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Transcript of Curriculum Planning
Two Year Old
"This year can be terrific as well as Challenge for the child, family and teachers"(Marotz and Allen, 2013). When a child reaches age two family members or people may call it the "terrible twos" because at this transitional stage children are demanding and may be impossible to handle. Due to their determination, inability to accept limitations and display of tantrums(Marotz and Allen, 2013). However exhibiting such behavior is part of their development.
Insuring that my classroom environment is safe, secure, healthy and stimulating will support the developmental needs of two years. In which the children can learn new skills through play, hand-on-activities and self-discovery.
Providing a curriculum that supports the developmental needs of my student starts with reviewing the early learning standards and requirements that have been established by state of Illinois in which my job site/facility is governed by. Using these standards I will create activities that support each child's level of progress. Insuring that objectives for development and learning are meet in Literacy, Social-Emotional, Mathematics, Language, Cognitive, Science, Social studies, Arts and English Language Acquisition areas using a creative curriculum system. Daily observations and data gathering gives me the ability plan activities the will challenge students and reach learning goals.
Stages of Development
Unique to Two Year Old:
- period learning to control and understand their feelings/emotions
-utilizing and improving verbal communication
-Pre-operational stage of intelligence demonstrated through memory, imaginations, objects and symbols.
- Healthy weight/height. Ability to walk, run, kick and balance with little to no assistance. Stronger muscles and more confident movement.
Children develop at different rate. Their development follows in sequence of steps to achieving age based milestones (Marotz and Allen, 2013).
Development can also be influenced by environmental,genetics and the child's experiences
Safe and Secure
Classroom will be clean and neatly organize
Warm welcoming and nuturing
rid of hazardous toys (small and may cause choking if placed in mouth) or chemicals
equipped with safe and comfortable furniture (soft and smooth edges), tools and materials
secure cabinets, entrances and exits.
toys and learning equipment that are developmentally appropriate.
enough space allowing smooth transition from one activity to another
establishing rules and procedure-posting them with pictures for students view in the classroom
arrange a safe place/time out are for children to sit
Developmental appropriate activities
-Dramatic Play (house keeping, clothes for role playing, dolls, toy food, dishes, stove and refrigerator.
-Sensory Area (easel and sensory table)
-Gross motor Area (indoor slide, room for walking and dancing to music.
-Reading Area (bookshelf with age appropriate reading material/books, reading rug and pillows.
ECE 205 Introduction to Child Development
Instructor: Emaida Krvaric
March 29, 2014
Curriculum Planning Process
insuring children are exhibiting proper handwashing techmiques
Teaching safe eating habits
Family style meal time
naptime promoting healthy growth
A child's inability to meet one or more milestones within developmental stages significant to their age group. Developmenat delays can be influenced by genetics or envrionmental factors. Making a child's ability to learn stressful and challenging. Children that have developmenatl delays harder time interacting/socializing with others and low performance levels. Experiencing an inability to learn, think and rpoblem solve. Some dvelopmental delays are easy to determine and others may go unnoticed.
Social/Emotional developmental concerns are typically common amongst two year old. Social emotional development is the foundation for learning. Therefore early intervention is essential to identifying and developing a support plan. Alleviating behavioral concerns in the future.
I would first conduct a Social/Emotional Screening for my students such as an ASQ SE (Ages and Stages Questionnaire Social/Emotional Screening). This will be complete by the parents and returned to school
ASQ SE(CECC, 2014), Measures the child's ablity or willingness to:
respond to verbal/nonverbal communication
cope physiological needs,
socially respond to adults, peers and parents
demostrate feelings and empathy toward others
In accommodating children with social/emotional delays will adjust the classroom environment or schedule given them choices as much as possible. Reducing the source of problems.
Encourage positive behavior
Value mistakes as learning opportunities.
Remind them of the rules
Use verbal cues (conscious discipline language)
respect and acknowledge their feelings
Redirect them to a more acceptable activity or behavior
Model skills that help them solve problems
Establish age appropriate rules and expectations
Use pictures to represent rules