Curriculum Development
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Description
At Aero Kids we aim to provide the following;
A life long process in which each child is engaged. It is expected that a child approaching five years of age will be further along in the process than a younger child, however, each stage is valuable and contributes to further development.
Professionals as: learners, supporters, instructors, providers of encouragement, redirector, extender, enhancer, helper, gate-keeper, facilitator, translator, communicator, connector, initiator. Architects and designers of the environment and gate - keepers in order to determine what children have access to in order to construct meaning.
An emergent curriculum that develops when exploring what is socially relevant, intellectually engaging and personally meaningful to children. The basic idea is that organic whole learning evolves from the interaction of the classroom participants, both children and adults (Jones and Nimmo 11994 page 3).
A physical environment that is a major provider of opportunities and possibilities well as a literal depiction of the identity, traditions, priorities, history and vision of the service. The arrangement of the environment and what is in reflect the image of the child that professionals hold.
Provisions as opposed to activities. The emphasis in current approach to Early Childhood curriculum is on investigations and projects that build on children's strengths and interests and that respond to children's questions rather then one off experiences based on what adults perceive children are interested in or know.
A life long process in which each child is engaged. It is expected that a child approaching five years of age will be further along in the process than a younger child, however, each stage is valuable and contributes to further development.
Professionals as: learners, supporters, instructors, providers of encouragement, redirector, extender, enhancer, helper, gate-keeper, facilitator, translator, communicator, connector, initiator. Architects and designers of the environment and gate - keepers in order to determine what children have access to in order to construct meaning.
An emergent curriculum that develops when exploring what is socially relevant, intellectually engaging and personally meaningful to children. The basic idea is that organic whole learning evolves from the interaction of the classroom participants, both children and adults (Jones and Nimmo 11994 page 3).
A physical environment that is a major provider of opportunities and possibilities well as a literal depiction of the identity, traditions, priorities, history and vision of the service. The arrangement of the environment and what is in reflect the image of the child that professionals hold.
Provisions as opposed to activities. The emphasis in current approach to Early Childhood curriculum is on investigations and projects that build on children's strengths and interests and that respond to children's questions rather then one off experiences based on what adults perceive children are interested in or know.
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Curriculum Development