The curriculum centers around the theory that children learn through play, as well as through developmentally appropriate activities and experiences. The curriculum should focus on key developmental areas that include social-emotional, cognitive, physical, health, language and literacy, mathematics, and science. It is based on the understanding of the developmental stages that children progress through and supporting this growth and allowing children to reach their full potential and set them up to be life long learners. Each child’s individuality, needs, and typical developmental milestones should be met, and routines and transitions are integrated into the curriculum so that children can be confident and predict their daily schedule, creating a calm environment. Through formal and informal assessments we can decipher what activities should be included and what specific skills should be focused on. The development of a curriculum is a collaboration between the Lead Center Teacher, the other Teachers, and even the paraprofessionals that some into the program to work with the children who may have an Individualized Education Plan (IEP). Working together with staff to build a curriculum allows for a well rounded, balanced, and thought out curriculum. Parents are also another great resources for developing a curriculum. Parents may have an idea about an activity and these ideas should be encouraged. This helps them feel like they are a part of their child's learning and it will build a family/school partnership.
The Little Red Hen
Subject: Oral Language, Literacy
Nested skills: Expressions of Empathy
Age: Preschool Age (3 to 5 years)
Curriculum context and long-term goals: Going to preschool allows children a chance to develop the social-emotional skills necessary to interact with their peers in social acceptable ways, particularly in a school environment. Being aware of other’s feelings and responding appropriately to the expression of feelings and to other’s needs is a necessary skill to have when forming positive relationships with their peers. This is something that begins the first day of school and will continue to be an important part of the curriculum throughout the whole school year.
Pre-assessment: During the first month of school during circle time the children made class rules. The rules consisted of 3 rules that are posted in the classroom. The first rule is “We are responsible for what we say and what we do”, the second is “Hands are for helping, not for hurting”, and the third is “We care about each other’s feelings”.
Goals: At the completion of this study, children should be able to accurately describe what to do when faced with a moral dilemma. For instance, “What should’ve the other aminals on the farm done to help the Little Red Hen?” or “Should the Little Red Hen give the other animals on the farm any of her bread?” After reading the story a few times, children should be able to describe all the characters in the story as well as predict what animal comes next (sequencing).
Objectives:
· Children will develop cognitive and language skills (reasoning) to explain their perspectives about how their feel about the story.
· Children will engage group discussions, learning how to listen and participate.
· Begin to develop moral reasoning, the “right” thing to do in a situation
Post-assessment: Children should be able to sit for longer periods of time during large group, learn how to carry on a conversation with their peers using advanced language and social emotional skills, and develop moral reasoning. We can use this information to develop more activities and experiences that will help children learn to feel empathy for others.
Special needs:
· Reread this story throughout the week so ESL children, like Maya who can learn new vocabulary. Repetition is key.
· Picture icons, flannel board pieces, or puppets to use during the story.
Management and guidance: Positive reinforcement when children are appropriately expressing themselves, turn taking, and sitting for periods of time.
Instructional materials:
· A few different versions of The Little Red Hen
· Flannel Board & pieces, puppets, pictures
· Large piece of paper and pen to write down responses, or white board
· Non-fiction books about wheat, farms, and animals on a farm.
Johnny- Have Johnny lead the discussion, maybe he can be the “Line Leader” that day. He has strengths in advanced vocabulary, loves to read stories, and shows empathy toward his peers which will continue to the characters in the story.
Maya- Allow Maya to draw her own interpretation of the characters in the story (she love to draw). Reading this story throughout the week and will allow her to gain confidence in describing the story.
Jane- Allow Jane to “read” a portion of the story, expanding her expressive language. (Jane has an IEP goal for speech)
Calab- Calab is proficient at participating and staying engaged during group times and is great at labeling social-emotional emotions. He would be great at assisting teacher when children may be “stuck” in the conversation to prompt his peers.
Kayla- Kayla enjoys literature and she would be a great asset to this discussion. Since enjoys literature this would help build her self-esteem and sense of well-being.
Jack- Jack has great expressive language but his patients with allowing other children to take the lead role is something he need to work on. By letting Johnny take the lead this allows Jack to work on his impulse control.
Subject: Oral Language, Literacy
Nested skills: Expressions of Empathy
Age: Preschool Age (3 to 5 years)
Curriculum context and long-term goals: Going to preschool allows children a chance to develop the social-emotional skills necessary to interact with their peers in social acceptable ways, particularly in a school environment. Being aware of other’s feelings and responding appropriately to the expression of feelings and to other’s needs is a necessary skill to have when forming positive relationships with their peers. This is something that begins the first day of school and will continue to be an important part of the curriculum throughout the whole school year.
Pre-assessment: During the first month of school during circle time the children made class rules. The rules consisted of 3 rules that are posted in the classroom. The first rule is “We are responsible for what we say and what we do”, the second is “Hands are for helping, not for hurting”, and the third is “We care about each other’s feelings”.
Goals: At the completion of this study, children should be able to accurately describe what to do when faced with a moral dilemma. For instance, “What should’ve the other aminals on the farm done to help the Little Red Hen?” or “Should the Little Red Hen give the other animals on the farm any of her bread?” After reading the story a few times, children should be able to describe all the characters in the story as well as predict what animal comes next (sequencing).
Objectives:
· Children will develop cognitive and language skills (reasoning) to explain their perspectives about how their feel about the story.
· Children will engage group discussions, learning how to listen and participate.
· Begin to develop moral reasoning, the “right” thing to do in a situation
Post-assessment: Children should be able to sit for longer periods of time during large group, learn how to carry on a conversation with their peers using advanced language and social emotional skills, and develop moral reasoning. We can use this information to develop more activities and experiences that will help children learn to feel empathy for others.
Special needs:
· Reread this story throughout the week so ESL children, like Maya who can learn new vocabulary. Repetition is key.
· Picture icons, flannel board pieces, or puppets to use during the story.
Management and guidance: Positive reinforcement when children are appropriately expressing themselves, turn taking, and sitting for periods of time.
Instructional materials:
· A few different versions of The Little Red Hen
· Flannel Board & pieces, puppets, pictures
· Large piece of paper and pen to write down responses, or white board
· Non-fiction books about wheat, farms, and animals on a farm.
Johnny- Have Johnny lead the discussion, maybe he can be the “Line Leader” that day. He has strengths in advanced vocabulary, loves to read stories, and shows empathy toward his peers which will continue to the characters in the story.
Maya- Allow Maya to draw her own interpretation of the characters in the story (she love to draw). Reading this story throughout the week and will allow her to gain confidence in describing the story.
Jane- Allow Jane to “read” a portion of the story, expanding her expressive language. (Jane has an IEP goal for speech)
Calab- Calab is proficient at participating and staying engaged during group times and is great at labeling social-emotional emotions. He would be great at assisting teacher when children may be “stuck” in the conversation to prompt his peers.
Kayla- Kayla enjoys literature and she would be a great asset to this discussion. Since enjoys literature this would help build her self-esteem and sense of well-being.
Jack- Jack has great expressive language but his patients with allowing other children to take the lead role is something he need to work on. By letting Johnny take the lead this allows Jack to work on his impulse control.