Early Childhood Curriculum Essay

firearm being in this course I have scaned to a greater extent or less the different curriculums, philosophies and theories. In this make-up I will be discussing how to develop an allow for curriculum for preschool tykeren. This paper will include the adjacent topics the theories and/or philosophies of Montessori concepts seted through and through and throughout this course, how to apply them into an early electric razorhood classroom directioning on the misgiving components to design a curriculum for a preschool classroom based on successions 3 to 5 form old children. First lets discuss the philosophies of both Maria Montessori and Jean Piaget. Maria Montessori ideas and beliefs be embedded throughout every early childhood program and her influence on our thinking about curriculum has been profound. She was a tireless child advocate and believed that all children deserve a proper education.Montessori insisted that through proper early education, underprivileged and co gnitively impaired children could be successful if they were given a get hold to learn. She was one of the first to establish a preschool for poor and mentally retarded children in Rome these preschools were called Casa dei Bambini, which translated in English as Childrens House. Dr. Montessori proposed that children that ar at risk and the notion that society had a honorable responsibility to devote resources to early child intervention. Our textbook states that. Montessori embraced and expanded Froebels kindergarten concept she felt that children were vivid learners and should drive much of their own learning. She asserted that children should be grouped in multiage (2 to 5 years) classes to allow flexibility and opportunities for peer mentoring. Montessori developed an extensive set of didactic materials and lessons designed to be attractive to children and employ by learners to teach specific concepts and skills.She adapted furniture to child size as a gesture of regard for the unique needs of early learners (Jaruszewicz, 2012). I agree with her philosophy and system, because children do need the freedom to learn at their own pace and not to be pres undisputabled to do what they see other children do. It is also meaning(a) the classroom learning environment to be attractiveso that it will draw the children to be in that location and learn new and exciting things. In order to use the teaching method, the teachers must be deft to do with all children and understand that no one child develops the resembling 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 view of curriculum (Jaruszewicz, 2012). Piaget conducted some(prenominal) experiments with young children that proved that their mental concepts be learned through trial and error experiences. Young children will continue to do things that they have been told not to do, until the consequence of their actions has been reached.For example, when a p atomic number 18nt tells their child not to stack the mental synthesis blocks up too spirited 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 p arnt 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, in that locationfore, that materials and activities for young children should reflect the single way in which they think and process stimuli (Jaruszewicz, 2012). Piaget proposed that cognitive development occurs in four different stages, iii of which occur during early childhood. In the sensorimotor stage, infants and toddlers process experience and begin to coordinate movement through s ensory exploration. Preoperational thinking of preschoolers emerges spontaneously, as they are internally motivated to make sense of their environment by testing ideas and theories in play and exploration with materials (Jaruszewicz, 2012).Piaget and Montessori are the main philosophies that stood out to me in this course the most. bordering I will discuss the Core knowledge preschool sequence curriculum and the areas inside it. With concentrated focus on challenging, but appropriate content, the Core Knowledge Preschool Sequence 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. Using the core knowledge curriculum helps with creating appropriate activities that prepare the preschool age children to learn. Children arealways ready to learn as long as the teacher understands that, each child will be eager to learn in new and exciting ways. It is Copernican for teachers to make sure that the information that they wish to teach the children in the classroom is appropriate and fun.The Core Knowledge Preschool Sequence platform focuses on five different areas Social Skills, archean Literacy skills in reading 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 societal skills. One of the some(prenominal) 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 needs to be a value in the classroom as well as pattern by the teachers/adults who are more or less the children. Usin g manners, demonstrating what Montessori called Grace and Courtesy and always being respectful of the child are key ingredients to helping a child develop social skills. There are several ways to help expand childrens social skills.The activity that would be used to develop social skills would be to have the children sit 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 sib they may have, etc. When are playing together in the classroom they learn to take turns, dual-lane things and playing with others in general helps them develop social skills. The development of verbiage 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 l anguage and literacy. Teachers, parents, and administrators need to recognize talk as the foundation for the meaningful development of language concepts and skills. Effective communication depends on authentic relationships amongst communicative partners.Teachers have the responsibility (actually, the hazard) 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 onthe playground, during field trips, on the way to the bathroom, in the center of conflict resolution, during lessons, and countless other times 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 inside this context of meaningful communication. It is important to talk children especially infants constantly, so they can develop a stro ng sense of vocabulary. Children catch on to everything that they may hear. So it is definitely important to be cautious what language you use around children. Printed materials and images are strongly important in an early childhood classroom.These materials make the classroom attractive to children 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 dual-lane 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 subject any note level or age is mathematics. In an early childhood classroom, teaching young children mathematics around easy and in some cases not so much. Getting children ages three to four year olds to learn their numbers and one to one correspondence can be a challenge, but it requires patience to teach the children the meaning of number awareness. Provide 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 excitement 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 will learn and retain Create activities that children are actively involved in learning something new, such as how to count and recognize numbers. Numbers are not the only 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, etc. In conclusion, this paper touched on some important factors to help develop a developmentallyappropriate curriculum for preschool/pre-K age children. It is important to provide activities for young children and make sure the environment is a positive, impregnable 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.ReferencesJaruszewicz, C. (2012). Curriculum and Methods for Early Childhood Educators. In C. Jaruszewicz, Curriculum and Methods for Early Childhood Educators. San Diego Bridgepoint Education.