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Developing a Personal Philosophy So how do you know what you believe, so you can measure that against the curriculum you choose or develop, or the one that is chosen for you? Table 2.7 provides a simple but effective way for you to construct a personal philosophy and compare your beliefs with any of the

Assumptions Flowchart Your beliefs are grounded in assumptions and influence the way in which you will teach. Recognizing Assumptions As you think about your beliefs, you need to be mindful that they are grounded in assumptions that you may or may not know you have made about children, families, and the learning process (Mezirow, 2000;

Consistency between Beliefs, Attitudes, and Actions Do teachers practice what they preach? Studies of congruency between teacher beliefs and practices have been conducted for a long time and much of the more recent research confirms earlier findings (McMullen et al; Vartuli, 1999). Children benefit from consistency when a teacher’s practices are congruent with a belief

Stop and Reflect Review the information on the government websites and select two early childhood curricula to compare. Apply the process described in Table 2.7. Which of the two do you think you would prefer? Why? Part of this work centers on knowing yourself, your core beliefs about children, your image of yourself as a

Limited-Scope Curricula In many classrooms, teachers use limited-scope curricula (LSCs) that focus on a single content area or developmental domain. These types of curricula frequently provide intensive, focused activities designed to develop specific skills and knowledge. Often, the decision to use a LSC is made because of a particular need or priority. For example, many

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