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Identifying important considerations about childrens developmental and cultural characteristics, interests, and needs Phyllis explained what she had observed and learned from evaluating and reflecting about recent activities with the children: iStockphoto / Thinkstock Children are often fascinated by magnifying glasses; one of their favorite pastimes is looking for insects. This group of children gets along […]

Thematic Unit: Ladybugs, Butterflies, and Bees:thematic unit is a long-term investigation of a topic intended to capture and engage childrens interest and provide opportunities to develop skills and knowledge in multiple areas As described above, a thematic unit is a long-term investigation of a topic intended to capture and engage childrens interest and provide opportunities

Approaches to Planning You probably already know what kind of planning style might suit you best. Think about how you might approach planning a road-trip vacation. Your goal is to see places you have not visited before and your objectives are what you want to accomplish each day of the trip; there is more than

Instructor Resources and Supplemental Materials Published curriculum products may include multiple components that provide specific direction or guidance for planning, such as: Teaching manuals that present essential information and guidance about curricular goals, activities, strategies, and assessments Supplemental printed matter or masters for duplication (e.g., suggested unit or lesson plans, instructional support such as worksheets,

Identifying and Understanding Resources Teachers and caregivers use many different kinds of resources and materials that help them select, organize, and evaluate activities to support curricular goals, objectives, and standards. Since early childhood curricular options (as discussed in Chapter 1) range from open-ended approaches to specific models, the types of materials teachers use to plan

Which classroom better applies the principles described above? Sign for Easel Painting Center “Crowd control” can be facilitated by providing picture/symbol signs that indicate the capacity for each learning center. In this picture, three children may paint in the easel center at one time. Young children dont have a well-developed sense of time; they also

Promoting Independence and Responsibility Spaces for early learning are designed to encourage independence and maximize the amount of time you can devote to interacting or observing work/play in progress (Carter & Carter, 2003; Gestwicki, 2011). Carefully arranging sorted materials in open baskets or clear totes on accessible shelves helps children know where things belong and

Designated Activity Areas and Capacity Limits The number and size of learning centers depends on curriculum priorities as well as classroom and group size. We want to maximize childrens opportunities to make choices and work/play independently but also minimize conflicts over materials and space (Gestwicki, 2011; Swim, 2012). Each learning center should be equipped and

What General Principles Should Guide Environmental Planning? More From the Field Director Lucia Garay describes the elements of planning that result in an effective learning environment. Critical Thinking Question Lucia says, “the environment becomes the curriculum.” What does she mean by that? Early childhood space planning is guided by general principles adapted to the specific

Does Your Curriculum Dictate or Provide Direction? Given the innumerable different kinds of locations, classroom shapes, sizes, and building designs, it would be almost impossible for a curriculum to dictate exactly what a classroom or care space should look like. Curricula do, however, to varying degrees, implicitly or explicitly suggest and guide decisions about what