Comparing Thematic Units and Emergent Projects

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 section describes some of the more recently developed curricula: High Scope, Creative Curriculum, Tools of the Mind, Success for All, and Opening the World of Learning. In some respects, early childhood curriculum development over time could be interpreted as an ongoing dialogue. As you will see, the curricula described in this section were influenced by those in the previous section, but they also reflect the interpretation and application of theories and research that have emerged since the mid-twentieth century.

High Scope

While the people at Bank Street were working to reinterpret their work as the Development-Interaction Approach in the 1960s, another idea about how to apply a constructivist perspective to early childhood curriculum emerged out of Ypsilanti, Michigan. Incorporating the theory of cognitive development proposed by Jean Piaget, David Weikert and his colleagues developed the High Scope curriculum.

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 section describes some of the more recently developed curricula: High Scope, Creative Curriculum, Tools of the Mind, Success for All, and Opening the World of Learning. In some respects, early childhood curriculum development over time could be interpreted as an ongoing dialogue. As you will see, the curricula described in this section were influenced by those in the previous section, but they also reflect the interpretation and application of theories and research that have emerged since the mid-twentieth century.

High Scope

While the people at Bank Street were working to reinterpret their work as the Development-Interaction Approach in the 1960s, another idea about how to apply a constructivist perspective to early childhood curriculum emerged out of Ypsilanti, Michigan. Incorporating the theory of cognitive development proposed by Jean Piaget, David Weikert and his colleagues developed the High Scope curriculum.

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