Children and Emergent Curriculum The curriculum evolves from

Children and Emergent Curriculum The curriculum evolves from: n Interest and abilities of children n Collaboration between children, their families, educators, and other community members n Children taking responsibility for own learning n Adults providing experiences to foster learning 1

Emergent Curriculum and Adults The curriculum evolves from: n The interests and abilities of adults n Collaboration between adult learners, faculty members, and community professionals n Adults assume responsibility of own learning n Faculty provide learning activities 2

Emergent Curriculum children adults n n n Evolves from the interest of the children Evolves from the abilities of the children A collaborative process between children, families, and other adults Children assume responsibility of their learning Adults provide learning experiences n n n Evolves from the interest of the adults Evolves from the abilities of the adults A collaborative process between adults and faculty Adults assume responsibility of their own learning Professors provide learning experiences 3

Quiz 1 - Chapter 1 n n n What learning areas should be separated and why? What are three critical factors when considering placement of learning areas? Give four examples of open-ended materials and how they might be used. What is emergent curriculum? Define developmentally appropriate practices. 4

Quiz 2 – Chapter 2 n n n n n Define how children learn best. What should learning areas encourage children to do? What are the principles of effective organization of the learning area? How does organization differ for infant, toddler, preschool or schoolaged learning environments? Compare the similarities and differences between indoor and outdoor play. What are safety issues indoors and outdoors? Define the importance of light, colour, sound, culture, and aesthetics within the learning environment. How could you maximize the learning environment? What is the role of adult in the learning environment? Define a developmentally appropriate way of planning for young children’s learning experiences. 5

Quiz 3 – Chapter 3 n n n n n Identify and describe the developmental skills of sand play. Describe the properties of sand. Describe the value of sand play. What is the role of the facilitator in sand play? Describe an effective storage system for sand play materials. How might sand materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a sand area? What are some international considerations for sand play? Describe how you might observe and record skills developed during sand play. 6

Quiz 4 - Chapter 4 n n n n n Identify and describe the developmental skills of water play. Describe what concepts could be developed during water play. Describe the value of water play. What is the role of the facilitator in water play? Describe an effective storage system for water play materials. How might water materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a water area? What are some international considerations for water play? Describe how you might observe and record skills developed during water play. 7

Quiz 5 – Chapter 5 n n n n Identify and describe the developmental levels of music development. Describe the value of musical activities. What is the role of the facilitator in music activities? Describe an effective storage system for musical instruments and materials. How might musical instruments and materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a music area? What are some international considerations for music activities? Describe how you might observe and record skills developed during musical activities. 8

Quiz 6 – Chapter 6 n n n n n Identify and describe the developmental levels of block play. Describe the value of block play. What is the role of the facilitator in block play? Describe an effective storage system for block play materials. How might block materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a block area? What are some international considerations for sand play? Describe how you might observe and record skills developed during block play. Describe what materials are essential for an effective block play area. 9

Quiz 7 - Chapter 7 n n n n n Identify how quiet play encourages learning. What are the critical child developmental considerations for quiet play? Describe the value of the quiet area. What is the role of the facilitator in quiet area? Describe an effective storage system for quiet play materials. How might quiet play materials be organized and identified so that the child can easily locate and return materials? List the materials in the quiet area and how you would set them up for each of the following areas: - reading - writing - puzzles - sewing - felt board What are some international considerations for the quiet area? Describe how you might observe and record skills developed during quiet activities. 10

Quiz 8 – Chapter 8 n n n n Identify and describe the developmental stages of dramatic play. Describe the value of dramatic play. What is the role of the facilitator in dramatic play? Describe an effective storage system for dramatic play materials. How might dramatic materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a dramatic area? What are some international considerations for dramatic play? Describe how you might observe and record skills developed during dramatic play. 11

Quiz 9 – Chapter 9 n n n n n Identify and describe the developmental levels of creative art. Describe the aesthetic criteria of creative art. Describe the value of creative art activities. What is the role of the facilitator in creative art activities? Describe an effective storage system for creative art materials. How might creative art materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a creative art area? What are some international considerations for creative art activities? Describe how you might observe and record skills developed during creative art activities. What are some critical creative art materials that should be in this learning area? 12

Quiz 10 – Chapter 10 n n n n Identify and describe the developmental levels of fine motor activities. Describe the value of manipulative activities. What is the role of the facilitator in manipulative activities? Describe an effective storage system for manipulative materials. How might manipulative materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a manipulative area? What are some international considerations for manipulative activities? Describe how you might observe and record skills developed during manipulative play. 13

Quiz 11 – Chapter 11 n n n n n Describe how math and science can be used to encourage learning. Identify and describe the components of the learning cycle as applied to math and science. Describe the value of math and science activities. What is the role of the facilitator in math and science activities? Describe an effective storage system for math and science materials. How might math and science materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a math and science area? What are some international considerations for math and science activities? Describe how you might observe and record skills developed during math and science activities. 14

Quiz 12 – Chapter 12 n n n n Identify and describe the developmental levels of woodworking. Describe the value of woodworking. What is the role of the facilitator in woodworking? Describe an effective storage system for woodworking materials. How might woodworking materials be organized and identified so that the child can easily locate and return materials? What should you consider in setting up a woodworking area? What are some international considerations for woodworking activities? Describe how you might observe and record skills developed during woodworking activities. 15

What We Remember? n n n n 14% of what we hear 22% of what we see 30% of what we watch others do – demonstrate or model 42% of redundancy-rituals – activities that repeat seeing, hearing and doing important skills or concepts 72% of movies of the mind-learning – learning that is linked to remembered or imagined life experiences of the learner 83% of performance of a life challenge – activities that are first-time activities or demand action that applies new meaning 92% of what we teach others (Robinson, 1994, pg. 62) 16

Background Experiences n n n n Baby sitting Younger siblings Own childhood memories School experiences Daycare experiences Volunteer experiences Sports with children n n Parenthood Extended family members – nieces, nephews… Readings Media Other 17

Children’s Background Experiences n n Family home Family members Extended family members Child’s community – church, medical, school/daycare, shopping, recreation, travel…. n n Pets Activities at home/ school/daycare – reading to child, trips into community, educational toys Family values and expectations Community values and expectations 18

Formal Climate of the Learning Environment n Seating in rows – faculty at front – blackboard, overhead, video presentation n Discussion confined to questions, and invitation to provide comments n Learning becomes the responsibility of the faculty – decide what, how and when learning will occur n Expectations – listen, write n Same individuals pose questions and make comments; Large group discussion ignores that some individuals feel constrained to interact in this type of situation n Learners engage in passive activity – falls into category of remembering 14% of what we hear; 22% of what we see; and 30% of what we watch others do 19

Formal Learning Environment for Children 1. 2. 3. 4. 5. Emphasis on many large group instruction times – children sit in front of adult and listen, raise hands to answer questions, engage in activity as directed by adult Learning activities are set up by adult that indicate exactly what the child is to do – i. e. all children make a snowman out of pre-cut shapes Few choices available to children within learning environment – lack of materials, materials do not change, lack of variety in materials…. Learning activities are limited to a certain number of children Routines are set by a time table – meals, sleep, outdoor time… 20

Result of Formal Setting 1. 2. 3. 4. 5. Children learn to listen, not do; retention of learning confined to no more than 42%; may lead to lack of initiative, waiting to do as told; some children may become disruptive – fidget, talk out, push or poke other children Children learn to follow adult direction; children’s creativity is discouraged; learning is confined to adult’s perspective; learning is not individualized nor are individual differences recognized; learning is not based on children’s interest When real choices are not available – learning cannot be enriched or expanded; other behaviours may become enforced – inappropriate use of materials, inappropriate interactions with peers… Children are not allowed to solve their own problems; missed opportunity to facilitate problem solving Children have individual differences – may be hungry first thing in the morning, may not need a nap…. 21

Factors Affecting Learning 1. 2. 3. 4. 5. Lighting – poor lighting has been linked to hyperactivity, decreased productivity, and poorer health (SAD Seasonal Affective Disorder) Colour – affects individuals at two levels; behavioural and learned responses Noise – shown to have negative effects physiologically, motivational, and cognitive Placement of learning areas – influences the type of play that may occur Aesthetics – influence how the children appreciate and use equipment and materials in their environment 22

Quality Care and the Role of Facilitator 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Using developmentally appropriate practices Being responsive to all children Encouraging positive interaction patterns Engaging in high appropriate verbal exchange Providing stimulating, rich learning environment Providing a supportive atmosphere Encouraging attachment relationship with each child Sets aside a special time for each child Establishes positive relationships with families Encouraging active exploration and problem solving Observing and interpreting children’s behaviours Planning learning that builds on past experiences and interests 23

Brainstorming n n n Solicit and record ALL ideas from the large group When all ideas have been exhausted: - eliminate similar ideas - group ideas into categories Divide class into the number of groups that represent the number of categories Discuss category in small group setting to: - identify ideas that can work - eliminate ideas that are impossible to implement Report back to the large groups Develop final list of strategies 24

Critical Aspects of Planning OBSERVATION OF n n Interests of children Abilities of children (cognitive, social, emotional, physical, language) Learning styles Individual needs BACKGROUNDS n n n n Cultural Gender Experiences Family Community Developmental levels Ages 25

Goal Setting n n General statement of what the individual wants to accomplish i. e. increase knowledge about developmentally appropriate materials for infants Measurable – individuals need to be able to know when a goal has been accomplished May be short-term i. e. by the end of a unit of study May be long-term i. e. by the end of the course/program 26

Guiding to Children to Setting Goals n n n Talk to children about what they plan to do in a specific activity, or for a particular time-span Utilize a planning board to encourage children to plan their activities Encourage children to work on projects over time either individually or in groups Provide materials and space that encourage long term activities Share project information with families so that they can become part of the process Encourage children to fill in a chart about what they have done or might wish to continue to do 27

Point to Consider When Children Plan n n Active participation of the children Individualized – each child has own plan Developmentally appropriate - how can child indicate their choice without the ability to write? Children need to easily understand the format Planning format easily accessible, easily found – where will the information be kept so that children can find it when wanted/needed 28

Individual Learning Styles Do you learn best by… Extravert n n n Learning by talking to clarify thoughts and ideas Getting involved physically Interacting with others or materials Trying out new ideas/learning Coming up with personal solutions, or ideas Trying out ideas or solutions immediately Introvert n n n Working through thoughts and ideas individually Keeping ideas, and thoughts private until ready to share Thinking about things before doing them Taking time to make sure that ideas have been worked out/ polished Learning in an individualized, private way Lawrence, 1997, pg. 2 29

Individual Learning Styles Do you learn best by… Sensing Perception n n Doing practical things Starting with factual information Going through information step by step Basing learning on personal experiences and expanding upon these Hands-on learning Intuitive Perception n n n Involving imagination to learn Being interested in what is to be learned Finding out things individually Exploring a variety of ways to do things, find solutions Working on new skills, rather than practicing old ones Starting with a concept or an idea Lawrence, 1997, pg. 2 30

Categories for Learning Design n n n Safety Accessibility Choice Division of space Type of learning areas Materials/equipment needs n n n Accessibility to water, washrooms Health considerations Supervision Requirements for different ages Inclusive 31

Sources for Free Material n n n Producers of – paper, building products, technology, textile, wool/yarn/rope… Media – newspapers, calendars, electronic equipment…. Merchants – craft, framing, paint, wallpaper, hardware… n n n Service providers – copying centres, gardening centres, recycle depots…. Families… Restaurants…. 32

Encouraging Evaluation of Process Encourage children to: n Talk about how they feel while doing the task n Describe what they are doing n Talk about what they like about what they did 33

Evaluation About Product Talk to children about: n What is interesting about their effort n What they like about what they did n How they feel about their effort n What else they might want to do n If they want to change it in any way 34

What Level of Play Is This? n n Emily is at the water table alone. She fills her plastic bottle with water and empties it 15 times. 35

What Level of Play is This? n Braelyn and Makenna decided to build a castle and moat. The two girls decided what each would do. They created some castle structures together. Braelyn decided to dig the moat and Makenna provided the water. 36

What Level of Play is This? n Colin and Jordan took turns using the tornado bottle. They talked about what they discovered. Jordan would shake his bottle to watch for the bubbles. Colin turned the bottle to create a tornado. 37

What Level of Play Is This? n Haley and Gabrielle were both in the kitchen area. Both mixed flour and water. Each used her own materials. Neither girl talked to each other. 38