A Resource Guide for an Exploratory Curriculum for Three-Year Old Migrant Children.

Autor/inn/en	Hoffman, Stevie; Mottola, Niel
Institution	Florida Univ., Gainesville. Inst. for Development of Human Resources.; Florida Univ., Gainesville. Coll. of Education.
Titel	A Resource Guide for an Exploratory Curriculum for Three-Year Old Migrant Children.
Quelle	(1971), (110 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Consultation Programs; Curriculum Design; Educational Programs; Environmental Influences; Family Influence; Inservice Education; Intellectual Development; Language Acquisition; Learning Experience; Migrant Children; Migrant Education; Models; Objectives; Preschool Children; Psychomotor Skills; Research; Resource Materials; Self Concept; Workshops + Suchen Sie Ihr Suchwort? Fachberatung; Lehrplangestaltung; Environmental influence; Umwelteinfluss; Berufsbegleitende Ausbildung; Mental development; Geistige Entwicklung; Sprachaneignung; Spracherwerb; Lernerfahrung; Analogiemodell; Goal definition; Zielsetzung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychomotorische Aktivität; Forschung; Quellenmaterial; Selbstkonzept; Lernwerkstatt; Schulung
Abstract	The rational for the curriculum design for three-year-old migrant children in an expanded-day educational program is presented. Consideration is given for each of the program phases, the learning environment, the rationale for a pre-service workshop and on-going in-service consultancy. This curriculum is based on the premise that, because of the nature of the working and living conditions of migrant families, these children are learning from (1) a limited environment, (2) more indirect modeling of peers and older siblings than from parents, and (3) little, if any, planned and defined learning experiences. Included in the design of the curriculum are: (1) a language-oriented program to bridge the gap between home and school oral language, (2) a task-oriented program to increase the child's ability to solve problems at his particular stage of intellectual and motor-skill development; (3) an experience-oriented program to assure opportunities for effective relating to school and the larger community, and expanding his knowledge beyond the immediate home environment, (4) a social-emotional development program conducive to growth in self-esteem, and (5) a health and nutritional program to enhance physical well-being necessary for the realization of a total life program. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01