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Creative Curriculum Learning Areas and Objectives Creative Curriculum Learning Areas and Objectives Area of Learning Learning Objectives Social/Emotional Regulate own emotions and behavior Establish and sustain positive relationships Participate cooperatively and constructively in group situations Physical Demonstrate: Traveling skills Balancing skills Gross motor/manipulative skills Fine motor strength and coordination Language Listen to and understand increasingly […]

Teacher Resources Resources include detailed examples and ideas for daily, weekly, and long-term planning in each activity area to support the learning objectives. The curriculum offers ideas and guidance for individualizing instruction, observing children, and supporting dual-language learners and children with special needs. The aim of these resources is to give teachers ways to integrate

The Creative Curriculum Classroom Teachers using the Creative Curriculum organize their classrooms and materials in ten interest areas, using suggestions and recommendations for materials and how to arrange them. The Creative Curriculum now offers manipulatives and other learning materials that complement the goals of the program and provide teachers with ideas about the kinds of

Creative Curriculum Early in her career, Diane Trister-Dodge, a graduate of the Bank Street College and the author of Creative Curriculum, became interested in the impact of the environment on interactions and learning. The first edition of Creative Curriculum grew out of her efforts to translate the time-tested principles of traditional preschool into guidelines and

High Scope Labeling Careful labeling in High Scope classrooms helps children learn important concepts while they play and complete routines like cleanup. Visual labels that use both a diagram and word also help to make connections between objects and printed letters. Daily Routine The daily routine emphasizes intentional teaching through routines, transitions, and a predictable

The High Scope Classroom High Scope classrooms are organized much like a Bank Street classroomwith orderly, planned, and supplied activity areas; an active outside learning space; and a welcoming, inviting environment. Using symbols, diagrams, and words to designate the proper place for each material, High Scope teachers carefully label shelves and other storage and play

Key Indicators for Infants/Toddlers and Preschoolers Infants/Toddlers Preschoolers Approaches to learning Initiative Problem solving Self-help Initiative Planning Engagement Problem solving Use of resources Reflection Social and emotional development  Distinguishing self and others Attachment Relationships with adults Relationships with peers Emotions Empathy Playing with others Group participation Self-identity Sense of competence Emotions Empathy Community Building relationships

The High Scope Wheel of Learning The High Scope Wheel of Learning represents how the four elements of the curriculum work together to produce active learning. Basic Principles The High Scope Wheel of Learning (Figure 2.5) represents the curriculum concept visually, indicating the four elements controlled by adults (environment, assessment, adult-child interactions, and daily routine)

Comparing Thematic Units and Emergent Projects Thematic Units Emergent Projects Adult-generated Adult-anticipated Teacher choice Child-initiated Whole class Small groups Teacher-directed Child-directed Teacher-planned Child investigates Time frame Time varies One theme at a time Several ongoing projects Document ending Document process Disseminate, transfer knowledge Child constructs and builds knowledge 2.3 “Modern” Curricula (Since the 1960s) This

Visual Documentation of Learning The Reggio Emilia curriculum is best known for its emphasis on visual documentation of learning, not to be confused with the typical classroom and hallway displays of student work with which you might be familiar. Such documentation provides a “window on learning,” (Helm, Benecke & Steinheimer , 2007), essentially telling the