriculum project approach pedigogista atelierista standards prerequisite linchpin
and Learning
B. Culturally Responsive Teaching
C. Integrating Learning Standards
D. Setting Goals
E. Teacher-Directed Learning
F. Group Times
G. Written Curriculum Plans
1. Advantages of Written Plans
2. Planning by Objectives
H. Webbing
I. Themes
1. Holiday Themes
2. Life-Oriented Themes
J. The Project Approach
K. Using Technology in the Classroom
IV. Play-Based Curriculum Models
A. High/Scope: Cognitively Oriented Model
B. Bank Street: DevelopmentalInteraction Model
C. The Schools of Reggio Emilia
D. Waldorf Schools
E. Montessori Schools
1. The Program
2. Program Changes
VI. End of Chapter Materials
A. Summary
B. Key Terms
C. Review Questions
D. Observe and Apply
E. Helpful Web Sites
F. References
activity centers
transformative curriculum
inclusive curriculum curriculum
interactive media
non-interactive media
screen time
• Demonstrate knowledge and understanding of the framework for creating curriculum that is
developmentally and culturally appropriate, and identify essential elements that engage children of all ages and abilities to learn on many levels
• Articulate the relationship between play-based curriculum and the development of skills, knowledge, and learning
• Describe techniques that foster development and learning, including written curriculum plans and how they are supported through learning standards, goals setting, and teacher-directed activities
• Investigate curriculum models that support play-based learning and describe their specific strengths and characteristics
Teaching Tips and Lecture Ideas
Student involvement in curriculum planning and in-class discussion will be enhanced by using many of the illustrations and figures from Chapters 9, 11, 12, 13, and 14. The instructor may refer the students to these curriculum figures to demonstrate the various approaches to curriculum planning.
It might be helpful to advise students when they first begin planning curriculum with learning or behavioral objectives that this part of the process eventually becomes second nature. They are being asked to write clear and focused objectives so that instructors will know they have a grasp of the concept. In the future they may not always have to go through this part of the exercise; it will become an automatic consideration as they plan curriculum.
To discuss activity centers, the instructor may want to develop a slide show of typical centers in a variety of school settings. Students can then see how the concept is adaptable to many programs and the importance of providing choices for children. Throughout these discussions, refer back to Chapter 9 for floor plans, schedules, and materials and equipment and to Chapter 2 for developmentally appropriate practices (DAP) and developmentally and culturally appropriate practices (DCAP).
Ask the class to brainstorm ideas, methods, materials, and strategies for themes around a broad unit of curriculum. Be sure they include experiences in and out of class, as well as books and other resources.
Curriculum planning may be explored in a variety of ways. The following suggestions may be adapted to small groups, individuals, or the class as a whole. Encourage students to check their work against the Recommendations for Developmentally Appropriate Curriculum.
• Using the chart and process, have students work together in small groups to develop a culturally appropriate curriculum through the process of infusion.
• Ask groups of students to research various curriculum models, such as Montessori, Waldorf, High/Scope, the Project Approach, Creative Curriculum, Reggio Emilia, Bank Street, as well as those that are theme based and/or emergent. Have the groups compare and contrast these models with respect to the role of the teacher, the image of the child, the role of the classroom environment, the philosophical/theoretical underpinnings, the role of play, age-level suitability, and the cultural and developmental appropriateness.
• In small groups, have students follow the formats of Figures,10-12, 10-13, 10-14, or
10-15 and create appropriate curriculum for a multicultural mixed-age group of young children using the tools of Multiple Intelligences. Ask students to reflect on Culturally Responsive Teaching as they work.
Portions of Chapter 15 on crises in children’s lives, hurried children, and educational reform may also be woven into class discussion. In Chapter 2, the basic tenets and the philosophy governing the various early childhood programs can be explored for implications regarding the value of play and curriculum planning.
Observe and Apply calls for student involvement in an early childhood program in order to gain the most from these exercises. For those students who may not be placed in a school setting, match them with students who have greater availability to children. Suggest they do these assignments for family members or neighbors with children. Stress the need to apply what they develop with children in a real-life situation. The instructor will want to continue to tie in the student responses with Chapter 4 (theory) and Chapter 3 (Word Pictures).
Have students generate ideas that could be used with the Project Approach. If students are currently working with young children, have them generate ideas with the children. Then plan a unit around the project idea that the children have generated.
Evaluate technology being used in the classroom. What media is most appropriate for young children? Students can evaluate three computer software games marketed for young children and “grade” them. Does the software really accomplish the goals it lays claim to?
