Implementing a Curriculum: Key Steps for Classroom Organization and Community Building
The first step towards implementing a
curriculum is to:
Organize the classroom into
interest areas
Blocks
Dramatic play
Manipulatives (toys and games)
Art
Library
Discovery/Science:
Sand and water
Music and movement
Organize the classroom into
interest areas (cont.)
Cooking
Computers
Outdoors
Establish daily routines/schedule
(children know what to expect, and they understand
what is expected of them):
Arrival
Group time
Breakfast
Choice time
Outdoor play
Music
Establish daily routines/schedule
(cont.)
Lunch
Nap time
Snack
Departure
Create a classroom community
Build relationship with each child:
get to know
each child; talk to children respectfully; be
sensitive to children’s feelings, acknowledge
children’s accomplishments and progress
Help children to make friends:
help them to
cooperate, share, take turns, show empathy,
and help others. Pair children to work on
tasks, help them to negotiate and solve
conflict
Importance of Play
Developmentally Appropriate Practice:
teaching
children in ways that match the way children
develop and learn; provide children challenging,
but not overwhelming activities, so they can
learn and practice newly acquired skills.
Developmental Stages of Play
1. Unoccupied behavior – during infancy, a child
occupies himself by watching anything of momentary
interest
Stages of Play (cont.)
2. Onlooker play – young toddlers focus on the
activity rather than the environment
Stages of Play (cont.)
3. Solitary play (toddlers) – the child plays alone without the regard
to what other children are doing
Stages of Play (cont.)
4. Parallel play (ages 2-3) – a child sitting next to another child,
playing with the same toys, but in a different way. It is the early
stage of peer interaction, but the focus is on the object rather than
another child
Stages of Play (cont.)
5.
Associative play (ages 3-4)- a child goes in and out of the play with
other children, uses same toys and participates in the same activity,
but in his own way
Stages of Play (cont.)
6.
Cooperative play (ages 4 and up) – group play that involves
organized ideas, assigned roles, taking turns, making friends,
organizing games and activities
Fostering Play
Create a positive and safe place for play
Provide open-ended play materials
Respect and encourage individual differences in play
abilities
Have patience with children and give them time to
learn new play skills
Introduce activities and materials appropriate for each
child’s age and stage of development
Make available culturally diverse materials for all
children to enjoy and learn from as they play
Encourage cooperation
Allow children extra time to finish activities
Take time to listen to children as they play and to
observe how each child plays, what he plays with, who
he plays with, and what the child can do
Communication with Families
Team work is crucial for the children success
Respect families because they are primary educators of
their children
There is a learning process that the teachers and
families always face. The teacher is learning from the
children and their families
When assessing child’s needs and progress, consider
the child's culture
A teacher is prepared to meet the special needs of
individual children, including those with disabilities
https://www.youtube.com/watch?v=HQKD5evdcrg
(Reggio Environment)
Begin implementing a curriculum by organizing the classroom into interest areas like dramatic play, manipulatives, and music. Establish daily routines/schedule to create a structured environment. Focus on building a classroom community by fostering relationships with each child and emphasizing the importance of play and developmentally appropriate practices.
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Presentation Transcript
The first step towards implementing a curriculum is to:
Organize the classroom into interest areas Blocks Dramatic play Manipulatives (toys and games) Art Library Discovery/Science: Sand and water Music and movement
Organize the classroom into interest areas (cont.) Cooking Computers Outdoors
Establish daily routines/schedule (children know what to expect, and they understand what is expected of them): Arrival Group time Breakfast Choice time Outdoor play Music
Establish daily routines/schedule (cont.) Lunch Nap time Snack Departure
Create a classroom community Build relationship with each child: get to know each child; talk to children respectfully; be sensitive to children s feelings, acknowledge children s accomplishments and progress Help children to make friends: help them to cooperate, share, take turns, show empathy, and help others. Pair children to work on tasks, help them to negotiate and solve conflict
Importance of Play Developmentally Appropriate Practice: teaching children in ways that match the way children develop and learn; provide children challenging, but not overwhelming activities, so they can learn and practice newly acquired skills.
Developmental Stages of Play 1. Unoccupied behavior during infancy, a child occupies himself by watching anything of momentary interest http://child-care-preschool.brighthorizons.com/~/media/bh/centers/0352/galleries/theworldofinfants-photo-3122014120000am/6353024330202032031013466jpg635302433022853469.ashx?bc=whitemw=438thn=0
Stages of Play (cont.) 2. Onlooker play young toddlers focus on the activity rather than the environment
Stages of Play (cont.) 3. Solitary play (toddlers) the child plays alone without the regard to what other children are doing
Stages of Play (cont.) 4. Parallel play (ages 2-3) a child sitting next to another child, playing with the same toys, but in a different way. It is the early stage of peer interaction, but the focus is on the object rather than another child
Stages of Play (cont.) 5. Associative play (ages 3-4)- a child goes in and out of the play with other children, uses same toys and participates in the same activity, but in his own way
Stages of Play (cont.) 6. Cooperative play (ages 4 and up) group play that involves organized ideas, assigned roles, taking turns, making friends, organizing games and activities
Fostering Play Create a positive and safe place for play Provide open-ended play materials Respect and encourage individual differences in play abilities Have patience with children and give them time to learn new play skills Introduce activities and materials appropriate for each child s age and stage of development Make available culturally diverse materials for all children to enjoy and learn from as they play
Encourage cooperation Allow children extra time to finish activities Take time to listen to children as they play and to observe how each child plays, what he plays with, who he plays with, and what the child can do
Communication with Families Team work is crucial for the children success Respect families because they are primary educators of their children There is a learning process that the teachers and families always face. The teacher is learning from the children and their families When assessing child s needs and progress, consider the child's culture A teacher is prepared to meet the special needs of individual children, including those with disabilities
https://www.youtube.com/watch?v=HQKD5evdcrg (Reggio Environment)
