CE 366 chapter 10: What is Curriculum?

All physical curriculum, training, and intervention should do all EXCEPT:

• be pleasurable play situations.

• provide specific physical skills and drills.

• develop positive attitudes about physical activity.

• help children realize physical activity can be gratifying.

Developmentally appropriate curriculum

• considers the various aspects of child development, individual differences, and the families and culture of the children in the program.

• refers to whether the school adopts a curriculum that is field tested and approved as appropriate for the age group you are teaching.

• specifically teaches the knowledge and skills emphasized on age-related testing.

Curriculum in early childhood programs can be considered:

• a specific approach or model such as Reggio Emilia.

• an “umbrella approach,” all experiences and activities.

• a published and specifically designed curriculum such as The Creative Curriculum.

• all of the above.

In elementary school settings, the trend to eliminate recess

• disregards research showing there is a national problem with childhood obesity and inactivity.

• frees up precious time when children could be involved in more essential academic work.

• is based on the fact that contemporary children spend more time in organized sports after school than previously.

Fine motor development involves

• the child's ability to receive and use sensory input through moving, touching, seeing, hearing, smelling, and tasting.

• learning to coordinate the hands and fingers.

• the child's ability to use the arms, legs, and torso with speed, grace and precision.

The development of creativity in young children is dependent on

• their innate talent and intelligence.

• direct instruction in the use of creative tools, media, and skills.

• having teachers who are competent artists, dancers, and musicians and are trained in methods for teaching these abilities to young children.

• the availability of an environment, materials, experiences, and relationships that support creative development and aesthetic appreciation.

The art processes young children can engage in can include:

• drawing, painting, print-making, collage and construction, modeling and sculpting.

• appreciating the artworks of their culture and learning to use art media to create representations of the real world.

• drawing, cutting, writing dictations of work, and pasting.

The primary goal of the language, literature and literacy curriculum is

• to help children become capable public speakers.

• to help children learn standard English and reading.

• to help children become enthusiastic, competent communicators who use and enjoy spoken and written language in all its forms.

• to help children succeed in standardized tests.

The communication curriculum is comprised of

• instruction in reading, writing, and symbolic expression of ideas.

• learning to send and receive messages from others in a variety of communication methods.

• time-honored practices such as letter flashcards and handwriting worksheets that expose children to letters and words.

• language, literacy, and literature.

In an early childhood program

• language is not taught because most children acquire it before they enter school.

• language is taught in incidental and planned activities through language-rich relationships (e.g., conversing, singing, reciting poetry, and playing).

• children primarily learn language through talk involved in group experiences.