Module 5: Curriculum development process [Source: adaptation of www.freeclipart.com] In Module 2‚ 3 and 4‚ we discussed how philosophy‚ psychology‚ society and history events influence curriculum. In Modules 5‚ 6‚ 7 and 8‚ we will examine the different phases of the curriculum development process. The first phase is curriculum planning followed by curriculum design‚ curriculum implementation
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. Curriculum and Service Provision II.A. Adult/Child Interactions and Curriculum.................. 122 II.B. Alignment to the Illinois Early Learning Standards and Guidelines............................................................... 135 II.C. Family Involvement in Curriculum............................. 163 II.D. Family Culture and Curriculum.................................. 193 II.E. Program Flexibility....................................................... 203 II.F. Children’s
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In the service of social harmony‚ politeness often discourages the expression of negative emotions even if they are felt and encourages the expression of positive emotions even if they aren’t felt. I completely agree with this statement as I have often observed people responding in this manner. We have been always taught to be nice to others even if they do us bad or say something nasty but I feel that it limits the freedom of speech and also you are not being true to yourself and to the other person
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One of the main models of cultural identity formation is that of the African American identity model. The model describes stages in which the African Americans go through in moving from self-hatred to self-acceptance. The model is representative of four stages; pre-encounter‚ encounter‚ immersion-emersion and internalization (Mio‚ Barker‚ & Tumambing‚ 2012). The pre-encounter stage depicts the African American as a white frame of reference and devaluing their internal and outward traits. There
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To demonstrate a detailed knowledge of curriculum theories and principles within my own subject area. 2) To evaluate‚ with minimum guidance‚ the social cohesion of curricula with regards to gender‚ transgender‚ age‚ ethnicity‚ race‚ religion and sexual orientation. 3) To demonstrate a detailed knowledge and understanding of the theories and principles of education for sustainable development. There are many different definitions for the term “CURRICULUM” and they all appear to have at the heart
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Multicultural Competency Paper Michelle L. Jackson University of Phoenix PSYCH 535 Dr. MARY ANN CEJKA April 28‚ 2013 Multicultural Competency Paper Individuals are influenced and developed by a multitude of factors such as gender‚ race‚ culture‚ ethnicity‚ and social economic engagement. These factors may affect a person’s judgment and create a person to develop unfavorable or inaccurate biases about others. “The terms multiculturalism and diversity have been used interchangeably
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Systems and Multicultural Approaches CJHS/400 Robin Webb 11 April 2015 Robert Greenwood Systems and Multicultural Approaches Culture and ethnicity have become major influences on the interactional styles and structure of families and even workplaces. People from diverse cultures interact with one another as well as share ideas‚ so attention has to be given to culture. Individuals need to understand their own cultural background‚ which may act as a basis of understanding others too. Culture can
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Creative curriculum I. Introduction: Creative curriculum A.) Description of what is Creative Curriculum II. Theories and research behind Creative Curriculum A.) Maslow B.) Erikson C.) Piaget D.) Smilansky E.) Vygotsky F.) Gardner III. How children learn and develop A.) Areas of development 1.) Social/Emotional 2.) Physical 3.) Cognitive 4.) Language B.) Individual differences IIII. The learning environment A.) Setting and maintaining the classroom
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Emergent Curriculum Children between the ages of one and five do not learn because they are taught. They learn as a result of their own doing…through Loris Malaguzzi actions‚ relationships‚ inquiries‚ opportunities‚ Founder of the Reggio Emilia Schools‚ Italy and repetition. This knowledge is the foundation of SFLC’s emergent curriculum. Our teachers become research partners with children‚ seeking answers to questions and supporting investigation. Our school is their laboratory‚ offering the materials
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Multicultural education aims to provide every student with equal educational opportunities and receiving equitable educational benefits. (Banks‚ 2005‚ Drum & Howard‚ 1989) Ultimately‚ it provides a level playing field‚ regardless of social backgrounds and concretizes social justice. (Grant & Sleeter‚ 2005) It is an ongoing process and it need not be limited to curriculum changes‚ but instead incorporate reform in the total school or educational
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