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CHILD DEVELOPMENT AND PRESCHOOL CURRICULUM

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Indira Gonzalez

on 31 July 2014

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Transcript of CHILD DEVELOPMENT AND PRESCHOOL CURRICULUM

CHILD DEVELOPMENT AND PRESCHOOL CURRICULUM
I. CURRICULUM
Early childhood educators and neurologists agree that the first eight years are a critical time of child development.
During the history of education the meaning of the term curriculum has been changing, nowadays, is more than a program that teachers have to develop or students have to follow. Concepts such as globalization, the theory of pedagogy and sociology of education today are closely related to the development of curriculum to help children in the process of learning.

Preschool Curriculum
According to Eve-Marie Arce (2011) early childhood educators define curriculum as all the school- and program-related experiences that influence and affect the children. Curriculum involves both planned and unplanned experiences designed to help children develop skills and knowledge.
A good preschool curriculum is the one that helps increasing the child's natural learning process. Curriculum also includes games, art, crafts, social skills and interaction between parents and educators.
The three main Developmental Focus Areas in a preschool curriculum are:

1. Socio-emotional area

2. Cognitive and linguistic area

3. Psychomotor area



John Bowlby
Relationship between parents and their children
 To know about the principles of preschool curriculum and some theories about child development.
2 Cognitive development theory
The theory suggests a common framework for integrating developmental analysis of cognitive, social, language, and perceptual-motor skills and certain behavioral changes in learning and problem solving.

Jean Piaget
He emphasized the importance of maturation and the provision of a stimulating environment for children to explore.

 Lev Vygotsky
He emphasized the importance of relationships and interactions between children and more knowledgeable peer and adults.
II. SOME PRINCIPLES OF A PRESCHOOL CURRICULUM
2.1
Relationships are central
: Relationships with others are at the center of young children’s lives. . Recognizing the power of early relationships, preschool teachers and programs build strong relationships with children and families.

2.2
Play is a primary context for learning
: In a program where play is valued, children’s interests, engagement, creativity, and self-expression are supported through a balance of child-initiated and teacher-guided activities.

2.3
Intentional teaching enhances children’s learning experiences
:Intentional teaching strategies span from planning learning environments, experiences, and routines to spontaneous responses suggested by the moment-to-moment focus of the children.

2.5
Learners as individual:
Through recognizing and adapting to each child’s individual development, teachers are able to offer learning experiences that are meaningful, connected, and developmentally attuned to each child.

Planner
Facilitator
Observer
Model

 Mary Ainsworth
The quality of the attachment relationship between mothers and their children.
General objective
Specific

objectives

 To explain the importance of the children development in preschool based in the principles of the preschool curriculum.

 To describe some child development theories and the role of teachers in the child development.
III. Some theories about child development
1. Emotional and psychological development theory:

These three theorists were focused in the relationship of children with parents; and how the environment and the routine can produce a positive or a negative outcome in children.
 Erik Erikson
The outcome of the stage is determined by their environment, and the care giving or experiences to which children are exposed.
Gardner’s multiple intelligences theory
Gardner’s theory of multiple intelligences emphasizes that there are different kinds of intelligences used by the human brain to learn.
Gardner’s Eight Intelligences:
 Bodily-kinesthetic
 Musical-rhythmic
 Logical-mathematical
 Verbal-linguistic
 Interpersonal
 Intrapersonal
 Visual-spatial
 Naturalistic

III. THE ROLE OF TEACHERS IN CHILD DEVELOPMENT

IV. ENVIRONMENT AND CHILD DEVELOPMENT
Love

Color
Noise


REPUBLICA DE PANAMÁ
UNIVERSIDAD AUTÓNOMA DE CHIRIQUÍ
CENTRO REGIONAL UNIVERSITARIO DE BARÚ
DEPARMENT OF LIBERAL ARTS
SCHOOL OF ENGLISH

TOPIC:
CHILD DEVELOPMENT AND PRESCHOOL CURRICULUM

SUBMITTED BY:
INDIRA JULISSA GONZÁLEZ G.
I.D 4-734-222

SUPERVISED BY
Msc. JACQUELINE STRICKSON

Introduction


The macro-purpose of preschool education is to stimulate optimal growth and the development of physical, emotional and mental capacities and to provide educational and psychological experiences within an age-appropriate physical and social school environment, in which children can practice good habits and acquire basic skills and abilities for subsequent learning.

Conclusion

Preschool curriculum is focused to develop in an integrated manner, the psychomotor, cognitive and affective areas of children. Applying appropriate strategies and teaching styles to increase the psycho-evolutionary development of students in this school age is necessary. In a preschool curriculum it is important take into account the natural condition of each child for the development of his or her potential in language acquisition, psychomotor and skill development including basic skills for literacy as well as free expression and socialization of their personality and logical mathematical development.
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