education

Scope and Sequence A commercial curriculum may contain a scope and sequence, a graphic in chart form that represents how and when particular concepts and skills are developed over time when the curriculum is implemented as intended. For example, the website for the Success for All Curiosity Corner preschool curriculum includes an excerpt for the […]

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,

Learning Standards As explained in previous chapters, as part of the No Child Left Behind legislation, most states wrote developmental early learning standards and K-12 academic learning standards for each content area indicating what children are expected to know and be able to do by the end of each age or grade level. As of

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

Aesthetics Principles of design used to create aesthetically pleasing home or commercial environments can and should be applied to classroom or care spaces. Children and adults alike benefit from spaces that are soothing to the senses and inviting without being overwhelming or artificial (Deviney, Duncan, Harris, Roday & Rosenberry, 2010; Edwards, Gandini & Forman, 1998).

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

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

In your assignment, create a 9 – 11-page word document that addresses the following: Be sure that you include each one of the requirements listed below.  To assist you with completing each component, an example of the activity sheet has been provided below.  Before beginning the activity think about your age group. Utilize the Center