Welcome to CE420 Seminar 2

We will begin class at the top of the hour and tonight we will begin an in-depth exploration

of varied curriculum models.

Let’s reflect…

In Unit 1 we began to explore what curriculum consists of and what to consider when developing, implementing, evaluating curriculum.

What new insights do you have into this complex and key component of the educational process?

Curriculum Models:

An Investigation

In Unit 2 you will review, read, and view descriptive information regarding the following well-known curriculum models: Children’s Comprehensive Curriculum (from our course text); Creative Curriculum (ERIC document); High Scope (ERIC document); Reggio Emilia (video); Tools of the Mind (ERIC document); Center on the Social and Emotional Foundations for Early Learning (web article); and Montessori (video).

As you learn consider which curricular models match your personal education philosophy & how early childhood theory, developmental patterns, current research are represented.

Unit 2 ReadingsThe Unit 2 Readings provide an opportunity to learn

about some of the most well-known models in use today. You are required to read the text assignment on the Children’s Comprehensive Curriculum, which is divided into six domains: aesthetic, affective, cognitive, language, physical, and social. It represents a ‘whole-child’ approach & unites an understanding of what is, with value statements of what ought to be, with methods for achieving these aims.

Also thoroughly investigate a minimum of 2 additional models via links found in the Unit 2 Reading menu.

Creative Curriculum • Creative Curriculum® is a comprehensive

curriculum framework that defines the role of the teacher in connecting content, teaching, and learning; and supports a focus on interest areas. It is an environmentally based approach formulated on the latest research, student observation, and new requirements for addressing academic content. The assessment component is titled Teaching Strategies GOLD™

Reggio Emilia

• Reggio Emilia™ curriculum believes children must have direct input into their educational experiences. That projects based in the children’s world, in their immediate environment; should serve as a source of investigation and numerous means of expression. Community and parent partnerships are vital to this approach.

HighScope

• HighScope™ curriculum is evolving; actively shaped by past and present early childhood theory and research. It currently focuses on scaffolding techniques that support children at their individual skill level. Constructive and social learning is emphasized; with adults serving more as facilitators than supervisors

Tools of Mind

Tools of Mind theory is used in a number of current curriculum models are designed to address executive brain functioning; a theorized system that is responsible for among other skills: cognitive flexibility, abstract thinking, and the ability to correctly select and maintain focus on educational and life goals.

CSEFEL

• CSEFEL(Center on the Social and Emotional Foundations for Early Learning) is an approach that promotes the social/ emotional development of young children birth to age 5. It is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.

Montessori

• Montessori™ views each child as a unique individual with differing needs and abilities. A carefully prepared, controlled environment engages children’s minds and allows them to progress at their own rate. Sensorial materials unique to Montessori; along with specific lessons are central to this process. Montessori training is required for teaching.

Time to Share

Share what you know about any curriculum model that you are familiar with or have used. There are more models than explored in the Unit 2 material. Are you aware of any others? If so, please tell us.

The models in the Unit 2 Readings are:1. Children’s Comprehensive Curriculum2. Creative Curriculum3. Reggio Emilia4. HighScope5. Montessori6. Tools of the Mind7. CSEFEL

Evaluating Curriculum Models

How well any curriculum model adheres to the following is a reliable method to evaluate how likely it will maximize children’s learning and support the development of essential life skills. For the Unit 2 Seminar Discussion you are to evaluate a curriculum model. Name a model & share your thoughts regarding the one or more of the following criteria:– Developmentally Appropriate Practice– Sound Early Childhood Theory (developmental, learning)– Enriched Environment (cognitive, language, social,

emotional, physical well being)– Safety & Security considerations– Current research (Brain Research in particular)

Unit 2 Discussion QuestionThe Unit 2 Discussion is a conversation with classmates based on

an 8 minute video where a classroom teacher outlines Emergent Curriculum based on her recent hospital visit and the interest of the children in her experience.

In general emergent curriculum develops directly through the interests and experiences that emanate from the children.

The role of the educator is to recognize these opportunities and build activities, projects, experiences, plans, etc. that enrich all areas of development and address diversity, cultural, and social issues.

Please share successful experiences with emergent curriculum and/ or ideas for units of study that are DAP. It is through sharing that we learn exciting new ideas!

Take time to explore & share:

We will take the next 5/+ minutes for a virtual field trip; then return & share. Complete a browser search for articles or YouTube® videos on any recognized Curriculum Model, Cross Curricular Planning, Emergent Curriculum, or other curriculum consideration. I found:

http://www.youtube.com/watch?v=zBibFKH3OAMhttp://www.youtube.com/watch?v=vjNMH64g2SYhttp://www.youtube.com/watch?v=gVjoh8j2mdI&feature=relatedhttp://www.youtube.com/watch?v=wbhqxIqVN2U&feature=related

Wrap Up

"I never teach my pupils; I only attempt to provide the conditions in which they can learn."

Albert Einstein