CHD 215

Theories and Models in Early Childhood Education

Spring Semester
Instructor: Dr. Kathleen Ludlow
Topic: Early Education Curriculum Model
Submitted By: Sandra Myers
Date: March 4, 2015
Preschool
Ms. Sandisori (ACPCO) Active, Creative Projects, Constructivist,
Observational Preschool Connection
Theory is Based On
Theoretical basis of Montessori, High Scope/Constructivist,
Reggio, and Project approach
Philosophy
Our purpose is to lead children from where they are to new
accomplishments while maintaining their interest and active
involvement.
Our curriculum is challenging, engaging, and developmentally
appropriate and promotes positive outcomes for young children.
We provide an interesting indoor/outdoor learning environment
were each child can start and expand projects, explore and grow.
Our aim is to develop childrens senses, early education skills,
practical life skills, play activities, observation practice, and
character; it consist of time for children to plan, carry out, and
reflect on their learning.
We encourage children to learn on their own through involvement
with teachers, parents, materials and creative explorations. We
believe school and family must work together.
We believe children learn best by doing, we allow and encourage
children to meet their needs through easily accessible individual
spontaneous activities or in small groups in an active home like
environment with child size furniture. We see children as
competent, strong, inventive, full of ideas, and capable learners
that learn through many different experiences in school, we
believe there is no wrong way for children to learn.

Population
We serve toddlers and preschoolers of multiethnic, multiracial,
multi-religious, and multicultural backgrounds, children whose
home language may or may not be English, children with
socioeconomic status of working class and of low income families,
and children with disabilities. We emphasize experiences that
reflect the childrens cultures, cultural values, and communities.
We support educational equity for children who are learning a
second language, we encompasses all children and an array of
preschool settings.
Curriculum Elements
Preschoolers like to investigate we use home like, active, and
aesthetically pleasing classrooms and space for children to
explore materials, each other, adults, and the world around them.
We use materials that can be open ended or specific to one
project, a learning center, or typical daily task. The children can
work independently or in groups using a hands - on approach.
Our curriculum promotes experiences in which childrens thinking
moves from the simple to the complex, from the concrete to the
abstract; we provide opportunities for children to initiate activities
and projects, but offer teacher initiation and scaffolding.
The children can express or discuss their experiences with
material or projects, and the teacher will help them to plan and
record their ideas, and questions.
Our goals address childrens physical well-being and motor
development; social and emotional development; approaches to
learning; language development; and cognition and general
knowledge.
We focus on helping children acquire deeper understanding of
information and skills in subject areas such as language and
literacy, science, mathematics, social studies, and visual and
performing arts through a variety of active independent or group
strategies in which they can explore, inquire, discover,
demonstrate, and problem solve.

Teachers have knowledge on child development, classroom and

space organization, teaching strategies, and engaging families in
the learning process through regular communication.
Teachers observe, analyzes, and provides materials, projects, and
activities appropriate for the childs sensitive periods of learning.
Teachers provide care and education for the whole child, a safe
and secure environment, plan activities based on childrens
interest and needs.
Teachers facilitates learning through encouragement, engages in
positive adult-child interaction strategies and work collaboratively
with other teachers.
Family Involvement
Meaningful family engagement in your childs early learning
development is supported in our curriculum, the childrens
progress can be tied to classroom activities and home activities.
Development and learning are strongly reinforced when family
involvement is inspired. We will discuss changes in your child
readiness skills, have open dialogue about your childs strengths
and any areas of potential concern for families or teachers.
Families and teachers work in partnership to ensure that children
receive appropriate instruction and experiences to develop as
learners, using their curiosity, creativity, and initiative.
We will support and provide frequent community based parent
education programs based on family needs, we encourage parent
participation on advisory committees, boards of directors,
program planning and evaluation teams, parent support groups,
and offer parent/professional training, along with holiday
celebrations, volunteer appreciation, and multicultural events.
Regulation & Evaluation
Ms. Sandisori preschool entry level program leaders must have
one year community college certificate, or two year associate
degree in approved course of study in a child related field with a
minimum of 30 total credits, they must meet licensing
requirement as follows: age, TB screenings, sworn statement,
criminal record report, child protective services, and have ability
to communicate with emergency personnel; staff must also meet

licensing training requirements within six months after assuming

program leader position, training must be related to care of
children such as, but not limited to child development,
playground safety, health and safety, and preventing/reporting
child abuse and neglect.
Head teachers require Bachelor, Master, or Doctorate degree and
are salaried employees, they must meet licensing requirement.
Entry level program aide require no experience, but must meet
licensing requirements as prescribe for program leaders.
We make ethical, appropriate, valid, and reliable, assessment a
central part of our preschool program. We use the Preschool
Program Quality assessment (PQA) to evaluate the quality of our
early childhood programs and identify staff development needs
along a 5 - point rating continuum which address adult-child
interactions, learning environment, daily routine, curriculum
planning and assessment, parent involvement and family
services, staff qualifications and development, and program
management.
Childrens assessment is done through informal assessment
techniques such as individual portfolios, and observations which
are done by the teachers through use of developmental checklist
and anecdotal notes, and parent teacher conference forms;
beside these methods we may use some form of standardized
test to demonstrate skill mastery.
Information about the childs participation in the program, a copy
of assessments in relation to ones own child, and the content and
operation of the education program as it relates to ones own
child must be given to a childs parents when requested.
Overall evaluation of the programs effectiveness in meeting
needs of the children, families, and the community will be
conducted within a system of federal, state, and district
expectations that focus on program standards as well as learning
standards.