A1.0 Evaluate existing curriculum. A1.1 Evaluate an existing curriculum to determine compliance with National Association for the Education of Young Children (NAEYC) standards for developmentally appropriate activities and inclusion of children with special needs. 3 A2.0 Plan and organize activities that support a curriculum. A2.1 Plan activities that comply with NAEYC standards for developmentally appropriate activities which include children with special needs. 2 A3.0 the need for well developed curricula and its impact on the physical, emotional, cognitive, and social growth of young children. A3.1 This competency is measured affectively. A LEARNING OBJECTIVES A1.1.1 Define terms associated with curriculum. A1.1.2 Explain developmentally appropriate curriculum. A1.1.3 Explain NAEYC standards for Developmentally Appropriate Practice (DAP). A1.1.4 Describe various factors that effect curriculum development. A1.1.5 Describe the roles and responsibilities of individuals involved with developing curriculum. A1.1.6 Differentiate between content and process oriented approaches to curriculum planning. 1 2 2 3 3 3 A2.1.1 Explain components of curriculum. A2.1.2 Explain various methods to include and provide for special needs children. 3 3 A3.1.1 State the value of curricula for meeting the developmental needs of young children. A MODULE A OUTLINE: associated with curriculum Developmentally Appropriate Curriculum (DAP) NAEYC standards for DAP Factors that effect curriculum Roles and Responsibilities Community issues and federal laws of curriculum Content Process MODULE B – THEMATIC CURRICULUM PLANNING PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicator
B1.0 Generate units of instruction with developmentally appropriate themes. B1.1 Develop and implement thematic units of instruction that support developmentally appropriate themes for various groups of young children. 3 B2.0 Value the use of thematic curriculum planning. B2.1 This competency is measured affectively. A LEARNING OBJECTIVES B1.1.1 Explain thematic curriculum planning. B1.1.2 Match various instructional themes to their developmental appropriate level of young children. B1.1.3 Explain the use of flow charts for developing thematic curriculum. B1.1.4 Define webbing. B1.1.5 Explain the use of webbing. B1.1.6 Explain techniques to include children in thematic planning. 2 3 2 1 3 3 B2.1.1 the value of thematic curriculum planning and its impact on the physical, emotional, cognitive, and social growth of young children. A MODULE B OUTLINE: Themes for early childhood Themes for unit development Flowcharting Webbing Children’s involvement in thematic planning MODULE C – DEVELOPMENTALLY APPROPRIATE ACTIVITIES AND MATERIALS PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicator C1.0 Plan, implement, and evaluate developmentally appropriate activities for children. C1.1 Develop, implement, and evaluate activities that support a variety of learning experiences. 3 LEARNING OBJECTIVES C1.1.1 Explain various techniques for integrating developmentally appropriate activities into learning experiences for young children. C1.1.2 Explain various techniques for integrating developmentally appropriate activities into arts, sensory, and motor development in young children. C1.1.3 Explain methods for supporting thematic units. C1.1.4 Identify various materials and manipulatives for developmentally appropriate activities for young children. C1.1.5 Describe various techniques for evaluating developmentally appropriate activities and materials. 3 3 3 1 3 MODULE C OUTLINE: Integrating activities and subjects math science