Curriculum Framework for Children 3 to 5.

Institution	Learning and Teaching Scotland, Dundee.
Titel	Curriculum Framework for Children 3 to 5.
Quelle	(1999), (61 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-85955-670-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Child Development; Childhood Needs; Developmental Stages; Foreign Countries; Individual Differences; National Curriculum; Preschool Children; Preschool Curriculum; Preschool Education; School Readiness; Student Evaluation; Student Needs; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kindesentwicklung; Childhood; needs; Kindheit; Bedürfnis; Ausland; Individueller Unterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Schulnote; Studentische Bewertung
Abstract	Recognizing the valuable early learning experiences that children encounter at home or in various preschool settings, this guide presents a curriculum framework for children aged 3 to 5 years in Scottish early years settings. The guide extends the advice offered in "A Curriculum Framework for Children in Their Pre-School Year" and provides additional advice for practitioners on the learning and developmental needs of younger children, and guidance on effective approaches to the curriculum for children as young as 3. Section 1 of the guide, "The Importance of Pre-School Education," delineates the underpinnings of a quality preschool experience, presents proposed aims of preschool education, discusses how play contributes to children's learning, examines the needs of younger children in educational settings, and presents considerations for practitioners as they implement the curriculum framework. Section 2, "Key Aspects of Children's Development and Learning," examines five key areas of child development and learning: (1) emotional, personal, and social development; (2) communication and language; (3) knowledge and understanding of the world; (4) expressive and aesthetic development; and (5) physical development and movement. This section also delineates educational objectives, and presents numerous examples from practice and questions for staff reflection. Section 3, "Promoting Effective Learning," examines the roles and responsibilities of adults in organizing for children's learning and the assessment process--presented as facilitated by teacher reflection and comprised of planning, observation, and assessment during staff interaction, as well as recording, reporting, and evaluation. Section 4, "Children as Individuals," addresses working with home and families, taking account of special educational needs, fostering equal opportunities, collaborating with other agencies, and supporting transitions. (KB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC