Hi Tammy--
In my experience with mentoring teachers, I have found it can be hard for them at times to be able to respond to children's interests that are demonstrated in the classroom, to let go of the idea that they must have "units", that their lesson plans must look like those in the text-books they may have had as undergrads and in practice teaching.
The fact of the matter is that we have to remember that young children are so cognitively ego-centric-- their current level of thinking is so much working in reference to their personal experience--that they get much less from study of things outside that experience. I find that "units" studying topics that are set up by the adults, and that have no reference to what children have personally experienced, serve to impress adults-- parents, perhaps-- but are not particularly effective for children.
If you think rather of some of the
skills that you want children to gain-- i.e. careful observation, reasoning about the relationship of different ideas, the ability to act out or represent things in their art work that they have observed or learned-- these skills can be worked into any topic which the children have been drawn to.
I would suggest that you ask teachers to take some time in the classroom where they are able to observe what children seem to be drawn to over a one or two week period. What are they attempting to depict in their art work, what are they building in blocks, what are the themes of their pretend play scenarios both outside and in the classroom? What are they acting out in their sand table play or talking about when working with play dough? Of a variety of non-fiction books available, what ones seem to draw their interest? If it works in your setting, consider having a group walk in the neighborhood and ask for and write down their "notice-ings" at a meeting when you return.
If teachers observe carefully what comes from children in their play, their art and their conversations, many "beginning of a project ideas " can come from this to design some projects or studies around. And then skills are attached to those topics. As others have mentioned, some of the writings about project based learning and the Reggio Emilia approach are very good in helping teachers to structure this so it is workable for them.
Once the teachers have their topics that came from children, then they are free to design learning experiences and activities that make a solid plan for curriculum design-- and lesson plans can be drawn from that planning. I think you are right to try to steer the curriculum in the direction of study of what children's personal experience excites in them.
Good luck!
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Monica O'Gara
Woodbine MD
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Original Message:
Sent: 01-10-2023 01:40 PM
From: Elizabeth Tatman
Subject: Helping teachers choose areas of study that are relevant to preschoolers
Hi Tammy,
I do see what your are saying to an extent. One of the themes we do in our curriculum is around the world. I have a hard time thinking can 2 year olds really grasp this? Many times it might be a question of is this topic age appropriate. On the other hand could it be part of our job to put these topics on their level. I don't have material on this topic per se, but I am curious what others might say.
That being said, we teach the arctic and Polar bears. We teach hibernation and bears. Yet our kids only see bears at the zoo. My son's first time to learn about hibernation was when he was 3 and he was so fascinated. Exposing them to a lot of educational /science topics can be fun. The point is they are always learning and having fun. As far as snow and ice, there are plenty of video out there. During circle time when you discuss weather and winter, mention in some areas it gets a lot colder! I live in Iowa where we have plenty of snow and cold, LOL. I did however live in Salisbury, MD for 4 years. We got a dusting of snow 1-3 times a year. I suppose you being further south don't have that. But imagine bringing in some of that fake snow for a sensory bin and or big pom-pom's for a snow ball fight! They would have so much fun. Partly it's getting them to use their imaginations and then seeing there is so much around the world and that the rest of the world might be different than where they are. Sometimes we do ocean themes, yet many of our kids have never bean to the ocean. (lakes, perhaps, lol.)
Lastly not sure if we are allowed to mention companies on here. We use a faith based curriculum which we love, but the themes can be "weak". We supplement with My Big World and it has great resources for those type of themes. Hope a different perspective helps.
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Elizabeth Tatman
Council Blfs IA
Original Message:
Sent: 01-09-2023 12:04 PM
From: Tammy Foster
Subject: Helping teachers choose areas of study that are relevant to preschoolers
Hello everyone - I am the curriculum director at my school and we serve 2 year old's through age 5. One of my biggest struggles is getting teachers to choose subjects that are relevant to preschoolers. For example - we are in SE Virginia and do not get a lot of snow, yet many of my teachers choose to do snow and ice themes in January. Many of these students have never seen snow, or if they have they surely don't remember it. I am looking for research and resources that will help me educate my staff as to the importance of choosing relevant subject matter for their students. Any advice on how to encourage them to make these changes would be helpful as well. We have several of the Creative Curriculum Studies so the resources are here for them to use, I just need them to buy into making the change. Thank you!
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Tammy Foster
Curriculum Director
King of Glory Preschool and Kindergarten
Williamsburg VA
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