Components of the Curriculum

ECE 1B The great Quarterly DivideEducation Group in classSit in the first 2 rows.Support Group in CenterSign up for your age group and then sit on the back 2 rowsINTRODUCTIONThink about one thing you REALLY want to get out of this class.Get with a partner, find out their name and by using their first initials, come up with 2 words describing them.

Example:Shannon StevensSmart & Sassy!ECE 1B Class BusinessDaily Sign in and Sign out Disclosure statement. Due next time!Read Read it over , get it signed, and bring it back.

$5.00 fee paid into the Child Care Center acct.Give the Licensing Review packet. ------------------------------------------------------------------------------------------------------------------------------------Planning and Teaching of four lessons.Cubs (0-2 years) Bears (3-5 years)

ECE 1BEducation GroupBubble Play in groups of 3 people.Take an envelope and follow the directions within.

Support Group--- Come with me! Procedures, policies, dates, go into center.During this time, go and check on the center.4Support Group to Daycare!Education group- come get some bubbles

Bubble EvaluationHow will kids learn through these?Fake BubbleInformation SheetBubble WordstripBubble Blow ActivityPicturesBubble container

What are we talking about today?Early Childhood Education 1BWelcome Education Group!

Your TurnSign in for today.On the back bulletin board. Sign up for the 4 teaching experiences.On the front white board.Supplies on the counterGet an ECE 1B workbookTake your vouchers Grab a piece of gum

Do this while we watch the clip.9This week this class Might seem scary and you might not quite understand what is going on, but grab an exit buddy and work together - you might even have some fun.

ECE 1B Workbook TourBack of the title pageEducation Class responsibilities.Record your assigned teaching # and dates.I will make a copy of the sign up sheet for you.Class calendar on the web, on the back wall, on the board, daily on each power point.

DateECE 1B Objectives( WB = workbook)Teach Birth 2CubsTeach 3-5 BearsLesson Plan Review and PrepObserve and Class WorkClass Work assignedWhat is Due Today?Day 1Class overview, Disclosure, Class Fee, Teaching sign ups, and workbook.Workbook (WB): St 4 ob 1 sect A pg 14, unit 1 #1-6, and RC 1-3 Developmentally Appropriate Practice (DAP)11So How do children learn Best?

Bubble Play This is the last 12So How do children learn Best?Worm Play

This is the last 13Workbook PagesStandard IV objective 1 quest #1 & 2 Page 8

Workbook PagesStandard IV obj 1 Section A Page 14

Developmentally Appropriate PracticesDAP stands for

tell usCrush and 16CHILD DIRECTED, CHILD INITITATED, and TEACHER SUPPORTEDChild decides what to do, the idea, and the material to use.Adult follows the child's lead.Adults help, talk, and interfere too much.Silent Observe Understand Listen

Adults help kids too much. Adults talk too much. Adults interfere too much.

17Age and individual appropriatenessInfants have different interests and skills than the toddlers, and preschoolersEach child progresses at their own rate.This explains why two 3 year old children where one is toilet trained and the other is not.Activities are based on the childs individual needs and abilities.

(tell me)

Hands on and CONCRETE LearningConcrete experiences.Touch, feel, manipulate, use, apply senses

Learning by experienceChild must be actively involved to learn. It is not the activity but the child's response to it that counts.Make it fun. If your not having fun, you're doing something wrong & learning isn't happening.

Let the children do most of the talking, touching, and moving. Never drillTeacher talking makes for less child learning

Solitaire game

206 Areas of Development (PESCLM)

Activities focus, teach, enhance, develop, and include: Physical, Emotional, Social, Cognitive, Language, and Moral

REAL and RELEVANTLearning real concepts that relate to the childs own world, life, or experiences.Worm dayBubble dayApple Day

Say fort 10 times quickly, what do you eat soup with? Not a fork a spoon.

22Challenging but Encourages Learning and Discovery

Paper tear

23Childs Choice and Childs TimeChildren choose the materials they want to work with.If the tasks appear to be hard or of no interest, create a new variation that fits the childs needs. DO NOT JUMP IN AND DO IT FOR THEM.Short attention spans: 5 to 10 minutes on one thing. The child might change activities often so keep activities moving and have choices.Flexible to be able to work and finish activities.If a child is not done with a project, let him finish while the others free play or begin another activity.If children do not complete an activity encourage them to finish, but do not force them to finish.24Multi-Cultural and Non-SexistMulti-cultural and Non-sexistactivities, materials, and equipment.

WHAT IT Most Important In a DAP Curriculum?

Process vs. ProductThe process is important NOT the productWhat was learned and developed?Were the learning goals (concepts and objectives) achieved? If so, the lesson was a success regardless of the outcome of the childs product.Paper tear activity

27

Unit 1 blue page-doing #1-6,13

RC I-3 Weekly Lesson Plans (pg 11-12) (Do together?)

RC I-2 Sample Menu (pg 13)- See Samples