Early Childhood Curriculum Essay

While be in this soma I have salubrious-read about the contrasting curriculums, philosophies and theories. In this paper I volition be discussing how to commence an curb curriculum for preschool tykeren. This paper will include the following topics the theories and/or philosophies of Montessori concepts erudite throughout this course, how to apply them into an proto(prenominal) childhood class manner focusing on the seeing comp binglents to design a curriculum for a preschool classroom ground on ages 3 to 5 class old children. First permits discuss the philosophies ofboth Maria Montessori and Jean Piaget.Maria Montessori ideas and beliefs ar embedded throughout every untimely childhood program and her make on our thinking about curriculum has been profound. She was a tireless child advocate and believed that all children deserve a fitting education. Montessori insisted that through proper early education, underprivileged and cognitively impaired children could be su ccessful if they were minded(p) a chance to learn. She was one of the first to establish a preschool for piteous and mentally retarded children in Rome these preschools were called Casadei Bambini, which translated in English as Childrens Ho occasion. Dr.Montessori proposed that children that ar at risk and the nonion that society had a moral debt instrument to devote resources to early child intervention. Our textbook states that. Montessori embraced and grow Froebels kindergarten concept she felt that children were natural learners and should drive much of their let education. She asserted that children should be grouped in multiage (2 ? to 5 years) classes to allow flexibleness and opportunities for peer mentoring. Montessori stimulateed anextensive set of didactic materials and lessons designed to be attractive to children and used by t from each oneers to teach specific concepts and clevernesss.She adapted article of furniture to child size as a gesture of respect f or the erratic contracts of early learners (Jaruszewicz, 2012). I agree with her philosophy and theory, because children do need the freedom to learn at their own pace and not to be pressured to do what they see early(a) children do. It is also important the classroom skill environment to be attractive so that it will draw the children to be in that respect and learn new and exciting things.In order to use the teaching method, the teachers must be trained to trifle with all children and understand that no one child develops the same as another. The other philosopher that I will discuss is Jean Piaget. A contemporary of both Montessori and Dewey, Swiss psychologist Jean Piaget proposed a theory of cognitive development that initiated a constructivist cod of curriculum (Jaruszewicz, 2012). Piaget conducted several experiments with young children that proved that their mental concepts atomic number 18 learned through trial and error experiences.Young children will continue to d othings that they have been told not to do, until the con chronological sequence of their actions has been reached. For example, when a bring up tells their child not to stack the building blocks up too high or they will fall on them which could lead to them being hurt the child continues to do that the same thing over and over again to see if what their parent said is true. Once the child has seen the building blocks fall over on them is when they have learned that they dont need to do that.His work confirmed early learning as distinct from other developmental periods, implying, therefore,that materials and activities for young children should reflect the idiosyncratic way in which they think and go stimuli (Jaruszewicz, 2012). Piaget proposed that cognitive development transcends in four different stages, three of which occur during early childhood. In the sensorimotor stage, infants and toddlers process experience and begin to consecrate movement through sensory exploration.P reoperational thinking of preschoolers emerges spontaneously, as they are internally motivated to make sense of their environment by testing ideas and theories in play andexploration with materials (Jaruszewicz, 2012). Piaget and Montessori are the main philosophies that stood out to me in this course the most. Next I will discuss the Core knowledge preschool sequence curriculum and the parts inside it. With strong focus on challenging, but take over content, the Core Knowledge Preschool eon and Teacher Handbook is unique among early childhood programs.It outlines a cumulative and coherent progression of knowledge and skills in all developmental areas and integrates developmentally appropriate practices for both content and instruction. use the core knowledge curriculum helps with creating appropriate activities that prepare the preschool age children to learn. Children are always ready to learn as long as the teacher understands that, each child will be eager to learn in new an d exciting ways. It is important for teachers to make sure that the information that they compliments to teach the children in the classroom is appropriate and fun. The Core Knowledge Preschool Sequence Curriculum focuses on five different areas Social Skills, Early Literacy skills in development and writing, Mathematics, Science and Visual Arts.It is important for children to learn how to interact with other children their age early in their lives to develop their social skills. One of the numerous things I love about Montessori is that Montessori teachers see the whole child-developmentally, academically, socially, emotionally, and physically. There is a myth out there that says simply placing children in the same room and having them do activities helps them develop social skills. I disagree. Developing social skills inescapably to be a value in the classroom as healthy as modeled by the teachers/adults who are aboutthe children.Using manners, demonstrating what Montessori called dramatise and Courtesy and always being respectful of the child are strike ingredients to helping a child develop social skills. There are several ways to help expand childrens social skills. The action mechanism that would be used to develop social skills would be to have the children baffle in a circle on the floor, pass an object around each child to take turns telling the class something about them. Whether it is there name, favorite color, parents name, how many sibling they may have, etc. When are contend together inthe classroom they learn to take turns, shared things and vie with others in general helps them develop social skills.The development of language in early childhood classrooms is an umbrella for the Montessori curriculum. The teachers and parents consider activities on the shelves of the Language area as the heart of actual language learning. The techniques used in a Montessori classroom are different when it comes to teaching language and literacy. T eachers, parents, and administrators need to contend communication as the foundation for the meaningfuldevelopment of language concepts and skills. impressive communication depends on authentic relationships between communicative partners.Teachers have the responsibility (actually, the probability) to develop and expand learning relationships with young children. This is truly the ultimate opportunity to make a difference. Seen in this light, conversations with young children on the playground, during field trips, on the way to the bathroom, in the midst of conflict resolution, during lessons, and countless other measure create the context for the development of language skills.Relationships of trust are built between children and teachers and among peers. Classroom work further contributes to language concept and skill development within this context of meaningful communication. It is important to talk children curiously infants constantly, so they can develop a strong sense of vocabulary. Children visit on to everything that they may hear. So it is definitely important to be fabian what language you use around children. Printed materials and images are strongly important in an early childhood classroom.These materials make the classroom attractive tochildren as well as make them want to learn about what those images and books mean. Phonemic sensory faculty is part of a balanced literacy program, and can be developed in several ways during shared reading and shared writing. Shared reading and shared writing typically occur during the language arts time block, but may also occur during content-area learning. On to my favorite unresolved any grade level or age is mathematics. In an early childhood classroom, teaching young children mathematics somewhat easy and in some cases not so much.Getting children ages three to four year olds to learn their numbers and one to onecorrespondence can be a challenge, but it requires patience to teach the children th e meaning of number awareness. run children with authentic, hands-on learning experiences-DO NOT USE WORKSHEETS.In preschool you should play to the childrens natural curiosities and look to your students interest to guide lesson planning. You are setting up children for a lifetime of learning and you should create enthusiasm around what you. Also, the more hands on the activity is, the more learning styles you are engaging, and the more the child enjoys it the more they willlearn and carry on Create activities that children are actively involved in learning something new, much(prenominal) as how to count and distinguish numbers.Numbers are not the merely thing that children can learn that is related to mathematics. Shapes are how to perceive and recognize them are important as well. Teaching children about shapes and how many sides each one has involves numbers as well. Mathematics and Language go together because you are using vocabulary words to decide the shapes, numbers, e tc. In conclusion, this paper touched on some important factors to help develop adevelopmentally appropriate curriculum for preschool/pre-K age children.It is important to digest activities for young children and make sure the environment is a positive, warm and inviting one that children will want to come to school and learn new things. In this paper I discussed the standards for each core knowledge area to develop an appropriate curriculum for young children. References Jaruszewicz, C. (2012). Curriculum and Methods for Early Childhood Educators. In C. Jaruszewicz, Curriculum and Methods for Early Childhood Educators. San Diego Bridgepoint Education.