education

Patterns and chronological order of events of the recent past Students can: Identify similarities and differences between themselves and others. Discuss common and unique characteristics of different cultures using multiple sources of information. Identify famous Americans from the past who have shown courageous leadership. Identify and explain the meaning of American national symbols. Symbols to […]

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,

Primary and Secondary Resources Elsevier Teachers must keep up with current research of all kinds but especially as it relates to the curricula they use. Primary resources are works produced by the authors of a curriculum model or approach that describe the theoretical premises, philosophy, and tenets that guide the teacher to implement the curriculum

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

Activity Area Compatibility Some curriculum activities are naturally compatible and others are not, so balancing environmental factors such as quiet/noisy or messy/dry is important (Conant, 2012; Swim, 2012). In a typical learning environment, noise and interaction levels will naturally vary depending on the type of activity. For example, it is not unusual for dramatic play

Which space encourages whole-group activities vs. small-group or individual interactions? A description of what you  identify as the theme for the readings. The theme should draw from  all of the readings attached in Files and provide a brief  summary of the authors’ main points. You should respond critically to   “Sensoy & DiAngelo: Chapter 5 (PP.

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 become deeply involved in activities and may resist

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

Which one provides clear dividing lines between activity areas? Floor Plans These two spaces represent contrasting approaches to design, one which encourages running indoors (Room A) and the other (Room B) with distinct pathways to direct children’s movements. Sensitivity to Physical Features Teachers should be aware of the major permanent features of the physical space