Children and Emergent Curriculum

1. ECH 395 Dr. Kathryn A. Short 1 Children and Emergent Curriculum The curriculum evolves from: Interest and abilities of children Collaboration between children, their families, educators, and other community members Children taking responsibility for own learning Adults providing experiences to foster learning

2. ECH 395 Dr. Kathryn A. Short 2 Emergent Curriculum and Adults The curriculum evolves from: The interests and abilities of adults Collaboration between adult learners, faculty members, and community professionals Adults assume responsibility of own learning Faculty provide learning activities

3. ECH 395 Dr. Kathryn A. Short 3 Emergent Curriculum  Children Adults Evolves from the interest of the children Evolves from the abilities of the children A collaborative process between children, families, and other adults Children assume responsibility of their learning Adults provide learning experiences Evolves from the interest of the adults Evolves from the abilities of the adults A collaborative process between adults and faculty Adults assume responsibility of their own learning Professors provide learning experiences

4. ECH 395 Dr. Kathryn A. Short 4 What We Remember? 14% of what we hear 22% of what we see 30% of what we watch others do � demonstrate or model 42% of redundancy-rituals � activities that repeat seeing, hearing and doing important skills or concepts 72% of movies of the mind-learning � learning that is linked to remembered or imagined life experiences of the learner 83% of performance of a life challenge � activities that are first-time activities or demand action that applies new meaning 92% of what we teach others (Robinson, 1994, p. 6) Robinson, R. (1994). Helping adults learn and change. West Bend, WI: Omnibook

5. ECH 395 Dr. Kathryn A. Short 5 Background Experiences Baby sitting Younger siblings Own childhood memories School experiences Daycare experiences Volunteer experiences Sports with children Parenthood Extended family members � nieces, nephews� Readings Media Other

6. ECH 395 Dr. Kathryn A. Short 6 Children�s Background Experiences Family home Family members Extended family members Child�s community � church, medical, school/daycare, shopping, recreation, travel�. Pets Activities at home/ school/daycare � reading to child, trips into community, educational toys Family values and expectations Community values and expectations

7. ECH 395 Dr. Kathryn A. Short 7 Formal Climate of the Learning Environment Seating in rows � faculty at front � whiteboard, overhead, video presentation Expectations � listen, write

8. ECH 395 Dr. Kathryn A. Short 8 Formal Climate of the Learning Environment Discussion confined to questions, and invitation to provide comments Same individuals pose questions and make comments; Large group discussion ignores that some individuals feel constrained to interact in this type of situation

9. ECH 395 Dr. Kathryn A. Short 9 Formal Climate of the Learning Environment Learning becomes the responsibility of the faculty � decide what, how and when learning will occur Learners engage in passive activity � falls into category of remembering 14% of what we hear; 22% of what we see; and 30% of what we watch others do

10. ECH 395 Dr. Kathryn A. Short 10 Formal Learning Environment for Children Emphasis on many large group instruction times � children sit in front of adult and listen, raise hands to answer questions, engage in activity as directed by adult

11. ECH 395 Dr. Kathryn A. Short 11 Formal Learning Environment for Children 2. Learning activities are set up by adult that indicate exactly what the child is to do � i.e. all children make a snowman out of pre-cut shapes

12. ECH 395 Dr. Kathryn A. Short 12 Formal Learning Environment for Children 3. Few choices available to children within learning environment � lack of materials, materials do not change, lack of variety in materials�.

13. ECH 395 Dr. Kathryn A. Short 13 Formal Learning Environment for Children 4. Learning activities are limited to a certain number of children  5. Routines are set by a time table � meals, sleep, outdoor time�

14. ECH 395 Dr. Kathryn A. Short 14 Result of Formal Setting Children learn to listen, not do; retention of learning confined to no more than 42%; may lead to lack of initiative, waiting to do as told; some children may become disruptive � fidget, talk out, push or poke other children

15. ECH 395 Dr. Kathryn A. Short 15 Result of Formal Setting 2. Children learn to follow adult direction; children�s creativity is discouraged; learning is confined to adult�s perspective; learning is not individualized nor are individual differences recognized; learning is not based on children�s interest

16. ECH 395 Dr. Kathryn A. Short 16 Result of Formal Setting 3. When real choices are not available � learning cannot be enriched or expanded; other behaviors may become enforced � inappropriate use of materials, inappropriate interactions with peers�

17. ECH 395 Dr. Kathryn A. Short 17 Result of Formal Setting Children are not allowed to solve their own problems; missed opportunity to facilitate problem solving. Children have individual differences � may be hungry first thing in the morning, may not need a nap�.

18. ECH 395 Dr. Kathryn A. Short 18 Factors Affecting Learning Lighting � poor lighting has been linked to hyperactivity, decreased productivity, and poorer health (SAD - Seasonal Affective Disorder)

19. ECH 395 Dr. Kathryn A. Short 19 Factors Affecting Learning 2. Color � affects individuals at two levels; behavioral and learned responses

20. ECH 395 Dr. Kathryn A. Short 20 Factors Affecting Learning 3. Noise � shown to have negative effects physiologically, motivational, and cognitive

21. ECH 395 Dr. Kathryn A. Short 21 Factors Affecting Learning 4. Placement of learning areas � influences the type of play that may occur 5. Aesthetics � influence how the children appreciate and use equipment and materials in their environment

22. ECH 395 Dr. Kathryn A. Short 22 Quality Care and the Role of Facilitator 1. Using developmentally appropriate practices 2. Being responsive to all children 3. Encouraging positive interaction patterns  4. Engaging in high appropriate verbal exchange

23. ECH 395 Dr. Kathryn A. Short 23 Quality Care and the Role of Facilitator 5. Providing stimulating, rich learning environment 6. Providing a supportive atmosphere 7. Encouraging attachment relationship with each child 8. Sets aside a special time for each child

24. ECH 395 Dr. Kathryn A. Short 24 Quality Care and the Role of Facilitator 9. Establishes positive relationships with families 10. Encouraging active exploration and problem solving 11.Observing and interpreting children�s behaviors 12.Planning learning that builds on past experiences and interests

25. ECH 395 Dr. Kathryn A. Short 25 Brainstorming Solicit and record ALL ideas from the large group

26. ECH 395 Dr. Kathryn A. Short 26 Brainstorming When all ideas have been exhausted: - eliminate similar ideas - group ideas into categories

27. ECH 395 Dr. Kathryn A. Short 27 Brainstorming Divide class into the number of groups that represent the number of categories

28. ECH 395 Dr. Kathryn A. Short 28 Brainstorming Discuss category in small group setting to: - identify ideas that can work - eliminate ideas that are impossible to implement Report back to the large groups

29. ECH 395 Dr. Kathryn A. Short 29 Brainstorming Develop final list of strategies

30. ECH 395 Dr. Kathryn A. Short 30 Critical Aspects of PlanningObservations of Backgrounds Interests of children Abilities of children (cognitive, social, emotional, physical, language) Learning styles Individual needs Cultural Gender Experiences Family Community Developmental levels Ages

31. ECH 395 Dr. Kathryn A. Short 31 Goal Setting General statement of what the individual wants to accomplish i.e. increase knowledge about developmentally appropriate materials for infants Measurable � individuals need to be able to know when a goal has been accomplished May be short-term i.e. by the end of a unit of study May be long-term i.e.by the end of the course/program

32. ECH 395 Dr. Kathryn A. Short 32 Guiding to Children to Setting Goals Talk to children about what they plan to do in a specific activity, or for a particular time-span Utilize a planning board to encourage children to plan their activities Encourage children to work on projects over time either individually or in groups

33. ECH 395 Dr. Kathryn A. Short 33 Guiding to Children to Setting Goals Provide materials and space that encourage long term activities Share project information with families so that they can become part of the process Encourage children to fill in a chart about what they have done or might wish to continue to do

34. ECH 395 Dr. Kathryn A. Short 34 Point to Consider When Children Plan Active participation of the children Individualized � each child has own plan Developmentally appropriate - how can child indicate their choice without the ability to write? Children need to easily understand the format Planning format easily accessible, easily found � where will the information be kept so that children can find it when wanted/needed

35. ECH 395 Dr. Kathryn A. Short 35 Introvert Working through thoughts and ideas individually Keeping ideas, and thoughts private until ready to share Thinking about things before doing them Taking time to make sure that ideas have been worked out/ polished Learning in an individualized, private way Lawrence, 1997, pg. 2 Individual Learning StylesDo you learn best by�

36. ECH 395 Dr. Kathryn A. Short 36 Extravert Learning by talking to clarify thoughts and ideas Getting involved physically Interacting with others or materials Trying out new ideas/learning Coming up with personal solutions, or ideas Trying out ideas or solutions immediately Individual Learning StylesDo you learn best by�

37. ECH 395 Dr. Kathryn A. Short 37 Individual Learning StylesDo you learn best by� Sensing Perception Doing practical things Starting with factual information Going through information step by step Basing learning on personal experiences and expanding upon these Hands-on learning

38. ECH 395 Dr. Kathryn A. Short 38 Individual Learning StylesDo you learn best by� Intuitive Perception Involving imagination to learn Being interested in what is to be learned Finding out things individually Exploring a variety of ways to do things, find solutions Working on new skills, rather than practicing old ones Starting with a concept or an idea Lawrence, 1997, pg. 2

39. ECH 395 Dr. Kathryn A. Short 39 Categories for Learning Design Safety Accessibility Choice Division of space Type of learning areas Materials/equipment needs Accessibility to water, washrooms Health considerations Supervision Requirements for different ages Inclusive

40. ECH 395 Dr. Kathryn A. Short 40 Encouraging Evaluation of Process Encourage children to: Talk about how they feel while doing the task Describe what they are doing Talk about what they like about what they did

41. ECH 395 Dr. Kathryn A. Short 41 Evaluation About Product Talk to children about: What is interesting about their effort What they like about what they did How they feel about their effort What else they might want to do If they want to change it in any way

42. ECH 395 Dr. Kathryn A. Short 42 Sources for Free Material Producers of � paper, building products, technology, textile, wool/yarn/rope� Media � newspapers, calendars, electronic equipment�. Merchants � craft, framing, paint, wallpaper, hardware� Service providers � copying centers, gardening centers, recycle depots�. Families� Restaurants�.