Preschool This Suggested Curriculum Foruse in the Early
Total Page：16
File Type：pdf, Size：1020Kb
DOCUMENT RESUME ED 092 645 UD 014 256 AUTHOR Grant, Mabel; And Others TITLE Early School Admissions Program: Suggested Guide for Curriculum Implementation. INSTITUTION Baltimore City Public Schools, Md. PUB DATE Feb 74 NOTE 79p.; Some pages of this document are only marginally legible; For the companion, "Handbook," see UD 014 255 EDRS PRICE MF-$0.75 HC-$4.20 PLUS POSTAGE DESCRIPTORS Admission (School); Class Lctivities; Curriculum Development; Diagnostic Teaching; *Early Admission; *Early Childhood Education; Educational Diagnosis; Individualized Instruction; *Instructional Materials; Paraprofessional School Personnel; Parent Participation; Perceptual Motor Lerning; *Preschool Curriculum; *Preschool Programs; Self Concept ABSTRACT This suggested curriculum foruse in the Early Admissions Program with four-year-old children draws mainly on elements from child development theory and practical experiences of the writers. It is intended that this material will be used to stabilize and increase the child's cognitive and linguistic growth through effective diagnostic and prescriptive teaching. Assuming that children are continuously learning, this curriculum material is written to be used for individualization of instruction to meet the needs of children at the teacher's discretion. Four- and five-year-old children learn through intensive sensory-motor activities and the manipulation of things. They learn a great deal from each other as well as from the language and behavior of the adults with whom they are involved. Aides and parent liaison workers play an important role in the educative process of our children. Likewise, parents are expected to become involved in the program as much as possible, as e.g., classroom volunteors, teacher substitutes, paraprofessionals, or resource persons. "Home Follow-Up kits used by parents in the home serve to reinforce or teach what children need to know. (Author/JM) DUCEDTHISU.S DOCUMENTNATIONAL EDUCATIONEXACTLYDEPARTMENTEDUCATION INSTITUTEAS HAS O. RECEIVEDWELFAREOF BEEN HEALTH. OF REPRO I-ROM BALTIMOREEARLY .ATEDUCATIONSENTSTATEDTHEADMISSIONS LNG PERSON OFFICIALCITY IT DO POINTS NOTPOSITION OR NATIONAL ORGANIZ.,TiONNECESSARILY 01-PUBLIC VIEW OR INSTITUTE. POLICYOHPROGRAM OPINIONS REPREORIGIN SCHOOLS OF CURRICULUMSUGGESTED IMPLEMENTATIONGUIDE FOR PreparedJoniMabel by: Hayford GrantMarjorie WashingtonProgramMargaretFlora Johnson Assistants Turner ElaineVelma Evans, Page, Project;Coordinator Manager, Parent Early InvolvementAdmissions Program February, 1974 Introduction . This suggested curriculum for use in the Early Admissions Program prescriptivewithchild'sintendedopment four theoretical cognitive thatyear teaching. thisold and andchildrenmaterial linguisticpractical drawswill experiences growthbemainly used throughonto elementsstabilizeof theeffective writers. from and childdiagnosticincreaseIt devel- is the and materialdiscretion.izationAssuming ofis instructionwritten Fourthat and childrenwith five to the meet year areidea thecontinuouslyold that needschildren it ofwill childrenlearning,learn be used through at forthis the individual- intensivecurriculumteacher's greatthesenory-motor adults Aidesdeal fromwithand activities parenteachwhom theyother liaison and are as the involved.wellworkers maniputation as fromplay thean of important languagethings. androleThey behavior in learn the aof 41. Follow-Up"persons,roombecomeeducative volunteers, involved they processKits relate usedin teacher ofthe ourbyto program parentsthe children.substitutes, program in in as the toLikewise,many paraprofessionalshomeenhance ways serve parentsasthe possible.to curriculum. reinforce are or expectedresourceAs or class-"Home teach to parentsofthat the whichWe children. andbelieve children Early that Admissions need all tochildren know. staff can workIt learn.is together a cooperative to foster effort the wherebydevelopment VelmaProject Evans Manager EARLY ADMISSIONS Table of Contents Part, Pages SelfManagement Awareness and School II,I, 1-3 WhoSelf Am Identification I II, 1 TalkIdentification About Self of Body Parts,Functions II, 1 FoodsClothing II, 11 IdentifyHome Relationships self II, 32 FunctionsIdentify Partsof Body of PartsBody II, 54 PetsFamilyMoods and and Emotions Home Relationships III,II, 6-91-56 LivingPeopleSchool in the Community IV, 5-91-41 EARLY ADMISSIONS- 2 - Table of Contents Continued Part, Pages PhysicalLandscapeBuildings aspects IV, 111010-13 Learning AboutTransportationSigns the and Farr Signals IV,V, 14-34121-10 FoodsAnimals V, 73 HolidaysSeasonalLearning ChangesAbout Zoo Animals .VII,VII,VI, 1-45-11 A.; MANAGEMENT AND SCHOOL Part I, page 1 The staffConcept prepares the classroom, Make a map or sketchActivities of theroom. Include 1. Arrangementandinterest attractiveness. according of Centers to useof map,all centerssuch1. as:Library and areas of interest on the 4.5.3.2. MusicTableBlockbuildingEasel top- Painting toys Area 9.8.7.6. VisualListeningHousekeepingUater PlayArea Area map.andPlace placing 10.AllowequipmentMath materials.children Area and materialsto help with in roomselecting from 2. work.interesttoBulletin display and boardsitems children's ofare current made art childrenArrangePictures acan few relate picturesof nursery to immediatelyat rhymes the beginning such thatas: theirAs children school,Sceneswork can areofetc. be childrenintroduced displayed. at hometo art- materialsgoing to MANAGEMENT AND'SCHOOL Part I, page 2 3. Thing's:Concept must be done to keep order A schedule of dutiesActivities must be made ona daily The staffreadiness.in the learns room andabout hove the materials childrenin Childrenorderandor weeklyto to have entermaintain basis needed on for amaterials staggeredneateach andstaff ready. orderlybasis member- room, ingenerally who will be in the center. postchildofStafffive each a at andwilllist childa the time reviewof.same. parent.before until together entrytheInformationNote entire tothe any know personal allergiesclass isthe:name strictlyappears. history andof the willableofareconfidential! children incenterto eachtell aroundand familybecause Be educational apprised things- ofwhere having that of theybackgrounds. how staffknown live many might other-members numberTalkbe getsonshouldmightmembers each to have beschool.ofchild placedbeenfamily committed in on -center gettingperhaps to before, memory importantanother beforeetc. childin-Zormation Emphasishe helpsonParentsfortable a staggerednew and atgroup school.children basisin learning feel-Children eachcom- routines.group enter andChildrenbyTeachers name.cards learn Childrengreetare placed eachparents learn others'on andteacher'stables childrennames. for names.childrenNameupon tagsarrival to andIndividualchildidentify. labeled places Tagscubbiesfor his eacharename or pinnedchild's lockerscard onin belongings.eachpocketare identifiedchild. chart.The MANAGEMENT AND SCHOOL Part I, page 3 Concept Teachers demonstrateActivities how to hang clothing properly. environment.Children learn about the room Teachersof theThe room blocktake are childrenarea identified on tour of usesroom. shown.Areas Children learn safety rules for TheToys ListeningVisualMath Languagefor Areaindoor Area AreaArea and duringoneconcentrateofGive the areaan theroom, overview at days on athen time media.Childrenindoor and learn outdoor different play. art guidedandIntroduce cleaningoutdoor in oneproper activitiesup media after procedures at use. a time. for following.gettingChildren materials, are lunchhandwashing,Children procedures. learn toileting routines and for roomUseRefer proceduresfacilities to HANDBOOK bestand for staff'ssuited suggestions. toability school to or implement. class- Part II, page 1 I. Who Am I? SELF AWARENESS B.D.C.A. AgeAddressSexName and birthday (month & day) II. A.Self-Identification(What(BackgroundRecognize child caninformation own or image cannot - dolikes, dislikes) B. Recognize2.1. RecallVerbalize selffacts aboutin about relation observation self: to othersname, of self address, sex, age, birthday 1. c.b.a.VerbalizeActionsSexName about observation of self in relation to others III. Identification2. MakeinD. mirror. Ciothinga descriptiveof body parts statement and functions about self and images reflected D.C.B.A. FinishShowPointIdentify me toan what whatandincomplete you labelyou have use body formtwowhen parts of, you etc. eat, walk, etc. IV. A.TalkF.E. DescribeDirectionalitiesGive about child self facial three expressionhands- left, .("What's right - pictures -wrong ofwith happy, this?") sad SELF AWARENESS Part II, page 2 C.B. AskHow whydoes the this person picture is happy,make you sad feel? Relate to self-interpretation V. B.A.TalkCommunityHow about are selfyou workers likein relation me or other.peop to other people-le? VI. B.A.ClothingC. ColorsTextureClothing for sexes VII. FoodsC.B.A. FarmerAnimalsFruits, that makeand thatvegetables, other usprovide healthy workers meats,food dairy foods,breads VIII.A.D.FamilyFamilyWhatJobs andhelpspeople identification-family Home things do Relationships grow? roles ActivitiesB.SELF-AWARENESS BuildingBackgroundActivities a Conceptinformation to ofbe Selfdeveloped before the use ofDiscovering How to Learn. Earlychildout more OneAdmissionsgrows ofabout thein self-confidencethemost group kind significant of of equals person as values lies hehe learnsreallyinfor the isabout thefact through child thathimself inhishe being hasandexperiences. agains achance member skills to ofThe findinan SELF AWARENESS-IDENTIFY SELF Part II, page 3 usingI.followingWho and Am learningconceptsI?