Chapter 4

1. Chapter 4 Curriculum and Standards in Inclusive Settings

2. Inclusive Curriculum • Meets all children’s needs • Follows federal and state law • Follows workplace guidelines • Is congruent with personal philosophy • Is thoughtfully planned, challenging and engaging • Is developmentally appropriate • Is culturally and linguistically responsive • Promotes positive outcomes for children

3. Developmentally Appropriate Practice • Knowledge about • development and learning • individual children • social and cultural contexts in which children learn and grow

4. Principles Underlying DAP • Developmental domains (physical, social, emotional, and cognitive) are related and influence each other • Development occurs in an orderly sequence • Development varies between and within children • Early experiences have cumulative and delayed effects • Development proceeds toward greater complexity, organization, and internalization • Development is influence by social and cultural contexts

5. Principles Underlying DAP • Children are active learners • Development and learning are a result of biological maturation and the environment • Play helps children develop and reflect on their development • Children learn by practicing newly acquired skills and challenges just beyond their present level of mastery • Children use different modes of knowing and learning and representing what they know • Children learn best when they feel safe and valued.

6. Cycle of Learning • Awareness • Exploration • Inquiry • Utilization

7. Continuum of Teaching Techniques • Withholding attention (planned ignoring) • Acknowledging • Modeling • Facilitating • Supporting • Scaffolding • Coconstructing • Demonstrating • Directing

8. Self-Awareness: Self-Esteem and Inclusion • No formal standards • Self-esteem and self-regulation impact all other areas of development • Behavioral standards • Social competence and play • Teach classroom rules and procedures

9. Self-Awareness: Social Studies I Culture II Time, continuity, and change III People, places, and environments IV Individual development and identity V Individuals, groups, and institutions VI Power, authority, and governance VII Production, distribution, and consumption VIII Science, technology, and society IX Global connections X Civic ideals and practices

10. Language and Literacy: Speaking, Listening, Writing • Formal standards in reading • Speaking • Mean length of utterance • Vocabulary • Listening • Information intake and experience • Writing • Developmental progression

11. Language and Literacy: Reading • Exposure to a wide range of print and nonprint material • Choose literature from many periods in many genres • Develop strategies to use texts and to write • Learn the structure and conventions of language • adjust language usage to their purpose and audience • Apply knowledge of language structure and conventions to create, critique, and discuss written material • Conduct research • Use a variety of information technologies • Respect diversity in languages and communication • Use first language to increase English competency • Be part of a literacy community • Use spoken, written, and visual language purposefully

12. Discovery: Mathematics • Numbers and operations • Geometry • Measurement • Algebra • Data analysis and probability • Prekindergarten to grade 2 • Emphasis on numbers and operations, followed by geometry and measurement

13. Discovery: Science • Goals for sciencing with young children: • Develop innate curiosity about the world • Broaden procedural and thinking skills for investigating the world, solving problems, and making decisions • Increase knowledge of the natural world • Science as inquiry • Science as human endeavor

14. Discovery: Technology • Basic Operations and Concepts • Use both input devices • Use different media and technology for learning • Discuss technology using developmentally appropriate terminology • Use appropriate multimedia resources (Internet, software, encyclopedias) to support learning • Social, Ethical, and Human Issues • Work cooperatively with others using technology • Demonstrate positive social and ethical interaction • Use technology systems and software responsibly

15. Discovery: Technology • Technology Productivity Tools • Create developmentally appropriate multimedia products with support. • Use technology resources for problem solving and communication • Technology Communications Tools. • Gather information and communicate with others using telecommunications with support from teachers, family, or peers.

16. Wellness: Health, Safety and Nutrition • Develop a healthy life style • Self-awareness and injury prevention • Nutrition • Maintain a healthy weight • Establish proper nutrition

17. Wellness: Physical Education • Demonstrate competency in many movement forms and proficiency in a few • Apply movement concepts and principles to learning and developing motor skills • Exhibit a physically active lifestyle • Achieve and maintain physical fitness • Demonstrate responsible personal and social behavior • Demonstrate understanding and respect for differences among people • Understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction

18. Creative Arts: Creative Movement and Dramatic Play • Nor formal standards • Creative movement combines and enhances the senses • Dramatic play offers opportunities to try out and work through situations

19. Creative Arts: Visual Arts • Understand and apply media, techniques, and processes • Use knowledge of structures and functions • Choose and evaluate a range of subject matter, symbols, and ideas • Understand the visual arts in relation to history and culture • Reflect on and assess the characteristics and merits of their work and the work of others • Make connections between visual arts and other disciplines

20. Creative Arts: Music • Sing, alone and with others, a varied repertoire of music • Perform on instruments, alone and with others, a varied repertoire of music • Improvise melodies, variations, and accompaniments • Compose and arrange music within specific guidelines • Read and notate music • Listen to, analyze, and describe music • Evaluate music and music performances • Understand relationships between music, the other arts, and disciplines outside the arts • Understand music in relation to history and culture

21. Reflections • Reflect on the impact of standards on education • How do you thing the emphasis on standards will impact areas that may have national standards but not state standards?