- May 16, 2020
Curriculum Development for 2 and 4 Years Old Children
CurriculumDevelopment for 2 and 4 Years Old Children
Inany formal learning institution whether for the young or old, theremust be a plan prepared in form of a structure that guides both thelearner and those that facilitate learning for the learners. Thestructure that guides learners and teachers is the curriculum, underwhich schemes of work and lesson plans are mandatory. The task aheadis to prepare two lesson plans for two and for four year olds. Theplans will show the activities involved in literacy learning,materials needed, objectives to be achieved, and the actualassessments. The paper is a preparation of a structure of learningfor these young children.
OneWeek Lesson Plan for 2-Year Old
Attwo years of age, the learner is usually not able to communicate butonly utters some words here and there. There is no much of languageproduction but comprehension as there are limited vocabularies intheir communication. Those who facilitate learning, therefore, havethe duty to device interesting, comprehensible, and involving waysand activities which will provide more and more of inputs for themind to hold (Weigel, Martin, and Lowman, 2016). Retention is themost important for learning young mind, and as such, the teachershould come up with mechanisms through which the kid learns andretains to the maximum (Bateson-Toupin, Brady, and Gable, 2016). Letus have a look at what the work plan would entail.
Kidsare taught that there is decorum in a classroom and as such beforethey come in they should knock the door to acquire the attention ofthe teacher who would, in turn, tell them to come into the classroom.For those who seem to be out of place or cannot speak, giving them ahigh five would make them feel welcome and would get them feelsettled. Ask their names as they come in for those who can speak, andthat will create confidence in them to speak further.
Whenthe kids come into the class, the teacher then gives them a generalgreeting like, "Good Morning Class?" and they will answer,"Good Morning Teacher". That will prompt them to now sitand settle to their tables.
Thatis where the kids have to work with clay or plasticine which is usedto model any shape. The kids of this age would be given anopportunity to develop what each one of them loves like dolls, pets,and parents.
Thisis where the teacher draws images of those appearing on the teachingaids and then instructing the kids to shade them with their favoritecolors
Theteacher would teach the kids morning songs and goodbye songs suchthat when they get into the class, they know, to begin with, a song.While leaving school, they have a farewell song bidding the teacherbye till the next day they meet.
Theteacher trains the kids to begin each day with prayer, to pray beforeeach meal and end the day with prayer.
Forthe kids to come and knock so as to seek attention and be allowedinto the classroom, a door will be required for the knock, aclassroom setup, and the teacher`s presence. Settling down will needto have kids understanding the greetings and how to answer them, theteacher`s presence, and the class set up with tables and chairs forthe kids to sit. Modeling will need to have plasticine or clay, atable, a paper on which to place the earth and teaching aids. Forshading to take place, the kids will need colors, shading pencils,drawing books on which the images to tone will be drawn, teachingaids to hang on the wall, and class furniture. Music and prayersrequire a teacher and the brains shown the way to pray and sing. Kidslove singing and praying and thus just their presence gives the onlyresource needed.
Bythe end of the week, the teacher and child will accomplish thefollowing objectives
To participate in the decorum of coming and getting out of the classroom
To identify words that indicate the having respect and honor for the teacher and class
To identify the level of creativity in the child`s mind through modeling
To describe the colors match for shading and painting lesson
To create a culture of prayer and singing, and the purpose for the same
Informaland Formal Assessment
Theinformal assessment to be used will be leading prayers in the morningand before the close of the day. Each kid will have a day to lead asong and prayer in the morning and before the close of the day(Wilson, McNeill and Gillon, 2015). Formal assessment will be shadingon a book where the teacher will have a look and encourage thechildren to continue with good work of being creative and colormatching though cannot tell the name of the colors.
LessonPlan for 4-year old Kids
Afour-year-old child while learning requires having fun in the processof learning. Literacy consists of getting to know letters, shapes,colors, reading simple figures and numerals (Pears, Kim et al.,2016). Color matching, modeling, and drawing shaded characters arealso robust at this stage. The following is the weekly plan for the4-year old kids.
Descriptionof the Activities
Thekids are taught alphabets and are tasked to identify them, mentioningthem from A-Z in the classroom. They are also tasked with the abilityto differentiate between how the letters are written through lookingat them without written form. Further, the kids are taught numeralsof 0-9 where they are told to mention them by name without writing.
Fromthe teaching aids, the children are told to draw simple diagrams likechicken, girl, boy, so that they can differentiate between genders athome, domestic animals and their pets.
Inclass, the children are tasked with the duty to learn numbers andshapes that are basics. The shapes include triangles, circle,rectangle, and square. The shapes form the basis for further learningof the other types that are studied later in life.
Thatis where the children after drawing they are now taught on how tocolor the drawings they have drawn with the colors that they thinkfit the diagrams well. That includes mixing of colors and matching ofdifferent types of colors.
Thisis where the children are taught the names of colors and have thechance to identify the colors. They further give examples of wherethose colors are found and are traced.
Kids`creativity is tested with the kind of shapes they would produce withclay and plasticine. Further, they are given a leeway to do what theywant with the modeling materials so that what they come up with showswhere their passion lays.
Teachingaids, chalk of fountain board, and textbook are required for reading.For drawing, the materials needed are drawing paper, pencils,chalkboard, fountain board, book, and teaching aids. For figures andshapes, the teacher would need to have a chalkboard, teaching aidswith drawings, a textbook, and exhibits of forms. Coloring will needa teacher and children to have colors and brushes, color pencils,drawing books and a chalkboard with different colored chalks.Modeling would need plasticineand clay, while color identificationneeds various types of colors, teach aids with those colors, and achalkboard and colored chalks.
Bythe end of that learning session, the learners will have achieved thefollowing objectives
To draw various figures and diagrams as guided
To identify and mention numbers and basic shapes
To be able to identify alphabets and numerals
To be able to color sketches and match colors as they deem fit
To recognize and mention various colors as taught
To be able to model different forms figures and formations
Informaland Formal Assessments
Informalassessments will be to stand and help the other kids to identifyshapes, numbers, colors, alphabets and numerals. That will also showhow a child would teach and could become the teacher in the future.Formal assessments will be to give free exams where one will be ableto read and identify all those being on your own.
Thelesson plans are the guide to the actual teaching and are helpful toensuring learning achieves the set objectives. They also guide theteacher on the materials needed for the task to be accomplished, andas such they plan well in advance so that when the time for a certainactivity comes, everyone in the learning process is prepared.
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literacyskills in children with developmental disabilities and delays.Journalof School
Weigel,D. J., Martin, S. S., & Lowman, J. L. (2016). Assessing the earlyliteracy skills of
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Wilson,L., McNeill, B., &Gillon, G. T. (2015). The knowledge andperceptions of prospective
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