The Creative Curriculum

Topics: Developmental psychology, Child development, Jean Piaget Pages: 9 (2325 words) Published: August 14, 2011
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
B.) Establishing a structure for each day
C.) Creating a classroom community

V. What the children learn
A.) Literacy (Reading)
B.) Math
C.) Science (Discovery)
D.) The Arts (Art, Dance, Dramatic play, Music)

VI. Teacher's role
VII. Family's role
VIII. Conclusion

Creative Curriculum

The Creative Curriculum for preschool is a blueprint for planning and implementing a developmentally appropriate program. In this paper, I will briefly discuss the five components of the Creative Curriculum framework, along with the philosophies, theories, and research behind its foundation.

In our text, it tells us that in the late 1920, the focus was on physical and intellectual development, and the early education programs were based on the works of Froebel, Montessori, and McMillan. As education progressed towards the late 1940, the emphasis was on physical, social, and emotional growth (Eliason, et al., 2008). From the beginning, the creative curriculum has been based on the theories and research that inform decision making in the early childhood field. The findings include that of Piaget, Maslow, Erikson, Vygotsky, Smilansky, and Gardner. (Colker)

In response to Maslow's hierarchy of needs, the first priority of the creative curriculum is to meet the basic needs of children. Inside the classroom, the creative curriculum teacher creates an atmosphere in which children are safe, feel emotionally secure, and have a sense of belonging. It describes activities and teaching strategies that are challenging but are within the children's reach. It also suggests giving children choices and a role in determining how they will learn. Erik Erickson had a theory that consists of a sequence of issues that need to be resolved for healthy development to occur. One of those issues is trust versus mistrust .In a creative curriculum classroom, teachers establish a reliable safe atmosphere that reinforces the trust children learn at home and helps children who mistrust because of difficult experiences. Based on Erikson's issue of autonomy versus shame and doubt, the creative curriculum, teacher take care to help children become autonomous by providing structure while allowing the children to regulate their own behavior. The issue of initiative versus guilt, guided the creative curriculum to place a high priority on creating an

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Creative curriculum

Environment within the classroom that encourages the children to experiment, explore, and pursue their own interest. Using what they have learned from Piaget, the creative curriculum structures the environment and activities based on children's cognitive development. It guides the teachers to invite the children into a world of learning that they can manage. Creative curriculum teachers, give children many opportunities to work with concrete objects and to discover the logic of how these objects behave.(Bradekamp)

Sara Smilansky's research focuses on how children learn through play and the relationship of play to future academic success. The creative curriculum shows teachers how to create an environment that allows for functional play experiences, it also shows teachers how to validate and reinforce children's constructive play. High priority is placed on social dramatic play. The curriculum shows teachers how to interact with children to expand and learn from their socioeconomic play. Creative curriculum suggests outdoor games with rules and even...

References: Bredekamp, S., & Copple, C. (1997). Developmentally Appropriate Practice in early childhood programs. Washington, D.C.: National Association for the Education of Young Children.
Colker, L., Dodge, D., Heroman, C., (2002). Creative Curriculum for preschool 4the edition, Washington. Teaching Strategies INC.
Eliason, C. F., Jenkins, L. (2008). A practical guide to early childhood curriculum (8th edition). New Jersey: Pearson Education, Inc.
National Council of Teachers of Mathematics (2001). Principles and standards for school mathematics. Reston, VA:Author.
National Research Council.(1996). National Science Education Standards. Washington, DC:National Academy Press
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