ECE240WeekEightTaskPacket_RG
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Front Range Community College *
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240
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Communications
Date
Apr 3, 2024
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ECE 240 ECE 240: Administration of ECE Programs
Week Eight Task Packet
Ravynn Green
3/10/2024
For this packet all you need to do is type directly on this page underneath each of the bold tasks listed below. Then save your work (I suggest you save often) and submit your completed packet to the dropbox.
Task #1: Using information from independent research of the internet, or other ECE materials you have access to, define the terms and complete the notes chart below:
Your notes (these can be short, bullet points that summarize the lecture concept – you do not need to copy everything from the slides). You will not need to take notes on everything in the lecture, just what’s identified in the lecture concept column. The boxes will expand as you type.
Define Curriculum
Curriculum is what you want children to know and what you plan to teach. Curriculum includes:
Critical areas of development such as physical wellbeing, motor development, social and emotional development, language development,
cognition, and general knowledge.
Contains subject matters such as math, science, literacy, and social studies.
It’s a standard based sequence of planned experiences and lesson plans in
which students practice and achieve proficiency in content and applied learning skills.
Central guide for all educators as to what is essential for teaching and learning so students receive access to various academic experiences.
What is meant by Developmentally
Appropriate Curriculum in Early Childhood settings?
NAEYC defines “developmentally appropriate practice” as methods that promote each child's optimal development and learning through a strengths-based, play-
based approach to joyful, engaged learning.
The term "developmentally appropriate" refers to the practice of making a curriculum based on what students can do cognitively, physically and emotionally at a certain age.
DAP helps you think about children as individuals and how they make progress and growth in their own time.
It helps educators think about matching activities and lessons to a particular child's interest and developmental needs.
What is Child-
Centered Curriculum
A child-centered curriculum offers children the opportunity to make choices about what, how and whom they want to play. This approach enables children to initiate and direct their own play with the support of interested and responsive adults.
Teachers provide students with opportunities to learn independently and from peers, and coaches them in skills needed.
It is organized around the child, his/her personal needs and interests which are socially derived.
Child's own interests facilitate learning.
Curriculum aims at progressive promotion of knowledge.
This learning process allows children to remember and understand learning materials based on their personal experiences.
The Role of The Adult in the Classroom
The role of the classroom teacher is to provide high-quality instruction
that results in increased student achievement.
Determine a system to monitor and measure increases in both teacher’s
instructional development and student achievement through regular, ongoing classroom visits.
Develop increasing instructional knowledge through observation from and dialogue with instructional coach.
Develop a positive and supportive relationship with the instructional coach, classroom
teachers, administrators, and staff.
Provide feedback about instructional coaching program.
a guide who establishes, maintains and utilizes a prepared environment run on child rather than adult time.
Captivating interest is the key to motivating further exploration, practice, and mastery.
Communicating the Use of Play as a process for learning
Play is the earliest form of storytelling. It is how children learn how to negotiate with peers, problem-solve, and improvise. It is in play those basic social skills—like
sharing and taking turns—are learned and practiced.
Play is critical for preschoolers’ learning, development, and how play sets children up for future school success.
Teachers intentionally design play activities with specific learning goals in mind.
Play helps children develop cognitive skills
—thought processes of learning.
During play, children develop foundational understanding in math,
science, and social studies.
It helps the child to develop his/her speech, his/her ability to think, confidence, control and how s/he relates to members of the family, other people, and the society in which the child lives.
It boosts children's vocabulary.
Emergent Curriculum
A process where teachers plan activities and projects based on the specific group of children they are working with, considering their skills, needs, and interests.
Emergent curriculum is based on the premise that children are most successful at learning when curriculum experiences account for their interests, strengths, needs, and lived realities.
Emergent curriculum is a non-traditional style of teaching that presents children with the opportunity to discover the world around them through their own interests and passions.
It is “child-lead” or “child-based learning” as opposed to “teacher directed” learning.
The role of the teacher in emergent curriculum is to observe and participate in play with the children and utilize teachable moments to encourage their students' learning.
The role of the student is to engage in activities with an open mind, observing, participating, and learning as they go throughout their day.
How the Teacher
Plans for and Integrates Curriculum
Planning for an integrated curriculum begins with a consideration of children's needs, interests, questions, prior knowledge, and experiences. The goals and the curriculum areas of the primary program, as well as state or district standards and
benchmarks will guide the teacher's planning. Objectives of Integrative Teaching Strategies:
1. To foster security and satisfaction. 2. To promote cooperative learning. 3. To help develop sense of values.
Incorporate the thematic and integrated curriculum in the daily schedule and daily or weekly lesson plan. ...
Foster an atmosphere that welcomes and encourages creativity in the classroom. ...
Use age-appropriate materials and techniques in teaching.
It focuses upon the inter-relatedness of all curricular areas in helping children acquire basic learning tools.
Teaching models that lend easily to integrative teaching and learning are
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discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making and ACES teaching approach.
How does one Implement Standards into their curriculum
Teachers must first determine which state standards will be addressed within a specific unit. Using state and Common Core standards, teachers can then create objectives for each individual lesson based on their unique curriculum and knowledge of their students' capabilities.
Implement curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children.
Develop a curriculum framework in the context of standards-based reform
Select a curriculum-planning model that further articulates the standards-
based reform outlined in the framework
Build capacity at all levels of the educational system
Monitor, reflect upon, and evaluate the curriculum as teachers implement it in the classroom.
Identify priority standards for grade-level subjects and courses.
Identify existing units of instruction that address one (or more) priority standard(s)
Create a proficiency scale for each standard in each unit.
Design assessment tasks tied to each unit's proficiency scale(s)
The Role of Technology in the Early Childhood Classroom
The purpose of technology integration in early childhood education is to enrich the child's experience and support intended learning and developmental outcomes.
It is a tool used to help achieve educational objectives.
Teaching and reinforcing core academic skills.
Use of technology by parents and early educators can engage children in key skills such as play, self-expression, and computational thinking which will support later success across all academic disciplines and help maintain young children's natural curiosity.
Technology allows teachers the ability to record, save, and share what they learned in class that day, or more specifically during a particular lesson.
Record children's stories about their drawings or their play; make digital audio or video files to document their progress.
Explore digital storytelling with children. Co-create digital books with photos of the children's play or work; attach digital audio files with the
child as the narrator.
Why Time for Planning and Reflection is important
Planning is vital to ensure that children's learning is effective, that they are making the required progress towards the early learning goals and is key to making learning effective, exciting, and progressive, ensuring all children have access to the same development opportunities and enjoy a balanced curriculum.
Reflection allows teachers to make effective, meaningful decisions about how to respond to and plan for children. It keeps them excited about their work.
It allows teachers to move from just experiencing, into understanding.
Common planning time enables teachers to meet and collaborate on important work and decision making about students and instruction.
Reflective Practice allows educators and caregivers to use empathy and practice perspective-taking with others— reflecting not only on how we may feel, but how others might feel as well, and actively finding ways to improve communication.
The Role of Assessment in relation to Curriculum Assessment should integrate grading, learning, and motivation for your students. Well-designed assessment methods provide valuable information about student learning. They tell us what students learned, how well they learned it, and where they struggled.
Student assessment enables instructors to measure the effectiveness of their teaching by linking student performance to specific learning objectives. As a result, teachers can institutionalize effective teaching choices and revise ineffective ones in their pedagogy.
Assessment results provide qualitative information that helps faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials, or other areas.
Task #2
: According to the NAEYC Position Statement on Early Childhood Curriculum, Assessment and Program Evaluation
, what are the indicators of effectiveness for curriculum and assessment?
Indicators of an effective curriculum are:
Children are active and engaged.
Goals are clear and shared by all.
Curriculum is evidence-based
Valued content is learned through investigation, play, and focused, intentional teaching
Curriculum builds on prior learning and experiences
Curriculum is comprehensive.
Professional standards validate the curriculum’s subject-matter content.
The curriculum is likely to benefit children.
Task #3: In your opinion, how does coaching differ from supervision?
What are the primary objectives of the coaching relationship? Do you think a Director can also be a coach, or would someone else need to hold this position? Why? (minimum of 250 words, please be detailed and specific in your response) Task #4: Visit the Child Care Aware website and scroll down to the link for the PEEP and the Big
Wide World science curriculum. Evaluate the curriculum from a Director perspective.
Is this a curriculum that you would implement in your program, why or why not. Coaching has a narrower focus of aiming to meet a set of competencies, where as supervision has an
expanded focus of exploring anything that relates to the coach’s professional work. Supervisors direct their subordinates work, activities, and performance. The supervisor focuses on making sure their team is completing and meeting department and company expectations. Coaches focus on the individual, their career dreams, and inspirations, what types of work the employee enjoys the most, and which supervisors or roles inspire them. A coach should be a sounding board and source of unbiased and confidential advice at these times. Primary objectives of the coaching relationship are helping people to unlock and realize their own potential and maximizing their performance. I feel directors can be coach if they navigate rules of nonprofit and non-conflict rule. The non-profit rule state that the duty of loyalty requires that directors stringently avoid conflicts of interest. Directors may not profit in any way from their relationship with the corporation. The non-conflict rule states that directors cannot place themselves in a situation where their duty as a director conflicts with their interests or with their duty to others. Coaches who are directors should not put themselves in a
position that would create a conflict between their duty to act in the best interests of the corporation and their own personal interests.
I would implement this program because it aligns standard with curriculum and incorporates technology, games, videos, and activities everywhere. This program gives your kids the opportunity to explore, wonder and ask questions, pick up information, expand their experiences, and draw new conclusions. It allows students the opportunity to participate, explore, and experience learning in different ways. It gives opportunity for the lessons to be student led. It provides ideas for activities families can do at home with their children. It explores concepts of shadows, water, plants, colors, sound, ramps, structure, patterns, and measurement, which all align with ece naeyc standards.
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