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Standard Five

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Carrie Nepstad

on 22 November 2014

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Transcript of Standard Five

Standard 5: Using content knowledge to build meaningful curriculum
5c. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
Well-prepared candidates choose their approaches to the task depending on the ages and develop,mental levels of the children they teach. They use their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curriculum for each child. With the youngest children, early childhood candidates emphasize the key experiences that will support later academic skills and understandings - with great reliance on the core approaches and strategies described in Standard 4 and with great emphasis on oral language and development of children's background knowledge.

Working with somewhat older or more skilled children, candidates also identify those aspects of each subject area that are critical to children's later academic success by modeling engagement in challenging subject matter and by building children's faith in themselves as young learners- as young mathematicians, scientists, artists, readers, writers, historians, economists, and geographers (although children may not think of themselves in such categories).
Standard Five
Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum.

They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every child.

5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts - music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety, and social studies.
The teacher of children from birth through age 8 must be well versed in the essential content knowledge and resources in many academic disciplines. Because children are encountering those content areas for the first time, early childhood professionals set the foundations for later understanding and success. Going beyond conveying isolated facts, well-prepared early childhood candidates possess the kind of content knowledge that focuses on the "big ideas", methods of investigation and expression, and organization of the major academic disciplines.

Thus, the early childhood professional knows not only what is important in each content area but also why it is important - how it links with earlier and later understandings both within and across areas. Because of its central place in later academic competence, the domain of language and literacy requires in-depth research-based understanding and skill. Mathematics, too, is increasingly recognized as an essential foundation.
5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
Teachers of young children demonstrate the understanding of central concepts, inquiry tools and structure of content areas needed to provide appropriate environments that support learning in each content area for each child, beginning in infancy (through foundational developmental experiences) and extending through the primary grades. Candidates demonstrate basic knowledge of the research base underlying each content area, basic knowledge of the core concepts and standards of professional organizations in each content area, and rely on sound resources for that knowledge.

Finally, candidates demonstrate that they can analyze and critique early childhood curriculum experiences in terms of the relationship of the experiences to the research base and to professional standards.

Good early childhood curriculum
Good early childhood curriculum does not come out of a box or a teacher-proof manual. Early childhood professionals have an especially challenging task in developing effective curriculum. As suggested in Standard 1, well-prepared candidates ground their practice in a thorough, research-based understanding of young children's development and learning processes.

In developing curriculum, they recognize that every child constructs knowledge in personally and culturally familiar ways. In addition, in order to make curriculum powerful and accessible to all, well-prepared candidates develop curriculum that is free of biases related to ethnicity, religion, gender, or ability status - and, in fact, the curriculum actively counters such biases.
Myths of early Mathematics
Watch the video clip,
"Myths of early Mathematics Part One"

Language and Literacy
Read the NAEYC position statement on Learning to Read and Write
N is for Newspaper!

Literacy beginnings

Creative Arts in Preschool
Read, "The Value of the Arts for Preschool"
Look at many examples of Creative Arts activities in preschool:

Read through the "Science in the Preschool Classroom", and then explore the links provided to see examples


Health & Safety
Let's brush our teeth!
Fire Safety week
Finding balance between outdoor safety and adventure in preschool
Evaluating Lesson Plans in Preschool
Social Studies
What can we do in a people house?

Early Childhood Curriculum Content/Discipline areas:
Language and Literacy
The Arts: Music, Creative movement, Dance, Drama, and Visual Arts
Physical activity, physical education, health and safety
Social Studies
Designing, implementing and evaluating meaningful, challenging curriculum requires alignment with appropriate early learning standards, and knowledgeable use of the discipline's resources to focus on key experiences for each age group and each individual child.
Early childhood teacher candidates, just like experienced teachers, go beyond their own basic knowledge to identify and use high-quality resources, including books, standards documents, Web resources, and individuals who have specialized content expertise, in developing early childhood curriculum.

In addition to national or state standards (NAEYC & NAECS/SDC 2002) or desired several larger goals are also held by all early childhood teachers: security and self-regulation, problem-solving and thinking skills, academic and social competence.
Security and self-regulation
Appropriate, effective curriculum creates a secure base from which young children can explore and tackle challenging problems. Well-implemented curriculum also helps children become better able to manage or regulate their expressions of emotional and, over time, to cope with frustration and manage impulses effectively, rather than creating high levels of frustration and anxiety.
Problem-solving and thinking skills
Candidates who have skills in developing and implementing meaningful, challenging curriculum will also support young children's ability - and motivation - to solve problems and think well.
Academic and social competence
Because good early childhood curriculum is aligned with young children's developmental and learning styles, it supports the growth of academic and social skills.
Planned and Spontaneous Curriculum
With these goals in mind, candidates develop curriculum to include both planned and spontaneous experiences that are developmentally appropriate, meaningful, and challenging for all young children, including those with developmental delays or disabilities; that address cultural and linguistic diversities; that lead to positive learning outcomes; and that - as children become older - develop positive dispositions toward learning within each content area
Watch: Parts and Wholes with Child
Watch: Number Arrangements
Watch Myths Part Two
Watch Myths Part three
Watch: Who is Napping?
Everyday math in preschool
Erikson's Early Math: Focus on the Lesson
Watch each video, and then be sure to
read "why is this important" and the
"big ideas" for each clip.
Watch: Just the Right Size
Read through the many different ways to support math in preschool
Read through each example
I think you will enjoy this one!
The #1 skill for success in school and life!
Take the plunge into plunger painting
Helping Young Children Solve Puzzles in Preschool
Craft Stick Rainbow Puzzles in Preschool
Check out these examples and look for the problem solving!
What does STEM look like in preschool?
STEM = Science, Technology, Engineering, and Mathematics

The Power of Play in the Early Learning Environment
Five Simple Activities that Promote Teamwork
Check out these activities and how they support academic and social competence
The Importance of a Predictable Routine
Webbing for Lesson Plans
Teachable Moments
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