ECED 7298 NOTES.docx

Introduction I. ***Developmentally Appropriate Practice Developmental Domains*** **Curriculum -** Latin word "currere" -- "to run" or "to run a course" **Curriculum** - As a plan for achieving goals - as dealing with the learner's experiences - as a field of study 1. ***As a plan for...

Introduction I. ***Developmentally Appropriate Practice Developmental Domains*** **Curriculum -** Latin word "currere" -- "to run" or "to run a course" **Curriculum** - As a plan for achieving goals - as dealing with the learner's experiences - as a field of study 1. ***As a plan for achieving goals*** **Ralph Tyler and Hilda Taba** - A plan **for achieving goals** involving a **sequence of steps** **John Galen Saylor, William Alexander, and Arthur Lewis** - A plan providing **set of learning opportunities** for persons to be educated **David Pratt** - Curriculum is an **organized set of formal education** and/or **training intentions.** **Jon Wiles and Joseph Bondi** - a **development process** that (1) identifies a **philosophy**; (2) **assesses** student ability; (3) considers possible **methods of instruction**; (4) **implements** **strategies**; (5) selects **assessment** devices; and (6) is **continually adjusted**. 2. **Curriculum as Learner's Experiences** **John Dewey** - **Experience and education** **Hollis Caswell and Doak Campbell** - all the **experiences children have** under the guidance of teachers. **Elliot Eisner** - a "program" that a school "**offers to its students**," a "preplanned series of **educational hurdles** and an entire **range of experiences** a child has within the school. **Colin Marsh and George Willis** - all the "**experiences in the classroom** \[that are\] planned and enacted." 3. **Curriculum as a Field of Study** - as a field of study with its **own foundations,** **knowledge domains, research, theory,** **principles, and specialists** **William Reid, William Schubert, and Daniel Tanner and Laurel Tanner** discuss curriculum in **theoretical** rather than practical terms 4. **Curriculum in terms of Subject Matter or Content** emphasize the **facts and concepts** of particular **subject areas** - **subject matter** - Math, Science, English, History - **Content** - the way we organize and assimilate information. **Challenges of Definition** The **more precise** one's definition of curriculum and the more a person relies on a **preconceived** **plan or document**, the **greater** **the tendency to omit or miss** **relevant** (but hard to observe) **sociopsychological factors** related to teaching and learning. **Characteristics of Curriculum** - It includes **all the experiences** of children for which school is responsible - It has **content** - It is a **system** for dealing with people - It is **planned** - It is a **series of courses** taken by students **Curriculum encompasses more than just simple definition** **Types of Curriculum Operating in Schools** - Recommended Curriculum - Written Curriculum - Taught Curriculum - Supported Curriculum - Assessed Curriculum - Learned Curriculum - Hidden Curriculum - Concomitant Curriculum - Phantom Curriculum - Null **Recommended Curriculum** - The curriculum coming from a national agency or any professional organization who has stake in education. **Written Curriculum** - Documents, course of study or syllabi for implementation made by curriculum experts with participation of teachers. **Taught Curriculum** - Varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. **Supported Curriculum** - Material resources such as textbooks, computers, audio-visual materials, laboratory equipment, and other facilities. **Hidden Curriculum** - Unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes. **Concomitant Curriculum** - Things that are taught at home, in church and other social environments in the context of religious expressions, values, ethics, **Assessed Curriculum** - Series of evaluations are being done by the teachers at the duration and end of the teaching episodes to determine the extent of teaching or to tell if the students are progressing. **Learned Curriculum** - Learning outcomes that are indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor. **Phantom Curriculum** - The messages prevalent in and through **exposure** to media **Null** - What is not taught. **Approaches to Curriculum Design** - Child or Learner Centered Approach - Subject Centered Approach - Problem Centered Approach Chief among the professional responsibilities of early childhood educators **is the** **responsibility to plan and implement** **intentional, developmentally appropriate** **learning experiences** that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. **Types of Math Learning Experiences** - Naturalistic Learning Experiences - Informal Learning Experiences - Structured Learning Experiences These experiences differ in terms of **who controls the activity**: the adult or the child. II. **Developmentally Appropriate Practice** **Developmentally Appropriate Practice** **Development -** refers to a **progressive increase** in **skill** and **capacity** of function **Appropriate - suitable or proper** in the circumstances. **Practice -** the **customary, habitual, or expected procedure or way** of doing of something. methods that **promote each child's optimal development and learning** through a **strengths- based, play-based approach to joyful, engaged learning.** (NAEYC, 2020) **Language -- what "scripts"** "Apir" -- up here "Taympers" -- time first "sirit" -- share it **12 Principles of Developmentally Appropriate Practice** 1. All the **domains of development and learning**--- physical, social and emotional, and cognitive--- are **important**, and they are **closely interrelated**. Children's development and learning in one domain influence and are **influenced** by what takes place in other domains - Physical -- running, dodging - Language -- what "scripts" - Cognitive -- "rules of the game" - Affective -- feelings as the "it" 2. Many aspects of children's learning and development follow **well documented sequences,** **with later abilities, skills, and knowledge building** on those already acquired. **Try putting these developmental milestones in the order in which they tend to appear during childhood.** b\. recognizes familiar faces e\. responds to own name a\. begins to engage in pretend play d\. can sort objects by shape and color c\. begins to understand simple addition 3. Development and learning proceed at **varying rates from child to child**, as well as at **uneven rates** across different areas of a child's individual functioning. 4. Development and learning result from a **dynamic and continuous interaction** of **biological** **maturation and experience**. 5. **Early experiences** have **profound effects**, both cumulative and delayed, on a **child's** **development and learning**; and **optimal periods** exist for certain types of development and learning to occur. Early childhood → Middle Childhood Optimal → first 3 years of life 6. Development proceeds toward **greater complexity, self-regulation, and symbolic or representational capacities.** **Simple → Complex** **Cannot regulate → Can regulate** **Concrete→ Abstract** **Concrete-Pictorial-Abstract (CPA) Approach** Concrete - "doing" stage Pictorial - "seeing" stage Abstract - symbolic" stage Concrete→ Pictorial→ Abstract 7. Children develop best when they have **secure, consistent relationships** with responsive adults and opportunities for **positive relationships** **with peers**. 8. Development and learning occur in and are influenced by **multiple social and cultural** **contexts**. 9. Always **mentally active** in seeking to **understand the world around them**, children learn in a **variety of ways**; a **wide range of teaching strategies and interactions** are effective in supporting all these kinds of learning. 10. Play is an important vehicle for developing **self-regulation** as well as for **promoting language, cognition, and social competence**. Language -- what "scripts" Cognitive -- "rules of the game" Affective -- feelings as the "it" 11. Development and learning **advance** when children are **challenged** to achieve at a level **just** **beyond their current mastery**, and also when they have **many opportunities to practice** newly acquired skills. 12. Children's **experiences** shape their **motivation and approaches to learning**, such as persistence, initiative, and flexibility; in turn, these dispositions and behaviors **affect their learning and development**. "A teacher who has a **good understanding** of **child development and learning** is more likely to be **effective** in the classroom. **New teachers** who have had coursework in **learning and** **development** are also **more likely to stay** in the field." - Horowitz et al., 2005, p.89 **Early Childhood Education Curriculum** **Components of Effective Curriculum** +-----------------------------------+-----------------------------------+ | Component | Key Considerations | +===================================+===================================+ | Based on current knowledge | Are essential principles of **how | | | children develop and learn** | | of child development | reflected in the curriculum | | | philosophy and planned | | | experiences? | +-----------------------------------+-----------------------------------+ | Is evidence based | Has the curriculum been | | | **rigorously evaluated**? Is | | | there **evidence** of its | | | **effectiveness** with **diverse | | | groups** of children---in terms | | | of ethnicity/race, language, and | | | socioeconomic background? | +-----------------------------------+-----------------------------------+ | Shows positive effects on child | Do children who experience the | | outcomes | curriculum demonstrate **positive | | | learning and developmental | | | outcomes** | +-----------------------------------+-----------------------------------+ | Is comprehensive | Does the curriculum **address | | | "the whole child"** | | across learning | | | | **---all domains** of development | | domains | | | | (cognitive, social, emotional, | | | and physical)---and **all content | | | areas** such as literacy, | | | mathematics, science, social | | | | | | studies, health and physical | | | education, and the arts? | +-----------------------------------+-----------------------------------+ | Covers learning domains in depth | Is there an organized scope and | | | sequence in each of the learning | | | domains that describes | | | **progressive steps and | | | individual learning | | | experiences?** Does the | | | curriculum **build on prior | | | learning and experiences?** | +-----------------------------------+-----------------------------------+ | Clearly defines specific | Does the written plan address | | developmentally appropriate | **important goals** such as the | | learning goals | standards of the disciplines | | | (mathematics or literacy)? Are | | | the goals **reasonable | | | expectations for most children** | | | within the age range for which | | | the curriculum is designed? | +-----------------------------------+-----------------------------------+ | Includes well- designed learning | Does the curriculum provide | | experiences | | | | opportunities for children to be | | | **active and engaged** both | | | mentally and physically? | +-----------------------------------+-----------------------------------+ | Emphasizes responsive teaching | Do learning experiences include | | | both **child-focused exploration | | | and investigation and | | | teacher-guided instruction?** Is | | | curriculum **responsive** to | | | children's **interests**? Does it | | | promote **positive interactions** | | | among teachers and | | | | | | children? | +-----------------------------------+-----------------------------------+ | Supports individualized | Is the curriculum **flexible** | | | enough for teachers to adapt to | | instruction | **individual variation** in | | | children? Can the curriculum be | | | adapted for **children with | | | special needs?** | +-----------------------------------+-----------------------------------+ | Is culturally and linguistically | Does the curriculum **promote | | appropriate | positive images of children's | | | cultural identities** and **home | | | languages** and also recognize | | | and build on their competence? | +-----------------------------------+-----------------------------------+ | Includes ongoing assessment tools | Is there support for teachers to | | and strategies aligned with goals | **analyze and use assessment | | and activities | results** to adapt and | | | **individualize instruction**, | | | and help children to make | | | continued progress? | +-----------------------------------+-----------------------------------+ | Provides professional development | Are there **initial and ongoing | | | professional learning | | | opportunities** to ensure that | | | teachers implement the | | | **curriculum with fidelity**? | +-----------------------------------+-----------------------------------+ | Supports family | Are materials and strategies | | | **provided for families** to | | involvement | extend children's learning at | | | home? | +-----------------------------------+-----------------------------------+ **\ ** **2 Domains of Development** "A teacher who has **a good understanding** of **child development and learning** is more likely to be **effective** in the classroom.. **New teachers** who have had coursework in **learning and development** are also **more likely to stay** in the field." - Horowitz et al., 2005, p.89 Chief among the professional responsibilities of early childhood educators **is the** **responsibility to plan and implement** **intentional, developmentally appropriate** **learning experiences** that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. **AESTHETIC DOMAIN** For children to become **aware of beauty in nature and art, to appreciate and participate in creative arts to achieve personally meaningful ends** **Aesthetic Education in Early Childhood** - Aesthetic education is a **deliberate effort by teachers to provide experiences** in nature and the arts, nurture awareness of the arts, foster appreciation of the arts, and develop skills in evaluating art forms. - Aesthetic experiences may be either **responsive or productive Aesthetic Development Model** A diagram of a diagram Description automatically generated **Responsive Aesthetic Experiences** The way the **child reacts** to art or nature. -------------------------------------- ---------------------------------------------------------------------------------------------------------------- **Productive Aesthetic Experiences** Involve the child in **creative art activities**, which engage the child actively with a variety of materials. **Responsive Aesthetic Experiences** +-----------------------------------+-----------------------------------+ | **Discovery Activities** | - Exploration activities looks | | | at the **details of natural** | | | objects through their senses. | | | | | | - Activities like these can | | | result in greater | | | **appreciation of nature and | | | recognition of beautiful | | | things**. | +===================================+===================================+ | **Exposure Activities** | - Activities that broaden | | | student's **familiarity** to | | | art, art materials and tools. | | | | | | - These activities provide | | | **opportunities for children | | | to listen** to a variety of. | | | music, experience dance or | | | dramatic performances, or | | | view the visual arts in many | | | forms. | +-----------------------------------+-----------------------------------+ | **Evaluation Activities** | - Examining the **art and art | | | materials and tools** | | | encourage children to | | | **discuss and make | | | judgments** | | | | | | - Through such activities | | | children learn that | | | **different art appeals to | | | different people, and that | | | each person's view is | | | valid.** | +-----------------------------------+-----------------------------------+ **Productive Aesthetic Experiences** +-----------------------------------+-----------------------------------+ | **Creative Activities** | - Which engage the child | | | actively with a **variety of | | | materials** | | | | | | - These activities **stimulate | | | creativity and provide | | | opportunities for self- | | | expression.** | | | | | | - Children **create their own | | | aesthetic activities through | | | play** | +-----------------------------------+-----------------------------------+  **Lowenfeld's Stages of Artistic Development** A diagram of a pyramid Description automatically generated +-----------------------------------+-----------------------------------+ | **Scribbling** | - 15 months to 4 years | | | | | | | | | | | | - **Beginnings** of | | | self-expression | | | | | | - Large **zigzagging lines** | | | and **non-descript shapes** | | | about which they will tell | | | stories | +===================================+===================================+ | **Pre-Schematic** | - Ages 3-7 | | | | | | - **First representational** | | | attempts | | | | | | - Faces, protruding arms and | | | legs, houses, repetitive | | | practice, objects, people | | | floating in space | +-----------------------------------+-----------------------------------+ | **Schematic** | - Ages 6-10 | | | | | | - Achievement of **form | | | concepts** | | | | | | - People attached to ground | | | | | | - Closer proportion to real | | | world | | | | | | - Blue sky attached to top of | | | page | +-----------------------------------+-----------------------------------+ | **Realism** | - Ages 9-11 | | | | | | - Details, style depth and | | | perception appear | +-----------------------------------+-----------------------------------+ **AFFECTIVE DOMAIN** **Goals of Affective Domain** For children to **see themselves as valued and capable** **Affective Education in Early Childhood** Learning about **one's emotions, understanding another person's feelings, acquiring a concept of self, and developing self-efficacy** are hallmarks of the affective domain in early childhood education. **Commonly Used Terms in the Affective Domain** **Terms** **Description** ------------------------- ------------------------------------------------------------------------------------------ **Empathy** The ability to understand **another person's feelings by feeling the same emotion** **Self-Awareness** Ability **to identify** your thoughts, feelings and strengths **Global self-concept** **All the beliefs a person** has about him- or herself, an overall perception of oneself **Self-Esteem** The feelings you have about your **own general self-worth** **Erikson's Stage Theory of Emotional Development** +-----------------+-----------------+-----------------+-----------------+ | ***Age*** | ***Stage*** | ***Developmenta | ***Key | | | | l | Relationships** | | | | Task*** | * | +=================+=================+=================+=================+ | Infancy -- 18 | Trust vs | Establishing a | Primary | | months | Mistrust | trusting | caregiver, | | | | relationship | usually the | | | | with a primary | mother | | | | caregiver, to | | | | | develop trust | | | | | in self, | | | | | others, and the | | | | | world as a | | | | | place where | | | | | needs are met | | +-----------------+-----------------+-----------------+-----------------+ | 18 months -- 3 | Autonomy vs | Strive for | Parents/family | | year | Shame and Doubt | independence | caregivers | +-----------------+-----------------+-----------------+-----------------+ | 3-6 years | Initiative vs | Plan and carry | Family | | | Guilt | out activities; | caregivers | | | | learn society's | | | | | boundaries | | +-----------------+-----------------+-----------------+-----------------+ | 6-12 years | Industry vs | Be productive | Teacher/peers | | | Inferiority | and successful | | +-----------------+-----------------+-----------------+-----------------+ | 12-20 years | Identity vs | Establish | Peers | | | Role Confusion | social and | | | | | occupational | | | | | identities | | +-----------------+-----------------+-----------------+-----------------+ | 20-40 years | Intimacy vs | Form strong | Friends | | | Isolation | friendships and | /lovers/ | | | | achieve a sense | spouse/partner | | | | of love and | | | | | companionship | | +-----------------+-----------------+-----------------+-----------------+ | 40-65 years | Generativity vs | Be productive | Spouse/partner/ | | | Stagnation | in terms of | | | | | family and work | children/cultur | | | | | e | +-----------------+-----------------+-----------------+-----------------+ | 65+ years | Ego Integrity | Look back at | Family/friends | | | vs Despair | life as | | | | | meaningful and | /society | | | | productive | | +-----------------+-----------------+-----------------+-----------------+ **COGNITIVE DOMAIN** **Goals of Cognitive Domain** For children to **acquire, apply, adapt, integrate, and evaluate knowledge** as they construct new or expanded concepts **Cognitive Education in Early Childhood** Young children's thinking is **different from older adults** and children's cognitive levels should be **matched carefully with classroom learning experiences**. **Fundamental Knowledge Base for Cognitive Development** 1. Physical Knowledge 2. Logical-Mathematical Knowledge 3. Representational Knowledge 4. Social-Conventional Knowledge 5. Metacognition **Commonly Used Terms in the Affective Domain** +-----------------------------------+-----------------------------------+ | **Physical Knowledge** | - Properties of **objects and | | | laws of nature** | | | | | | - Children explore size, color, | | | shape, weight, texture, | | | capacity, consistency, taste, | | | smell, flexibility/rigidity, | | | as well as how objects | | | function in the world | | | | | | - (e.g., objects fall down, not | | | up; some objects maintain | | | their shape, others take | | | different forms depending on | | | conditions). | +===================================+===================================+ | **Logical- Mathematical | - **Number concepts and | | Knowledge** | operations** | | | | | | - Children explore number | | | concepts and operations | | | through matching, grouping, | | | patterning, ordering, | | | counting, graphing, | | | measuring, establishing | | | one-to-one correspondence, | | | exploring spatial relations | | | and time. | +-----------------------------------+-----------------------------------+ | **Representational Knowledge** | - **Tangible expressions of | | | symbolic thought** | | | | | | - Children recognize and use | | | actions, gestures, pictures, | | | written words, numerals | | | and/or other symbols to | | | represent ideas, thoughts, | | | feelings and events | +-----------------------------------+-----------------------------------+ | **Social- Conventional | - **Facts, beliefs, traditions | | Knowledge** | and stories** | | | | | | - Children learn the names for | | | objects, actions and symbols; | | | facts; history and customs; | | | social expectations and | | | rules. | +-----------------------------------+-----------------------------------+ | **Metacognition** | - **Thinking about one's own | | | thinking** | | | | | | - Children **communicate their | | | internal thought** processes | | | to self and others**.** | | | | | | - They consciously plan tasks, | | | monitor and evaluate personal | | | progress by articulating | | | their thinking aloud or in | | | writing. | +-----------------------------------+-----------------------------------+ **The Cognitive Wheel**  **PHYSICAL DOMAIN** **Goals of Physical Domain** For children to develop **confidence and competence in the control and movement of their bodies** and to develop the attitudes, knowledge, skills, and practices that lead to **maintaining, respecting, and protecting their bodies.** **Physical Education in Early Childhood** Children **benefit in many ways** from regular physical activity and they obtain these benefits when they are **able to participate in a variety of motor activities** and are motivated to engage in regular, vigorous play. **Motor Skills Development** - Reflexive Movement - Rudimentary Movement - Fundamental Movement - Sport and Recreation Movement **Motor Skills Development** Predictable sequence from **basic skills to more complex** movement patterns **Cephalocaudal growth pattern** Head-to-toe direction ---------------------------------- ----------------------- **Proximodistal growth pattern** Near to far **Reflexive Movement** **Infant Reflexes** - **Earliest movements** of newborns - **Involuntary movements** that are exhibited as responses to **external environment** and provide various functions such as: **protection, information gathering and nourishment** **Sucking Reflex** When someone touches the roof of the baby's mouth, her lips close, and she will suck reflexively ----------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Crawling Reflex** When the baby is placed on his tummy, his legs will make crawling motions even though he is not able to move forward **Moro Reflex or Startle Reflex** When the baby loses support and feels like she is falling or hears a loud sound, she will flail her arms and legs outward. **Stepping Reflex** If you support the baby's weight but let his feet touch the ground, he will lift and set his feet in "walking" motion. **Tonic Neck Reflex** When a baby is placed on his back and his head is turned to the side, he will stretch out the arm and leg in the direction he is facing and pull inward the opposite arm and leg **Babinski Reflex** When you stroke the side of a baby's foot, her big toe points up and the other toes will fan out. **Rooting Reflex** If you gently stroke the baby's cheek, he will turn in the direction of the touch and begin to suck with his mouth **Grasping Reflex** When a finger or some other object is pressed against the baby's palm, the fingers close around it **Gag Reflex** The throat contracts to expel objects too large to be ingested. ***This does not disappear*** **Blinking Reflex** Eyes blink when touched or exposed suddenly to bright light. ***This does not disappear*** **Rudimentary Movement** ***Rudimentary*** = basic, initial, elementary - **First voluntary movement** demonstrated by infants - Primary accomplishment here is to **maintain upright posture** and **control of the head and neck muscles** - **0 -- 2 years** **Rudimentary Movement** +-----------------------------------+-----------------------------------+ | **Rolling** | - Occurs at approximately **4 | | | months** | | | | | | - Pre-requisite skill: **head | | | and neck control** | +===================================+===================================+ | **Sitting** | - Starts at approximately **4-5 | | | months** | | | | | | - Pre-requisite skill: | | | **Rolling** | +-----------------------------------+-----------------------------------+ | **Crawling and Creeping** | - Starts at approximately **7 | | | months** | | | | | | - Occurs as infants attempt to | | | **reach for an object** | +-----------------------------------+-----------------------------------+ | **Standing and Walking** | - Starts at approximately **9 | | | months** (standing) and | | | **9-12 months** (walking) | +-----------------------------------+-----------------------------------+ | **Reaching and Grasping** | | +-----------------------------------+-----------------------------------+ **Fundamental Movement** ***Fundamental*** = forming a necessary base or core; of central importance **Expansion of motor movement** And progress from rudimentary movements --------------------------------- ------------------------------------------------------------------------------------------------------------------------------- **Locomotor Skills** Physical action that propels an individual from one place to another **Manipulation Patterns** Throwing, catching, and kicking **Running** Originates from **proficient walking pattern** **Jumping** Develops after **proficient walking and running** patterns are achieved **Hopping** The ability to hop requires more **stability and strength** than jumping because the takeoff and landing are on one foot. **Galloping and skipping** The skills of galloping and skipping are learned when **basic skills in other locomotor movement** patterns are **developed** **Throwing** Pattern can be seen as early as **6 months** **Catching** Requires that ability to **control a thrown object;** Starts at approximately **4 years** **Kicking** Requires the use of the **feet to propel an object;** Originates at **24 months** **Sport and Recreation Movement** - Occurs at approximately **age 7** - **Final stage** of motor development - Games, sports, and recreational activities require children to **constantly alter and match their movements** with a more **skilled pattern**. - Children need to **remember previous experiences** and compare **new information** to what was previously learned. **SOCIAL DOMAIN** **Goals of Social Domain** For children to develop **social awareness and social competence** in a culturally diverse, democratic society, in an interdependent world. **Social Education in Early Childhood** Teaching within the social domain provides children with opportunities to **develop knowledge and skills pertaining to themselves in relation to the people** in their near environment. **Different Aspects of Social Domain** ***Aspect*** ***Description*** --------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------- **Social Skills** Children learning to **interact with others** **Socialization** Children learning the **values, beliefs, customs, and rules of society** **Social Responsibility** Children developing **respect for individual differences** and functioning as **contributing members of the communities** in which they live **Social Studies** Children exploring **people's interactions in and with their social and physical environments,** now and in the past **Curriculum Content** - Is **vitally important** - **What children are learning about** **Curriculum Model** ***Model*** -- a system or thing used as an example to follow or imitate - A **research-based, idealized version** of **what and how** teaching and learning should occur. - To ensure fidelity, developers typically **provide professional development for teachers in how to implement the model** - **Fidelity** - **faithful implementation** of the curriculum model **Curriculum Approach** ***Approach*** -- a particular manner of taking such steps - Describes the **main elements or direction** of a program and is less detailed than a model. Instead of a model to be imitated or adopted, it is a **set of principles or a method of engaging children.** **Curriculum Framework** - A **guide for designing or choosing a curriculum**. - Which is a document that explains how **content standards can or should be organized** for a particular subject and at various grade levels **STANDARDS** - Content standards - Performance standards - Learning competencies **STANDARDS** **Standards,** as they are used in education, **are statements of goals or desired outcomes** **Content Standards** - Describe **what students should know and/or be able to do** within a particular discipline such as math or science ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ **Content Standards** The learners demonstrate understanding of attitude, emotions, similarities and differences of oneself and others including the concept of family, and of importance of physical health, safety, and appropriate movement concepts. ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ **Performance Standards** ***Benchmark*** -- a standard or point of reference against w/c things may be compares of assessed Or **benchmarks**, describe the **knowledge or skill that students should acquire** by a particular point in their schooling, usually tied to grade or age level. -------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ **Performance Standard** The learners manage emotions, make decisions, recognize similarities and differences of people, and express oneself based on personal experiences; participate actively in various physical activities; use hands in creating models; perform coordinated body movements; and take care of one's physical health and safety. -------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ **Learning Competencies** ***Expectations*** -- believing that something is going to happen or believing that something should be a certain way - Are **expectations** for student learning - The main **ideas or skills you expect students to master** ex. recognize oneself as a member of a family; express oneself through music, arts, and movement **HOW DO STANDARDS AFFECT CURRICULUM** - **Standards are not curriculum**; nevertheless, they have a **powerful influence** over curriculum development. - Curriculum is designed for the express purpose of **helping children achieve standards** (Rose, 2010). - Assessment of learning is **linked to achieving standards** (Gewertz, 2014). - Ideally, the goals of a curriculum include, but are not **necessarily limited to**, the relevant early learning standards (Bredekamp, 2009). - Because curriculum is influenced by standards, it is essential that standards be **comprehensive and developmentally appropriate**. - State early learning standards found uneven attention to **all areas of child development and learning** - **Less consistent attention** is paid to social-emotional development, physical development - State early learning standards found **uneven attention to all areas of child development and learning** - Standards may **underestimate** children's competence (standard of counting only to 10 in kindergarten) - Standards may **overestimate** child's competence (expecting 4-year-olds to segment or blend phonemes, a task more appropriate for late kindergarten or first grade) **ALIGNMENT OF STANDARDS** - Means that standards and curriculum are designed to **progress as children get older** so that they **acquire the foundations of skills and knowledge** to continue to achieve (Kauerz & Coffman, 2013). - Reflects the fact that many curriculum areas such as mathematics are **sequential**, with later understandings built on earlier ones. - Should **support developmentally appropriate practice** because the expectations for an older age group may not be appropriate for younger children. **CURRICULUM FOR INFANTS AND TODDLERS** - 0-3 years old - Focuses on, but is not limited to: - **Relationships** that promote a **sense of identity, security, and social interaction** - **Language development** - Exploration of the **physical world and play** - Standards are usually organized around **developmental domains and by age spans** such as - **young infants** (0 to 8 months) - **mobile infants** (about 6 to 18 months) - **toddlers** (16 to 36 months). - Guidelines may include **physical and social developmental** domains and **precursors of learning in subject areas** (literacy, science, and mathematics) - Usually include **suggestions for what adults can do** to promote children's ongoing progress **CURRICULUM FOR PRESCHOOLERS** - 3-5 years old - Addresses the development of the whole child, including: - physical well-being and motor development - social and emotional development - approaches to learning such as curiosity and persistence, - language development - cognition and general knowledge builds knowledge and skill in literacy, mathematics, science, social studies, and the visual and performing art - **Integration across subject-matter areas** is the primary planning strategy, although at times the curriculum will focus on **one area such as math or early literacy** - **Play and projects** are particularly valuable ways of bringing curriculum content to this age group. **CURRICULUM FOR KINDERGARTEN AND THE PRIMARY GRADES** - Focus shifts to **knowledge and skills in the subject-matter areas**: language, literacy, mathematics, science, social studies, health, physical education, and the visual and performing arts. - Goals should continue to address the importance of **social-emotional development** and **approaches to learning** including motivation, curiosity, creativity, and initiative. - Other essential non-content goals include **self-regulation** and other abilities such as **problem solving, planning, focused attention, and persistence.** - **Challenging and engaging curriculum** for this age group helps children develop and use **oral and written language, mathematical and scientific thinking, and investigation skills across the disciplines.** - Curriculum should help children **develop a sense of their own competence and confidence**. - The overarching goal of the primary grades is **learning to read**.