chapter 3 approaches & curriculum
TRANSCRIPT
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Approaches & Curriculum
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Learning outcomes
By the end of this topic, you should be able to:
Describe a balanced curriculum;
Discuss the philosophies and objectives of a
balanced curriculum; Discuss the five models in teaching affective
development;
Discuss the developmentally appropriate practicesin teaching young children;
Describe different approaches to teaching affectivedevelopment; and
Explain the concepts of teaching and learning inaffective development.
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What is curriculum?
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Curriculum
What is balances curriculum?
Including-
Reading
Mathematics
science
Music
Art
Drama
Physical
Social
Affactive activities
Construct knowledgeand apply that knowledge
in meaningful way
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Elements
Teaching and learning will be most effective if theyengage and build on childrens existing understanding;
Key concepts involved in each domain of preschool
must go hand-in-hand with information and skillacquisition; and
Metacognitive skill development allows children tolearn more deliberately. It involves curriculum thatencourages children to reflect, predict, question,hypothesise and set the course for effective engagedlearning.
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Sources
Child development knowledge;
Individual characteristics of children;
Knowledge-based on various disciplines; Values of our culture;
Parents' desires; and
Knowledge the children need to functioncompetently in our society.
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Think about this
Most curriculum developers ignore the
importance of affective development and
focus too much on cognitive development.
The child ends up disliking school for its lack of
attachment. Some might think it is better to
stay home and study, rather than to go to
school. Therefore, affective developmentshould never be overlooked.
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PHILOSOPHIES AND OBJECTIVES
A good curriculum would cover every aspect
of learning.
Curriculum should always be balanced
motivate students.
Creating interest in learning is a key factor to
effective learning programmes around the needs of the
students.
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Program Models
The Montessori Model
Environment
Materials
Activities
http://localhost/var/www/apps/Desktop/Montessori%20prof%20Zaitun.ppthttp://localhost/var/www/apps/Desktop/Montessori%20prof%20Zaitun.ppt -
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Program Model
Waldorf Model
Curriculum
based on a profound understanding of human development
that addresses the needs of the growing child. schools should cater to the needs of the child, rather than
the demands of the government or economic forces.
not be rushed into growing up too soon.
the best way to provide meaningful support for the child isto comprehend these phases fully and to bring "age
appropriate" content to the children that nourishes healthy
growth.
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Waldorf Model
Curriculum
During the first seven years children are physically
forming and live very much in their imagination.
whole child - the body, mind, and spirit. Play is
viewed as the work of the young child and the
magic of fantasy
storytelling and fantasy into the curriculum Academic subjects are kept from children in
Waldorf schools until a much later age.
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Waldorf Model
Curriculum
music, dance, and theatre, writing, literature,
legends and myths are not simply subjects to be
read about, ingested and tested. They areexperience
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Waldorf Model
Environment
From birth to the age of six or seven, childrenexperience the world and learn mainly through
physical activities and the effects of physicalstimuli.
Environments are characterised by many homelikefeatures, soft colours, natural materials and
simple learning materials. creating a genuine love of learning within each
child
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Waldorf Model
How do we establish within each child his or
her own high level of academic excellence?
How do we create enthusiasm for learning
and work, a healthy self-awareness, interest
and concern for fellow human beings, and a
respect for the world?
How can we help pupils find meaning in their
lives?
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WALDORF MODEL
Activities nurturing and rhythmical in nature.
Activities are scheduled at the same time each day, rotatingthrough the week.
This rhythmical element ensures a strong sense of consistency,order, and security which is essential to the healthydevelopment of the young child
The preschool room is structured to offer a variety of playactivities, both for individual and group activities.
Outdoor playtime is scheduled every day, even in rainyweather
Opportunities to observe a variety of multi-cultural and multi-ethnic celebrations
prepares a simple story, accompanied by rhyme, song and
puppetry, which the children sit and listen
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Reggio Emilia Model
The Reggio Emilia can be described by the interms of eight principles.
The child as a protagonist (children are capable ofconstructing their learning, negotiating with theirenvironment).
The child as a collaborator (children form themselvesby interaction with others; emphasizes on smallgroups).
The child as a communicator (children can expresswhat they know, understand, wonder about, question,feel and imagine through visual arts).
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The environment as a third teacher (every space has itsown identity and purpose and encourages children toengage and communicate).
The teacher as partner, nurturer and guide (teachers mustlisten and observe children closely to discover childrensideas, hypotheses and theories).
The teacher as a researcher (teachers exchangeinformation with other teachers).
The documentation as communication (teachers record the
childrens behaviour to better understand the children. The parent as partners (parents play an active part in
childrens learning experiences).
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The Reggio Emilia Model is based upon
the following set of principles:
Children must have some control over thedirection of their learning; Children must be able to learn through
experiences of touching, moving, listening,seeing, and hearing; Children have a relationship with otherchildren and with material items in the world
that children must be allowed to explore; and Children must have endless ways andopportunities to express themselves.
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Read later..
The project model
The high/scope model
DEVELOPMENTALLY APPROPRIATE
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DEVELOPMENTALLY APPROPRIATE
PRACTICES
defined in terms of two dimensions:
age appropriateness and
individual appropriateness.
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DAP are based on the following
variables:
A) Theories of child development Age related human characteristics that allow teachers to
predict what children are able to do.
Materials/interaction/experiences that will be safe,
healthy, interesting, achievable and also challenging tochildren.
B) Individually identified strengths and weaknesses ofeach child uncovered through authentic assessment.
C)The child's cultural background as defined by hiscommunity, family history, and family structure tomake sure that learning experiences are meaningful,relevant, and respectful for the child.
e t eoret ca as s o t e gu e nes resu te
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e t eoret ca as s o t e gu e nes resu tein the following assumptions about interactive
learning and teaching:
1. Children learn best when their physical needs are met andfeel psychologically safe.
2. Children construct knowledge.
3. Children learn through social interaction with adults and
other children.4. Childrens learning reflects a recurring cycle that begins in
awareness and moves to exploration, to inquiry and finallyto utilisation.
5. Children learn through play.
6. Childrens interests and need to know feeling motivatelearning.
7. Human development and learning are characterised byindividual variation.
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Examples of Developmentally
Appropriate Practices By Age Groups
Infants
1. Frequently holds and carries infants to provide awide variety of experiences.
2. Talks to infants before, during, after movingthem.
3. Attentive during routines, explaining what willhappen, is happening, or is going to happen
next. All this equals learning for infants.
4. Responds quickly to crying and calls of distress.
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Toddlers
1. Lots of one-to-one, face-to-face conversations
with toddlers.2. Encourages toddlers to initiate language, label
things (including feelings), describe events, andreflect feelings.
3. Allows child to do tasks that the child is capableof doing. Assists in frustrating tasks but does nottake over.
4. Respects preference for familiar things. Giveslimited options.
5. Recognizes that testing limits and saying "NO"!is actually a healthy sign of development.
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Preschool children
1. Models appropriate social skills (self-control,
responsible anger management, is polite)
2. Speaks in friendly, courteous manner to
individual children, at their eye level.
3. Asks "open-ended" questions.
4. Encourages appropriate independence in
children.
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Developmentally Appropriate Practices (DAP)
defines meaningful curriculum as:
1. how children learn and address the entire learningcycle;
2. reclaiming the whole child and redefining child-centredness;
3. providing depth of understanding and promotingconceptual development through integratingexperiences;
4. individual appropriateness which means it is based onchildrens needs and interests;
5. deriving from knowledge-based to the disciplines andhas intellectual integrity; and
6. resulting from interactive teaching.
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According to the National
Association for the Education ofYoung Children (2004), a
curriculum based of DAP will
include the following twenty
features. This is mentioned next:
REFER TO PAGE 103 & 104
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1. It is grounded in the most current knowledge ofchild development and learning.
2. It addresses the development and learning ofthe whole child, which includes the social,emotional, physical and cognitive goals.
3. It addresses the development of knowledge andunderstanding, processes and skills, dispositionsand attitudes.
4. It addresses a broad range of content that isrelevant, engaging, and meaningful to children.Its goals are realistic and attainable for mostchildren in the designated age range for whichthey were designed.
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6. Its content reflects and is generated by the needs andinterests of individual children within the group.Curriculum incorporates a wide variety of learning
experiences, materials and equipment, and instructionalstrategies, to accommodate a broad range of children'sindividual differences in prior experience, maturationrates, styles of learning, needs, and interests.
7 It respects and supports individual, cultural, and linguistic
diversity. It supports and encourages positive relationshipswith children's families.
8. It builds upon what children already know and are ableto do (activating prior knowledge) to consolidate their
learning and to foster their acquisition of new conceptsand skills.
9. It provides conceptual frameworks for children so thattheir mental constructions based on prior knowledge and
experience become more complex over time.
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DAP learning cycle
TEACHING AFFECTIVE DEVELOPMENT
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TEACHING AFFECTIVE DEVELOPMENT
APPROACHES
The childs readiness for a group experience
will depend on two factors.
1. The most important factor is the preparation he
has had within his own family.
2. The second is the nature of the group he enters
and the help available to him in making the
adjustments there.
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The scheduled parts may include the
following:
1. Small-group time
2. Large-group
3. Class
4. Transition times
Group time can be used to introduce new:
1. Materials;2. Activities; and
3. Concepts
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Remember..
Small/large group times for preschoolers tend tolast for around 15 minutes. Adults will use thistime to introduce children to new materials, ideasand activities and the children will continue tolearn more about it during work time.
Transitionsare the times in between otheractivities. Instead of being incidental, activities
should be planned to provide chances forchildren to make choices, move in different waysand learn important concepts.
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Individual
conversations during different times
Always encourage children to express their
ideas and explain what they have learned.
Extra learning materials
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Small Group
It should be based on childrens wide-ranginginterests
enhance the growth of young children are
language, logic, pre-reading and counting skills Group time is always a good time for children
to socialise with others. No pressure
Group times should be systematic wherechildren should be able to learn specific skillsand concepts.
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Class
Circle time
Circle time is a great time for children to
gather together and learn several things such
as:
1. getting to know one another;
2. learning to listen to others; and
3. having fun while learning through singing
and playing games.
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Teaching and Learning
Concept of Teaching
1. Goal setting
2. Assessment
3. Grading
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Goal setting
Objectives are always helpful in both curriculumdesigning and achievement testing. Instead of just focusing on the content, teachers should
take into account concepts and skills they want the child tolearn.
1. Choosing objectives (content and performances);
2. Understanding student characteristics;
3. Understanding and using ideas about the nature of
learning and motivation;4. Selecting and using ways of teaching (methods andpractices);
5. and Evaluating student learning.
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Classifying Objectives
Classifying objectives help teachers organise their thinkingabout objectives. They also help in teaching students andassessing their achievement.
1. Cognitive objectives(knowing, perceiving, recognising,thinking, conceiving, judging, and reasoning). When ateacher is concerned about Josh's inability to spell wordscorrectly, she is referring to an objective in the cognitivedomain.
2. Affective objectivesor feelings (likes and dislikes,emotions, attitudes, appreciations, interests, values, andthe like). When the teacher worries about Joshs boredomwith reading, she is dealing with the affective domain.
3. Psychomotor objectives(skilled ways of moving; such ashandwriting, dancing).
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b) Assessment
Classroom assessment involves two majoractivities, which is measurement and evaluation.These are stated as follows:
1) Measurementcollecting information abouthow much knowledge and skill students havelearned.
2) Evaluationmaking judgments about theadequacy or acceptability of each student's levelof learning.
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four most common reasons for
assessment
1. To provide summaries of learning, (to sum up howwell a student has performed over time and at avariety of tasks);
2. To provide information on the learning progress,
(teachers want to know whether students understandall of the materials that have been covered);
3. To diagnose specific strengths and weaknesses in anindividual's learning, especially for students whosepace of learning is either slower or faster than
average, you can introduce supplementary instructionor remedial instruction.
4. To motivate further learning.
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Performance tests assess
Direct writing assessments (writing about a
specific topic under a standard set of conditions).
Portfolios(may contain one more pieces of a
students works; such as drawings). Exhibitions(paintings, drawings or writing done by the
student).
Demonstrations(students are required to showhow well they can use their knowledge or
perform a task; reading a book).
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c) Grading
Norm-referenced gradingknown as grading
on the curve (based on the bell curve or
normal distribution of students), it is based on
how well other students do.
Criterion-referenced gradinggrades are
determined by whether they have achieved a
certain stand (or criterion) of achievement orperformance
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Concept of learning
A learning strategy is a plan designed to
achieve a distant academic goal (for example,
getting an A on your next exam).
A learning tactic is a technique used to
understand an immediate objective (to
understand a concept).
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Most learning strategies can be
placed in one of two categories
based on each strategy's intended
primary purpose.
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Motivation
Motivation is defined as the reason that an
individual behaves the way they do.
Motivation is an important teaching tool since
it encourages children to learn without beingforced to do so. Once a child is motivated,
they become more focused and learning
becomes easier.
di i i d i l
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Operant Conditioning and Social
Learning Theory
Operant Conditioning
Students tend to repeat actions that are reinforced and thatbehaviour is shaped by the reinforcement.
Example: If a student answers the correct answer, he is rewarded,which motivates him to answer more questions.
Social Learning Theory
Observation, imitation and vicarious reinforcement play importantroles in learning.
Example: A student who identifies with and admires a teacher maywork hard to please that teacher and try to become like thatindividual.
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Cognitive Views of Motivation
Human behaviour is influenced by the way peoplethink about themselves and the environment. It isinfluenced by the next various factors:
The inherent need to construct an organised andlogically consistent knowledge base;
1. One's expectations for successfully completing a task;
2. The factors that one believes account for success and
failure; and3. One's beliefs about the nature of cognitive ability.
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The Need for Achievement
Based on John Atkinsons theory that
differences in achievement behaviour are due
to differences in the need for achievement,
individuals with a high need for achievementhave a stronger expectation of success than
they do a fear of failure for most tasks and
therefore anticipate a feeling of pride inaccomplishment.
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The Humanistic View of Motivation
Maslow describes the cognitive needs and
aesthetic needs. These two classes of needs
play a critical role in the satisfaction of basic
needs. Maslow maintains that such conditionsas the freedom to investigate and learn,
fairness, honesty, and orderliness in
interpersonal relationships are critical becausetheir absence makes satisfaction of the five
basic needs impossible.
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Effect on Social Relationships
1. Motivational EffectLearning is seen as an obligation and a valuedactivity because the group's success is based on it and one's groupmates will be rewarded for it.
2. Cognitive Development EffectAccording to Lev Vygotsky,collaboration promotes cognitive growth because students modelfor each other more advanced ways of thinking than any woulddemonstrate individually.
According to Jean Piaget, collaboration among peers hastens thedecline of egocentrism and allows the development of moreadvanced ways of understanding and dealing with the world.
3. Cognitive Elaboration EffectA particularly effective means ofelaboration is explaining something to someone else.
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See you soon