Early Childhood Curriculum : A Constructivist Perspective
by Branscombe, N. Amanda; Castle, Kathryn; Dorsey, Anne G.; Surbeck, Elaine; Taylor, Janet B.Edition: 1st
Format: Paperback
Pub. Date: 2002-06-24
Publisher(s): Wadsworth Publishing
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Summary
This text examines curricular goals such as autonomy, development, and problem solving and links those goals with constructivist principles of learning. It explores ways teachers can create meaningful learning environments and choose curriculum tasks that are linked to the learning and development needs of young children. Early Childhood Curriculum completely integrates curriculum with learning principles, in accordance with National Association for the Education of Young Children (NAEYC) guidelines.
Table of Contents
| Note: Each chapter begins with an Introduction | |
| What Are Constructivist Aims and Assumptions | |
| The Aims of Constructivist Curriculum What Is Curriculum | |
| What Does Constructivism Mean | |
| Constructivist Curriculum | |
| How Constructivist Assumptions | |
| Guide Practice | |
| Children Learn as They Engage in Authentic Tasks | |
| They Have Chosen Children Learn as They Act on Objects and Interact with Others Children | |
| Learn When They Are Surprised and Intrigued About Phenomena | |
| Children Learn as They Refine and Coordinate Old Ways of Thinking | |
| Children Represent What They Know to Others | |
| Children Learn from Other People in Their Culture and Society | |
| Learning and the Three Kinds of Knowledge | |
| Using Theory and Research Jean Piaget's Work Constructivist Theory | |
| Three Kinds of Knowledge Representational Thought | |
| What Are Key Components of Constructivist Curriculum | |
| Authentic Tasks, Choice, and Decision Making Authentic Tasks | |
| How We Use Authentic Tasks in the Integrated Curriculum at School and at Home Choice Decision Making | |
| Social Interaction, Play, and Projects | |
| Social Interaction Play Projects | |
| Problem Posing, Problem Solving, and Reflection | |
| Awareness, Disequilibration, and Learning Problem | |
| Posing and Problem Solving | |
| Problem Posing, Problem Solving, and Curriculum Reflection | |
| The Role of Community Creating | |
| Classroom Community Planning the Classroom Environment Community Beyond the Classroom | |
| What Are Current Constructivist Practices | |
| Building a Constructivist Curriculum | |
| Expectations of Teachers | |
| Help Children Understand Expectations | |
| Introduce a Constructivist Approach | |
| Gradually Work with Required Topics | |
| Consider the Needs of Each Child Collaboration with Other Adults | |
| Constructivist Models of Instruction | |
| What Are Educational Models | |
| A Close Look at Selected Constructivist Models | |
| Constructivist Evaluation: Assessment and Documentation | |
| Assessment Documentation | |
| Glossary | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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