EETC, 2012: Preschool Curriculum and Technology Crosswalk: An Intervention for Developers, Vendors, Researchers and Early Childhood Practitioners

Preschool Curriculum and
Technology Crosswalk:

for Developers, Vendors, Researchers and
Practitioners

EETC, March 15, 2012 Fran Simon | Engagement Strategies, LLC
Karen Nemeth | Language Castle, LLC

Slides: Downloads

Ipad/iPhone Slideshow PDF Handouts
http://ow.ly/9CfgV
© Copyright, Nemeth and Simon, 2012 2

We all need get on the same
page about how children learn

We share responsibility to
develop, sell, and select only
meaningful technology

Karen Nemeth | Language Castle

Fran Simon | Engagement Strategies

,
© Copyright, Nemeth and Simon, 2012
? 6

of the top 200 selling apps on the iTunes
Store are for toddler/preschool children

“To stand out, developers
targeting young children should
go beyond skill/drill for early
learning and embrace the unique
opportunities that touch screen
mobile devices afford.“
Shuler, C. (2012). iLearn II; An Analysis of the Education Category of the iTunes App Store. New
York: The Joan Ganz Cooney Center at Sesame Workshop


But most of the Early
Learning apps…
• have moderate entertainment or
production value
• low educational value
• are redundant
• are rote/skill based according to Simon & Nemeth

“… A framework of principles and guidelines
for best practice in the care and education of
young children, birth through age 8. “
•Research on how young children develop and learn

•What is known about educational effectiveness
NAEYC, 2012


Relationships
with
responsive
and Caring
Adults


Your task: Encourage relationships
Developers:
Activities that lend themselves to sharing,
exploring, creating and discussing with adults

Educators:
Look for a variety of tools, apps, ebooks that
encourage multi-user experiences and make sure
an adult is available to be involved.


Active learning
hands-on and mentally active


Your task: Active Learning
Developers:
Develop applications that are open and
encourage choice or problem solving

Educators:
DEMAND and buy applications that are open and
encourage choice or problem solving


Help each child
meet
challenging
goals


Your task: Achievable Challenges
Developers:
Design activities that evolve with varying levels of
challenge to meet each child where she is and
where she needs to go next

Educators:
Select a variety of tools and applications for all
types of learners and activities that have varying
levels of challenge

Follow children’s
interests and
abilities © Copyright, Nemeth and Simon, 2012 17

Your task: Appeal to Interests
Developers:
Design applications and experiences that allow
children to pursue their own interests. Think
about how to capture imaginations before
building skills.

Educators:
Select a variety of tools and applications for all
children’s interests.

Meeting a child
where he is as
an
individual


Your task: Individualize
Developers:
Design applications and experiences all types of
learners- Dual language learners, children with a
variety of special needs, and for all modalities.

Educators:
Select a variety of applications and tools for all of
the children in your classroom. Diversify your
technology the way you would diversify your
library.

Building
on what the child
already knows and
can do


Your task: Capture and use
data about progress
Developers:
Design applications and experiences that track
what the child is able to do, responds to what
they already know. Not just progress for progress
sake… to respond to their learning

Educators:
Expect and select tools that capture, respond to
and report about child progress.

Foster
relationships with other children

Your task: Get children to interact
with each other
Developers:
Design applications that encourage multiple
users who engage with one another IRL using
language and other forms of communication.

Educators:
Expect and select tools applications that
encourage children to interact. Integrate
technology into the social areas of the room.

Do this: FEEDBACK

Monotonous Repetition

Do this: Repetition with
novelty


Assume Understanding

Busy work and
Worksheets

Give children meaningful experiences

Entertain

Do this

Engage with
interactivity

Crosswalk foundation
built from key commonalities of DAP AND
Commercial Curricula Respected Approaches
•Project Approach
• Creative Curriculum
•Montessori
• High Scope
•Project Approach
•Tools of the Mind
•Montessori
•Investigator Club
•Reggio Emilia
•Curiosity Corner
•High Reach
•Opening the World of Learning


Basic tenets of major national
preschool curriculum models
* Child centered
* Active learning
* Plenty of time for children to pursue interests
* Studies or projects.
* Reading with dialog, questions, discussions
* Creative, open-ended experiences

Effectiveness
* Comprehensive domains of learning
* Specific learning goals 
* Well-designed learning activities 
* Intentional teaching
* Culturally and linguistically responsive
* Individualizing instruction
* Ongoing assessment
* Family involvement
* Appropriate for program staff, children and
families

Wrap up

This is a technology
renaissance for ECE.
Make the most of it.

You can do it.
They are counting on you.

EETC, 2012: Preschool Curriculum and Technology Crosswalk: An Intervention for Developers, Vendors, Researchers and Early Childhood Practitioners

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EETC, 2012: Preschool Curriculum and Technology Crosswalk: An Intervention for Developers, Vendors, Researchers and Early Childhood Practitioners