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Essay / Research Paper Abstract
This 5 page report discusses the development of appropriate curriculum for very young children and looks at some of the moist important considerations involved in that development. It also gives a brief overview of three curriculum development programs Teaching Strategies’ Creative Curriculum for Early Childhood, Explorations with Young Children from Back Street School of Education, and Young Children in Action from Bright Street. Bibliography lists 7 sources.
Page Count:
5 pages (~225 words per page)
File: D0_BWkincur.rtf
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Unformatted sample text from the term paper:
than those who are just beginning their educational experience. The argument must be made that nothing could be further from the truth. While curriculum development is important at all
developmental stages, it is when a child is in pre-school and/or kindergarten that he or she first learns how to learn. The most important lesson those children can be taught
is to love learning and that learning is a lifelong process that should never be short-changed. "Developmentally Appropriate" Developmentally appropriate educational programs are most often understood as good curriculum
and instructional practices for children that are founded on age-appropriate and individual-appropriate information about children. The end result of such a program is one in which the teachers can apply
teaching methods and learning activities that are suited to childrens needs and abilities. Without an accurate determination of when and how a child learns certain concepts, generic lesson programs are,
at best, a crapshoot. The child may or may not retain information and he or she may or be able to "translate" the information received into a meaningful component of
understanding. Such a process only works against the individual child and their family, the education system, and ultimately, society itself. According to Schweinhart and Weikart (1990), effective and developmentally
appropriate programs for children (they are discussing Head Start, in particular) are: "(i) are well-staffed by adults trained in early childhood; (ii) provide a carefully supervised, developmentally appropriate curriculum; and
(iii) involve parents as partners" (pp. 1176). More that Directed Play or Learning "the Rules" Skinner, Bryant, Coffman, and Campbell (1998) believe that very young students are not only
shaped by classroom structures and larger social processes but that they are also agents who actively "coproduce" with teachers their individual notions of themselves which then results in their ways
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