Read file://C:\Documents and Settings\JMay\My Documents\WIDS\WizardR text version

Page 1 of 4

ECE: Curriculum Planning

Course Outcome Summary Course Information

Organization Developers Development Date Revised By Revised Date Course Number Total Credits WTCS - Wisconsin Technical College System ECE Statewide Curriculum Committee members 9/24/2004 Terri Johnson (WIDS) and ECE Statewide Curriculum Committee members 3/27/2009 10-307-166 3

Description

This 3-credit course examines the components of curriculum planning in early childhood education. Course competencies include: integrate strategies that support diversity and anti-bias perspectives; examine the critical role of play; establish a developmentally appropriate environment; integrate Developmentally Appropriate Practice (DAP) into curriculum; develop activity plans that promote child development and learning; develop curriculum plans that promote child development and learning across all content areas; analyze early childhood curriculum models.

Types of Instruction Instruction Type

Contact Hours

Credits

3

Exit Learning Outcomes

Program Outcomes

A. B. C. ECE 1. Apply child development theory to practice ECE 3. Assess child growth and development ECE 4. Use best practices in teaching and learning

External Standards

NAEYC Standard 1: Promoting Child Development and Learning. Students prepared in associate degree programs use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. NAEYC Standard 4: Teaching and Learning. Students prepared in associate degree programs integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. WI Teacher Standard 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. WI Teacher Standard 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. WI Teacher Standard 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. WI Teacher Standard 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

file://C:\Documents and Settings\JMay\My Documents\WIDS\WizardReport.htm

3/9/2010

Page 2 of 4

Competencies

1. Integrate strategies that support diversity and anti-bias perspectives. You will demonstrate your competence: 1.a. using written or oral activities as provided by the instructor 1.b. in a classroom setting or simulated environment 1.c. individually or in groups Performance will be satisfactory when you: 1.a. follow the guidelines of "The Anti-bias Curriculum: Tools for Empowering Young Children" or a similar anti-bias resource Learning Objectives a. Describe best practices in anti-bias/culturally sensitive curriculum. b. Identify aspects of the environment that reflect an anti-bias/culturally sensitive approach. c. Distinguish between anti-bias/culturally sensitive learning activities. d. Become familiar with anti-bias/culturally sensitive resources. e. Recognize an anti-bias/culturally sensitive approach to holidays. Examine the critical role of play. You will demonstrate your competence: 2.a. through oral or in written products 2.b. individually and/or in small groups 2.c. in the classroom Performance will be satisfactory when your examination includes: 2.a. how children play across all age groups, 0-8 years 2.b. the teacher/care giver's role in facilitating play 2.c. how play opportunities foster development/learning in all domains 2.d. how observational skills support assessment and curriculum planning Learning Objectives a. Describe how play supports child development. b. Define developmental domains: cognitive, physical, affective, social/emotional, language. c. Utilize play opportunities to foster development in all domains. d. Define the different types of play, i.e. solitary, onlooking, parallel, associative, cooperative, etc. e. Identify noteworthy elements in children's play episodes. Establish a developmentally appropriate environment. You will demonstrate your competence: 3.a. through oral or in written products 3.b. individually and/or in small groups 3.c. in the classroom Performance will be satisfactory when your environment includes: 3.a. all of the different curricular areas 3.b. developmentally and age appropriate equipment and materials 3.c. a variety of learning centers 3.d. an analysis of how the physical/aesthetic environments support growth, development and learning Learning Objectives a. Identify different curriculum areas. b. Identify common learning centers in early childhood environments (indoor and outdoor). c. List typical materials, equipment and supplies that are appropriate to development. d. Describe how the physical environment contributes to learning. e. Describe how aesthetics enhance learning.

2.

3.

file://C:\Documents and Settings\JMay\My Documents\WIDS\WizardReport.htm

3/9/2010

Page 3 of 4

4.

5.

6.

7.

f. Characterize the difference in learning environments for infants, toddlers, preschoolers, and school-age children. Integrate Developmentally Appropriate Practice (DAP) into curriculum. You will demonstrate your competence: 4.a. through oral or in written products 4.b. individually and/or in small groups 4.c. in the classroom Your performance will be successful when: 4.a. you define DAP 4.b. you distinguish between appropriate and inappropriate curriculum practices 4.c. you incorporate DAP into curriculum plans Develop activity plans that promote child development and learning. You will demonstrate your competence: 5.a. through oral or in written products 5.b. individually and/or in small groups 5.c. in the classroom Performance will be satisfactory when the activity plan: 5.a. includes all required component parts 5.b. is developmentally appropriate for the age group 5.c. includes an accurate and reflective assessment of the activity 5.d. incorporates the Wisconsin Model Early Learning Standards Learning Objectives a. Link curricular areas to developmental domains. b. Identify the components of an activity plan, including follow-up assessment/reflection. c. Describe developmentally appropriate plans. d. Describe how planning care for infant/toddler is different than planning for preschool/school age children. Develop curriculum plans that promote child development and learning across all content areas. You will demonstrate your competence: 6.a. through oral or in written products 6.b. individually and/or in small groups 6.c. in the classroom Performance will be satisfactory when your unit plans: 6.a. include all required component parts 6.b. are developmentally appropriate for the age group 6.c. include an accurate and reflective assessment of the plan Learning Objectives a. Identify the components of a unit plan, including follow-up activities. b. Link activity plans to unit planning. c. Describe developmentally appropriate unit planning. d. Link unit planning to set-up of the learning environment. Analyze early childhood curriculum models. You will demonstrate your competence: 7.a. through oral or in written products 7.b. individually and/or in small groups 7.c. in the classroom Performance will be satisfactory when your analysis:

file://C:\Documents and Settings\JMay\My Documents\WIDS\WizardReport.htm

3/9/2010

Page 4 of 4

7.a. includes the role of the teacher in each approach 7.b. includes model-specific techniques and materials 7.c. incorporates the Wiscsonin Model Early Learning Standards Learning Objectives a. Describe the approach to curriculum planning for the High Scope model. b. Describe the approach to curriculum planning for the Montessori model. c. Describe the approach to curriculum planning for the Reggio-Emilia model. d. Describe the approach to curriculum planning for The Creative Curriculum. e. Describe the approach to curriculum planning for the theme-based model. f. Describe the approach to curriculum planning for other models as identified by the instructor. g. Contrast how the different models for curriculum support child development.

file://C:\Documents and Settings\JMay\My Documents\WIDS\WizardReport.htm

3/9/2010

Information

file://C:\Documents and Settings\JMay\My Documents\WIDS\WizardR

4 pages

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

109961


You might also be interested in

BETA
CH03.pdf
NAEYC Program Portfolio Organization by 8 Sections
WBbroc final 4 pdf.indd