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Kyla Kowalke ECE 205 Final project

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Kyla Kowalke

on 19 March 2013

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Transcript of Kyla Kowalke ECE 205 Final project

Curriculum Planning Classroom Environment Classroom Curriculum It is important to let a parent know you are knowledgeable of what their child needs at their age. Discussing the developmental stages with the parent can help them see that the staff and caregivers care about their child. At age 3 a child can
Walk up stairs
Jumps in place. Kicks a large ball.
Shows better control of markers or crayons.
Shows interest in listening to stories, and looking at books, making pretend stories to go with the pictures.
Enjoys playing with blocks, building towers of eight to ten blocks. Shows enthusiasm when playing with clay.
Vocabulary has increased to 300 to 1000 words.
(Marotz, & Allen, 2013) As a teacher you want to walk the parent through the classroom. Show them the different work areas and explain what the children will be doing in each area. By doing so you are letting the parents know what their child is involved in each day that they come to school. The classroom environment is a large piece of a parents decision making when choosing a school for their child. The classroom curriculum for the age range of 3-5 years old should be a routine followed each day with small changes when necessary. The children should have adequate lesson time where the focus is on math, science, reading, and other academic areas. The children should be given enough time for rest and quiet time. Each child will need a different amount of rest. Some children may have nightmares in the night causing them to take two naps or longer naps. If a child is sick this may also lead to more nap time. Children should be given time for indoor and outdoor play time allowing them to explore. Providing children with supplies and time for arts and crafts such as painting, drawing, and writing helps them to develop their imagination. For 3-5 year old children Developmental Stages At age 4 a child can
Walk in a straight line
Begins to climb ladders, trees, and playground equipment.
Begins to make simple shapes out of clay, such as simple animals, or cookies.
Paints and draws with a purpose, but may struggle with implementing the idea.
Can tell if two words sound the same or different.
Speech and language becomes almost entirely intelligible.
(Marotz, & Allen, 2013) At age 5 a child can
Walk backwards toe to heel.
Learn to skip alternating feet.
Rides a tricycle.
Has fair control of pencils or crayons, and can color inside the lines.
Can relate clock time to their daily schedule: it is bed time when the small hand is on the 8.
Vocabulary of 1,500 words, producing sentences of five to seven words.
(Marotz, & Allen, 2013) Reference for information on this frame
Marotz, L. R. & Allen, K. E. (2013). Developmental profiles: Pre-birth through adolescence (7th ed.). Belmont, CA: Wadsworth, Cengage Learning. A classroom environment should be safe, healthy, comfortable, and convenient. The play and work areas should be child size, provide flexibility, movement, and choices. Safety includes things such as
developmentally appropriate equipment that is made from non-toxic materials such as wood.
Non-slip floors.
Stable shelves.
Tables, objects, and fixtures should have rounded corners.
Health includes things such as
Separate toilet areas from food preparation and feeding areas.
Proper hand washing areas for the children and caregivers.
Surfaces that are easy to clean and suitable for the activities enjoyed by the children.
(Community Playthings, 2011) Comfort includes things such as
Using soft and natural colors for walls and furnishings
Using natural lights rather than fluorescent lights.
A steady flow of fresh air.
Soft cushions, pillows, and back support should be provided.
Convenience include things such as
Feeding and toilet areas that are easy to clean, but also should be child friendly to minimize caregivers picking up, bending over, or reaching.
An adequate amount of open and closed storage to instill responsibility (putting stuff back where it belongs, but also builds ease and efficiency.
(Community Playthings, 2011) Example of an adequate classroom environment for 3-5 year-olds. A second example of an adequate classroom environment An environment made for children should be scaled down to their size. This gives them the ability to
Reach what they want
climb up what is considered challenging distances for them
and explore their environment.
To provide flexibility a classroom should
have light weight and easy to move equipment
adjustable equipment that can keep up with the growing children
Have storage for a variety of toys, materials, and equipment that is in a convenient place
combine work areas to maximize space.
(Community Playthings, 2011) A child should be able to move around, exploring their environment providing them with motor and cognitive learning. Provide children with open spaces, stairs for climbing, tunnels, slides, balance beams, and easy access to outside play areas while under adult supervision.
Providing children with choices that allow them to find what is interesting or challenging to them. A variety of toys, different areas for activities such as arts and crafts, and a quiet area for reading and nap time, etc.
(Community Playthings, 2011) Reference for this frame
Community Playthings. (2011). Infant and Toddler Spaces: Design for Quality Classroom. Retrieved from http://www.communityplaythings.com/resources/articles/roomplanning/spaces/infanttoddlerspaces.pdf Providing a daily schedule for the parents to see lets them know what happens in their child's day. Providing the children with a schedule gives them comfort and helps them feel in control of their own world. The set up for a typical day can look like this:
Arrive, put away coats
Circle time: lesson and sharing
Arts and crafts
Learning stations: art, dramatic play, water table, etc.
Hand washing and morning snack
Indoor individual activities: blocks, Legos, puzzles, coloring, etc.
Outdoor play
Hand washing and lunch
Learning time: theme-related lessons, story time, songs, art activities, etc.
Nap/rest time
Outdoor play
Hand washing and afternoon snack
Learning stations: art, dramatic play, water table, etc.
Clean up, prepare to go home
Quiet activities: drawing, coloring, puzzles
(Early Experiences, 2013) Learning activities that can be used in the daily curriculum include:
Flash cards for speech development.
Using flash cards with different objects or items on them while asking specific questions. The use of a variety of pictures such as food like fruits and vegetables, animals, shapes (circle, square, etc), furniture (table, chair, etc), vehicles (truck, bus, car, etc). The teacher would go through each flash card asking different questions such as what is it, what color, what size, etc. This will help with identification of everyday objects and speech development. Learning Activities continued:
Math Bingo is a great game that can be modified for age and development that enhances a child's math skills and ability to recognize numbers. Using addition and subtraction flashcards the teacher can encourage the kids to figure it out on their own and then let them all have a chance to answer the equation out loud, this way all children are included in the activities. Another way to modify this game for the age range of 3-5 years is to only use flashcards whose answers do not exceed 20. Learning Activities continued:
A great science project for this age group that will help them understand the idea of mixing two or more substances together to make a new substance would be making home made silly putty, by making silly putty out of glue and liquid starch. This activity is a fun and interesting project for kids and they get to take a great new toy home to show mom and dad. Reference for this frame
Early Experiences. (2013). Child Development: Child Care. Retrieved from http://www.earlyexperiences.org/education.html The attention a teacher gives to the classroom environment and the curriculum provided each day is something very important to the parents. When considering a new preschool for their children, parents are most concerned with the environment that surrounds their children. They ask themselves if it is safe, does it encourage overall development, and is it child friendly. They also will want to know what is included in their child's everyday activity and what they are learning. It is the responsibility of the teacher to adjust the environment and the curriculum to the changing needs of the children in their classroom.
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