Accounting

How Do I Choose? Comparing and Contrasting Options As explained in Chapter 1, the extent to which you will have a voice in choice of curriculum will vary by setting. Let’s say, as in the opening vignette, that you walk into your classroom knowing that you will be teaching Creative Curriculum with the additional Learning […]

Success for All: Curiosity Corner and Kindercorner The Success for All (SFA) approach was developed in 1986 by faculty members at Johns Hopkins University as an effort to engage the entire school community in curriculum that meets the needs of its children. SFA is the most prescriptive of the approaches discussed so far, and teachers

Books Used with the Six Units of the OWL Curriculum Unit 1 Family Unit 2 Friends Unit 3 Wind and Water Unit 4 The World of Color Unit 5 Shadows and Reflections Unit 6 Things That Grow Core storybooks Oonga Boonga Peter’s Chair Noisy Nora Whistle for Willie Corduroy The Little Red Hen Makes Pizza

Opening the World of Learning The Opening the World of Learning (OWL) curriculum, by Judith Schickedanz and David Dickenson, was written in collaboration with the Charlotte-Mecklenberg Schools in North Carolina. Vanderbilt University conducted pilot studies with 100 teachers and 3,000 low-income children in eight preschools over a four year period (Pearson Education, 2009). The research

The Tools of the Mind Classroom Classroom arrangement, materials, and management strategies for individual, small-group, and large-group activities resemble those of other developmentally based curricula. But in a Tools classroom, dramatic play takes center stage. Bodrova and Leong believe that sociodramatic play provides the best opportunities for children to integrate the mental processes necessary for

Revisiting VygotskyTools of the Mind The emerging body of neuroscience research discussed earlier in this chapter has produced a renewed interest in social constructivism (Barnett, Junga, Yarosza, & Thomasa, 2008; Bodrova & Leong, 2001; Lynch, 2016). Many of the studies seem to confirm Vygotsky’s theories about the importance of symbolic representation and learning as a

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 complex language Use language to express

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

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