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 […]
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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
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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
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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
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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
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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)
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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
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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
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Basic Principles The Reggio Emilia philosophy is a continually evolving dynamic process defined and refined by its primary stakeholdersteachers, children, parents, and the community. It is grounded in an image of children as innately competent and powerful with the right to a stake in decision making about their learning. Malaguzzi drew from the ideas of
Reggio Emilia Shortly after World War II, a teacher named Loris Malaguzzi (19201994) founded a series of municipal preschools in Reggio Emilia, Italy. When they were designated the best in the world by Newsweek in 1991, (Kantrowitz & Wingert, p. 50) these schools became widely known in America. Early childhood educators began to visit the