A Practical Guide to Early Childhood Curriculum Linking Thematic, Emergent, and Skill-Based Planning to Children's Outcomes

by Petersen, Evelyn A.

• ISBN13: 9780205337545
• ISBN10: 0205337546
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-10-10
• Publisher: Pearson

Summary

@SUMMARY= This comprehensive book offers easy and practical systems to organize and integrate interest-based and skill-based curriculum ideas and to effectively plan for young children. It makes ongoing lesson plans easier to write, implement and monitor, and links lesson planning to both curriculum objectives and children's outcomes in all learning domains. The book provides comprehensive information on the setting of daily schedules, long and short range lesson planning, guidance/classroom management, and trends and priorities in the field. Diagrams, lesson plan forms, illustrations, and developmentally sequenced activity tables help teachers organize scaffolded experiences in all learning domains. The book also describes implementation that meets the diverse and changing needs of every child from the beginning to end of the year.

Author Biography

Evelyn A. Petersen is an early childhood educator, author, and columnist who brings 40 years of experience in the field to her books, magazine features, columns, and video training cassettes. She holds degrees in child development/family life and early childhood education from Purdue and Central Michigan Universities. She has taught children, teachers, and parents from preschool to post-graduate levels and has worked with hundreds of early childhood programs in many states and tribal nations as a Head Start reviewer and consultant.

Table of Contents

Preface	xi
What Is Curriculum?	1	(11)
Child Development Principles	1	(1)
Best Practices and Accepted Standards in the Field	2	(1)
Developmentally Appropriate Practice	3	(1)
Goals	4	(2)
Experiences and Materials	6	(1)
Two Major Types of Curriculum	7	(1)
Roles of Adults	7	(1)
Infant-Toddler Curriculum	8	(1)
Summary	9	(1)
Self-Study Activities	10	(1)
Resources and Suggested Readings	10	(2)
Curriculum and Child Development	12	(16)
Who Are the Children for Whom Teachers Plan?	13	(6)
What Are Infants Like?	14	(1)
What Are Toddlers Like?	14	(1)
What Are 2-Year-Olds Like?	15	(1)
What Are 3-Year-Olds Like?	15	(1)
What Are 4-Year-Olds Like?	16	(1)
What Are 5-Year-Olds Like?	17	(1)
What Are 6-to 8-Year-Olds Like?	17	(2)
Planning for Children's Health and Well-Being	19	(3)
Health	19	(2)
Safety	21	(1)
Planning for Other Curriculum Goals	22	(4)
Thematic Planning	22	(1)
Basic Planning	22	(1)
Physical Objectives	23	(1)
Creative Arts	24	(1)
Sensory Materials	25	(1)
Summary	26	(1)
Self-Study Activities	26	(1)
Resources and Suggested Readings	26	(2)
The Setting: Where Curriculum Happens	28	(22)
Advocates of the Learning Environment	28	(2)
Learning Centers: General Remarks	30	(4)
Definition	30	(1)
Size	30	(1)
Traffic Flow	31	(1)
Noise Level	31	(1)
Accessibility	31	(1)
Collaborative Play Spaces	32	(1)
Play Slots	32	(1)
Materials	32	(1)
Physical Definitions of Space	33	(1)
Learning Centers in Infant-Toddler Programs, Kindergartens, and Primary Classrooms	34	(1)
Basic Learning Centers in the Setting	35	(7)
Science and Math Discovery Learning	35	(1)
Sensory Learning	36	(1)
Housekeeping and Dramatic Play	36	(1)
Large-Muscle Area	37	(1)
Blocks Area	38	(1)
Small-Muscle Area	38	(1)
Food Experiences Area	38	(1)
Creative Process: Art Media Area	39	(1)
Music and Movement	39	(1)
Literacy and Library Areas	40	(1)
Computer Area	40	(1)
Construction and Woodworking	41	(1)
Outdoor Area	41	(1)
Field Trips and Visitors	42	(1)
Other Considerations in the Setting	42	(2)
Summary	44	(1)
Self-Study Activities	45	(1)
Resources and Suggested Readings	45	(5)
The Schedule: When Curriculum Happens	50	(11)
Schedules as Guidelines	50	(1)
Schedules as Documentation	51	(1)
Critiques of Daily Schedules	52	(3)
Challenges in Scheduling	55	(5)
Time Management	55	(1)
Small-Group Time	56	(2)
Balance	58	(1)
Flow	59	(1)
Summary	60	(1)
Self-Study Activities	60	(1)
Resources and Suggested Readings	60	(1)
Lesson Plans: How Curriculum Happens	61	(13)
Lesson Plans as Tools for Planning	61	(1)
Lesson Plans as Documentation	62	(1)
Elements of a Comprehensive Lesson Plan	63	(1)
Quality Lesson Plans Incorporate Detail	64	(1)
Too Much Detail	64	(1)
Too Little Detail	64	(1)
Assistance in Lesson Planning	65	(1)
Documenting Individualized Teaching	66	(1)
Seven Steps in Effective Lesson Planning	66	(1)
Lesson Plan Examples	67	(1)
Summary	68	(1)
Self-Study Activity	68	(1)
Resources and Suggested Readings	68	(6)
Individualizing: The Why of Curriculum	74	(21)
Assessment	74	(1)
Developmental Screening Tools	75	(1)
IEPs and IFSPs	75	(1)
Developmental Assessment Tools	76	(4)
Outcomes	77	(2)
Considerations in Choosing Screening Instruments	79	(1)
Observation	80	(5)
Definition	80	(1)
Purpose	80	(1)
Methods of Observation	81	(1)
How Do Teachers Observe?	82	(1)
Record Keeping	83	(2)
An Original Observation Form	85	(2)
Evaluating and Organizing Information for Appropriate Planning	87	(1)
Individualizing for Every Child	88	(1)
An Individualization to Outcomes System	89	(1)
Summary Sheets: Using a System for Individualizing and Documentation	89	(3)
Summary	92	(1)
Self-Study Activities	93	(1)
Resources and Suggested Readings	93	(2)
Interest-Based Curriculum: Horizontal Planning	95	(14)
All Curriculum Information	95	(2)
Systems for Using Thematic Curriculum	97	(5)
Horizontal Plan Outlines	98	(3)
Themes: Making Choices	101	(1)
Systems for Using Emergent Curriculum	102	(5)
Projects	103	(1)
Planning Webs	104	(2)
Teachable Moments	106	(1)
Summary	107	(1)
Self-Study Activities	107	(1)
Resources and Suggested Readings	108	(1)
Skill-Based Curriculum: Vertical Planning	109	(30)
The Systematic Management of Skill-Based Activities	109	(1)
Why a Management System Is Needed	110	(1)
Skill-Based Activities	111	(1)
Developmentally Sequenced Activities	112	(6)
Natural Sequencing	113	(1)
Guided Sequencing	113	(1)
Planned Sequencing: Motor Skills	114	(2)
Planned Sequencing: Perceptual Skills	116	(2)
A System for Skill-Based Planning	118	(1)
Vertical Planning	119	(1)
Learning Domains Addressed in This System	120	(3)
A Planning System That Incorporates Sequenced Time Blocks	123	(12)
General Notes on Format	128	(1)
General and Specific Activity Ideas	129	(1)
Manner of Sequencing	130	(1)
Placement of Activities within Categories	131	(1)
Individualizing the Use of the System	132	(1)
The Pace of the Teacher or Group	133	(1)
Integrating Themes with Skill-Based Activities	133	(1)
Using the System in Lesson Planning	134	(1)
Parent Partnerships: Sharing Information and Time Blocks with Parents	135	(1)
Summary	136	(1)
Self-Study Activities	137	(1)
Resources and Suggested Readings	138	(1)
Putting It All Together: Integrated Curriculum and Integrated Learning	139	(24)
Simple Integrated Curriculum and Webs	140	(5)
Playdough	140	(1)
Dramatic Play	141	(2)
Bean Bags	143	(2)
Complex Integrated Curriculum and Webs	145	(9)
An Apple Snack	145	(4)
Newspapers	149	(1)
Earth	150	(4)
Water	154	(1)
Integrating Web Information with Horizontal and Vertical Planning	154	(1)
Linking Web Information with Curriculum Objectives	155	(6)
Large Group	156	(1)
Small Group	156	(2)
Free Choice---Planned Activity Time	158	(2)
Outdoor Time	160	(1)
Summary	161	(1)
Self-Study Activities	162	(1)
Resources and Suggested Readings	162	(1)
Classroom Management: Social-Emotional Outcomes	163	(16)
Preventive Management and Guidance	163	(3)
Schedule	163	(1)
Materials	164	(1)
Room Arrangement	164	(1)
Play Slots or Play Spaces	164	(1)
Balance of Stimulation	165	(1)
Stress Reducers	165	(1)
Accessibility	165	(1)
Ratio	166	(1)
Parents as Staff	166	(1)
Management and Guidance in Action	166	(9)
Rules	166	(1)
Positive Guidance	167	(1)
Positive Modeling	168	(1)
Diffusion and Redirection	168	(1)
Transitions	169	(1)
Circle Time	170	(1)
Positive Expectations---Positive Reinforcement	170	(1)
Choices	171	(1)
Problem Solving	172	(1)
Consequences	172	(1)
Contracts	172	(1)
Be Consistent	173	(1)
Say No and Say Why	173	(1)
Do More and Say Less	173	(1)
Help Children Calm Down	173	(1)
Time-Out	174	(1)
Peer Reinforcement and Challenging Behaviors: A Case Study	175	(2)
Summary	177	(1)
Self-Study Activities	177	(1)
Resources and Suggested Readings	178	(1)
Trends and Priorities in Early Childhood Education	179	(35)
Current Trends	179	(5)
Developmental Continuity	179	(1)
Programs for Children under Age Three	180	(1)
Partnerships	181	(2)
Assessment: Reporting Children's Progress	183	(1)
Cultural Diversity and Inclusion as Curriculum Priorities	184	(4)
Curriculum Challenges	188	(1)
Language and Literacy	188	(1)
Language and Literacy with Infants and Toddlers	189	(1)
Language and Literacy in Preschool Programs	190	(10)
The Teacher's Role	190	(1)
The Setting	191	(1)
Open Questions	191	(1)
Active Listening	192	(1)
Dictation and Experience Stories	192	(1)
Journals	193	(1)
Reading and Writing Centers	194	(1)
Dramatic Play and Props	194	(1)
Puppets	195	(1)
Blocks	196	(1)
Sharing Conversations in Groups	196	(1)
Nonverbal Communication	197	(1)
The Art, Sensory, and Woodworking Areas	197	(1)
The Computer Center	198	(2)
Discovery Learning: Math and Science	200	(11)
Divergent Thinking	200	(1)
Art, Sensory, and Woodworking	201	(2)
Manipulatives	203	(1)
Blocks	204	(2)
Food Experiences	206	(1)
Math Activities	206	(2)
Science and Nature	208	(2)
Physical Science	210	(1)
Summary	211	(1)
Self-Study Activities	211	(1)
Resources and Suggested Readings	212	(2)
Appendix A: Skill-Based Learning Experiences: September to May	214	(16)
Appendix B: Program Curriculum Examples	230	(8)
Appendix C: Developmental Profiles: Birth to Age Eight	238	(11)
Index	249