CHAPTER 6 – CURRICULUM BASICS
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Learning Objectives Examine curriculum concepts related to planning, implementing, and evaluating interactions and experiences in early childhood settings. Identify major components to early childhood curriculum including play based learning, behavioral considerations, and various types of curriculum models. |
NAEYC STANDARDS
The following NAEYC Standards for Early Childhood Professional Preparation addressed in this chapter:
Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Standard 6: Becoming a professional
PENNSYLVANIA EARLY CHILDHOOD EDUCATOR COMPETENCIES
Child Growth and Development
Families, Schools and Community Collaboration and Partnership
Curriculum and Learning Experiences
Professionalism and Leadership
Communication
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) CODE OF ETHICAL CONDUCT (MAY 2011)
The following elements of the code are touched upon in this chapter:
Section I: Ethical Responsibilities to Children
Ideals: 1.1 – 1.12
Principles: 1.1 – 1.5, 2.7
Section II: Ethical Responsibilities to Families
Ideals: 2.1 – 2.9
Principles: 2.2, 2.5, 2.6
Section III: Ethical Responsibilities to Colleagues (it is broken into two specific responsibilities)
B – Responsibilities to employers
Ideals: 3B.1
Section IV: Ethical Responsibility to Community and Society (we have both an individual and a collective responsibility)
Ideal: 4.1
PREVIEW
Pause to Reflect
When you hear the word “curriculum” what comes to mind?
As we have learned in previous chapters, developing relationships, as well as understanding the developmental stages and individual interests and skills of children are crucial to effective teaching. This is accomplished through interactions and both informal and formal observations with the children in our care. This information will form the cornerstone of what is called “curriculum”, which includes both the planned and unplanned experiences that occur throughout the day.
DEVELOPMENT AND LEARNING
“Development” and “learning” are two integrated concepts that we promote as teachers. As children are “learning” new concepts and skills, they are fostering their “development”. Our goal is to encourage the development of the “whole child” (physical, cognitive, social, emotional, spiritual) by providing learning experiences based on children’s interests and abilities, a concept known as “intentional teaching”.
Although children learn in an integrated manner (blending all areas of development together) these areas are often broken down for planning purposes. While we looked at this in chapter 5, Developmental Ages and Stages, to understand development, the same is true when planning curricul