Cd 38 chapter 9 pp.ppt revised oct 2016

Chapter 9:
Planning the Children’s Program
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis
Adapted by: Katy Kelley

Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
9-2
Curriculum
Curriculum is an all encompassing plan
for learning which includes:
• Individual and group activities
• Physical care routines
• Supportive relationships
• Transitions
• Daily routines
• Physical environment

9-3
Foundations of Curriculum
The curriculum that you select, design and
ultimately implement should be clearly linked
to your:
•Program Vision
•Program Mission
•Values of the program and local community

9-4
Developmentally Appropriate
Practice (DAP)
• NAEYC Position Statement published in 1987,
revised in 1997 and 2009
• DAP advises that all curriculum for young children
should be based on:
○ Knowledge of child development
○ Knowledge of individual children’s strengths, needs,
and interests including those with special needs
○ Knowledge of social and cultural contexts of the local
community

Video Clip-Developmentally Appropriate
Practice (Introduction)
• Although this is video is a review of what you most likely
have learned in other classes, please watch the video clip
with the perceptive of being a Director/Supervisor.
9-5

9-6
Four Goals of Multicultural Anti-Bias Education
(Derman-Sparks & Edwards 2010)
• Developing positive personal and group identities
• Seeing similarities and differences including
differing abilities as aspects of human diversity
• Identifying unfairness, and recognizing that
unfairness hurts
• Confronting bias by speaking up and having the
skills to act against prejudice or discriminatory
actions

Video Clip-A Look at Race Relations
through a Child's Eyes
9-7

Reflection
• What are your thoughts/feelings regarding
this video clip?
• What are some strategies you would
implement into your program in order to
promote a culturally responsive program?
9-8

9-9
Strategies for Promoting
Multicultural Sensitivity
• Educating families about the importance of building
children’s self-esteem
• Helping children explore their own culture through
family and school activities
• Training families and teachers to assess their own
multicultural competence
• Supporting the development of skills needed to
promote multicultural understandings
• Promoting teacher education focused on
multicultural anti-bias education

9-10
Standards & Curriculum
•Program Standards: Expectations for the
quality of the program
•Content Standards: What a child should be
able to do within an academic area, such as
mathematics
•Benchmarks: The knowledge and skills a
child should have by a given time in school
•Performance Standards: Quality levels of
performance within a given benchmark

9-11
Program Goals: General statements of
what the program hopes to achieve
•Should address children’s acquisition of
knowledge, skills, dispositions, and feelings
•Identified child outcomes should be
developmentally appropriate and logically
sequenced, so that children build knowledge
on previously acquired skills (Copple &
Bredekamp, 2009)

9-12
Organizing the Curriculum
Curriculum is typically organized in one of two
different ways:
1. Separate Concepts & Skills
○ Content area (Math, Science, Social Studies) or
developmental domain (cognitive, fine motor, gross
motor)
1. Integrated Approach
○ Topic driven engagements where content areas are
integrated.
○ Careful attention is given to providing authentic learning
experiences through thematic planning or projects

9-13
Designing Teaching Strategies
• The selection of appropriate teaching strategies
should be based on DAP guidelines and the nature of
the content to be learned.
○ Teacher-Directed Activities are commonly selected to
facilitate learning of specific knowledge and skills.
○ Child-Initiated Activities are commonly used to provide
opportunities for children to apply knowledge and construct
understanding of relationships among knowledge and skills.
DAP advises that both approaches work well for different kinds
of learning and children benefit from both child initiated activities,
and teacher facilitated instruction.

9-14
Appropriate Computer and
Interactive Media Use
• Follow NAEYC’s 2012 Position statement:
Technology in Early Childhood Programs
Serving Children from Birth through Age 8
o Computers do not typically match the way young children
under the age of 3 learn and therefore are not recommended
o Computer technology and interactive media can provide
enriching learning experiences for children 3 and older
o Selecting open-ended software (i.e., children are free to do
many activities & that promotes critical thinking)

9-15
Appropriate Computer Use
• Effective and appropriate
computer/interactive media has these
benefits:
○ Children learn about technology
○ Provides opportunities for children to easily
manipulate objects (spatial awareness)
○ Allows teachers to meet the diverse needs of
students, including those with special needs

9-16
Facilitating Classroom Transitions
•Begin the day with a positive tone
•Provide a consistent daily routine
•Provide warning prior to a transition
•Maintain realistic expectations for children’s
behavior
•Provide adequate choices when appropriate
•End the day pleasantly and calmly

9-17
Facilitate Emotional Literacy &
Social Competence
• Empower children by helping them feel successful
• Read stories that discuss emotions
• Extend children’s vocabulary of “feeling” words
• Help children make inferences about expressions,
body language, and tone of voice
• Create a safe place for children to express their
emotions
• Build a sense of community and belonging

Every Opportunity-Video Clip
9-18

Reflection
• How did this video make you feel?
• Did it bring back some past experiences in
school?
9-19

How do you help Facilitate
Social/Emotional Competence with
Children, Parents & Staff?
9-20

9-21
Other Curriculum Supports
•Effective programs have given
significant thought to the following
curriculum supports:
–Child Grouping
○ adult-child ratio
–Scheduling
○ Fixed and flexible schedules
–Staff planning and implementation
responsibilities

9-22
Trends and Issues
•The Standards Movement: Having a quality
curriculum within today’s standards-based
environment (i.e., standards may be too
narrow & focus on achievements vs.
content)
•An emphasis on increased intentionality in
teaching (i.e., thoughtful planning)
•The growing Achievement Gap
•Growing diversity of the United States and
dual-language learners

Follow-up
• Review the entire module and then
complete the weekly
discussion/exercise (under
discussions).
• Please let me know if you have
questions!
9-23

Cd 38 chapter 9 pp.ppt revised oct 2016

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Cd 38 chapter 9 pp.ppt revised oct 2016