Cd 38 chapter 9 pp.ppt revised oct 2016

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Text of Cd 38 chapter 9 pp.ppt revised oct 2016

  • Chapter 9: Planning the Childrens ProgramPlanning and Administering Early Childhood ProgramsTenth Edition

    Nancy FreemanCelia A. DeckerJohn R. Decker

    Prepared by:Nancy K. FreemanTere HolmesKris Curtis

    Adapted by: Katy Kelley

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*CurriculumCurriculum is an all encompassing plan for learning which includes:Individual and group activitiesPhysical care routinesSupportive relationshipsTransitionsDaily routines Physical environment

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Foundations of CurriculumThe curriculum that you select, design and ultimately implement should be clearly linked to your:Program VisionProgram MissionValues of the program and local community

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Developmentally Appropriate Practice (DAP)NAEYC Position Statement published in 1987, revised in 1997 and 2009DAP advises that all curriculum for young children should be based on:Knowledge of child developmentKnowledge of individual childrens strengths, needs, and interests including those with special needs Knowledge of social and cultural contexts of the local community

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Video Clip-Developmentally Appropriate Practice (Introduction)

    Although this is video is a review of what you most likely have learned in other classes, please watch the video clip with the perceptive of being a Director/Supervisor.

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Pairs Activity Share with a partner the following:What is the one (or two things) that stood out for you in this video?Based on DAP, what are two things that you would implement into your program?

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Four Goals of Multicultural Anti-Bias Education (Derman-Sparks & Edwards 2010)Developing positive personal and group identitiesSeeing similarities and differences including differing abilities as aspects of human diversityIdentifying unfairness, and recognizing that unfairness hurtsConfronting bias by speaking up and having the skills to act against prejudice or discriminatory actions

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Video Clip-A Look at Race Relations through a Child's Eyes

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Reflection Exercise What are your thoughts/feelings regarding this video clip?What are some strategies you would implement into your program in order to promote a culturally responsive program?

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Strategies for Promoting Multicultural SensitivityEducating families about the importance of building childrens self-esteemHelping children explore their own culture through family and school activitiesTraining families and teachers to assess their own multicultural competenceSupporting the development of skills needed to promote multicultural understandingsPromoting teacher education focused on multicultural anti-bias education

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Standards & CurriculumProgram Standards: Expectations for the quality of the programContent Standards: What a child should be able to do within an academic area, such as mathematicsBenchmarks: The knowledge and skills a child should have by a given time in schoolPerformance Standards: Quality levels of performance within a given benchmark

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Program Goals: General statements of what the program hopes to achieveShould address childrens acquisition of knowledge, skills, dispositions, and feelings Identified child outcomes should be developmentally appropriate and logically sequenced, so that children build knowledge on previously acquired skills (Copple & Bredekamp, 2009)

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Organizing the CurriculumCurriculum is typically organized in one of two different ways:Separate Concepts & Skills Content area (Math, Science, Social Studies) or developmental domain (cognitive, fine motor, gross motor)Integrated Approach Topic driven engagements where content areas are integrated. Careful attention is given to providing authentic learning experiences through thematic planning or projects

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Designing Teaching StrategiesThe selection of appropriate teaching strategies should be based on DAP guidelines and the nature of the content to be learned.Teacher-Directed Activities are commonly selected to facilitate learning of specific knowledge and skills.Child-Initiated Activities are commonly used to provide opportunities for children to apply knowledge and construct understanding of relationships among knowledge and skills.

    DAP advises that both approaches work well for different kinds of learning and children benefit from both child initiated activities, and teacher facilitated instruction.

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Appropriate Computer and Interactive Media UseFollow NAEYCs 2012 Position statement: Technology in Early Childhood Programs Serving Children from Birth through Age 8

    Computers do not typically match the way young children under the age of 3 learn and therefore are not recommended Computer technology and interactive media can provide enriching learning experiences for children 3 and olderSelecting open-ended software (i.e., children are free to do many activities & that promotes critical thinking)

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Appropriate Computer UseEffective and appropriate computer/interactive media has these benefits:Children learn about technologyProvides opportunities for children to easily manipulate objects (spatial awareness)Allows teachers to meet the diverse needs of students, including those with special needs

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Facilitating Classroom TransitionsBegin the day with a positive toneProvide a consistent daily routineProvide warning prior to a transitionMaintain realistic expectations for childrens behaviorProvide adequate choices when appropriateEnd the day pleasantly and calmly

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Facilitate Emotional Literacy & Social CompetenceEmpower children by helping them feel successfulRead stories that discuss emotionsExtend childrens vocabulary of feeling wordsHelp children make inferences about expressions, body language, and tone of voiceCreate a safe place for children to express their emotionsBuild a sense of community and belonging

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Every Opportunity-Video Clip9-*

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Group Discussion How did this video make you feel? Did it bring back some past experiences in school?

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    How do you help Facilitate Social/Emotional Competence with Children, Parents & Staff?9-*

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    9-*Other Curriculum SupportsEffective programs have given significant thought to the following curriculum supports:Child Groupingadult-child ratio Scheduling Fixed and flexible schedulesStaff planning and implementation responsibilities

    Freeman/Decker/Decker, Planning and Administering