Literaturnachweis - Detailanzeige
| Autor/inn/en | Dodge, Diane Trister; Bickart, Toni S. |
|---|---|
| Titel | How Curriculum Frameworks Respond to Developmental Stages: Birth through Age 8. |
| Quelle | (2000), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Childhood Needs; Classroom Environment; Curriculum Development; Developmental Stages; Early Childhood Education; Teacher Student Relationship; Young Children |
| Abstract | This paper describes three early childhood curriculum frameworks that acknowledge the different needs and abilities of infants and toddlers, preschool and kindergarten children, and children in grades one through three. Infants and toddlers are at the stage of establishing trust and autonomy. Because these issues are addressed in the context of relationships, the paper emphasizes relationships as the focus of decision making. Three- to 5-year-olds are at the stage of initiative. They like to have choices, to come up with ideas for using materials and for play. Thus, an environmental approach is used, and five componentsphilosophy, goals and objectives, the physical environment, the teacher's role, and the parent's roleare defined and applied to the physical environment as the setting for learning. Six- to 8-year-olds are at the stage of industry. They are increasingly product oriented, want to do a job well, and want to feel competent as learners. The framework described for this age-group has six strategies: (1) knowing the children; (2) creating a classroom community; (3) establishing a structure; (4) guiding children's learning; (5) assessing children's learning; and (6) building a partnership with families. (Author/HTH) |
| Anmerkungen | For full text: http://ericeece.org/pubs/books/katzsym/dodge.pdf. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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