NAEYC Standards of Teaching Paper Example

Part One

Curriculum Proposal

An emergent curriculum demands that an educator teaching young children vacate the traditional and conventional mode of teaching and introduce a thoughtful plan that will cover children's' skills and needs. Educators are encouraged to use flexibility and creativity as they react to the classroom needs and the children's needs. The curriculum will follow comments and observations made after a careful reflection and observations of the young children's ability to conceptualize the environment and exposure to the different specimen. Therefore, the emerging curriculum is drafted by the teacher, working along the learners as constructors of learning while concentrating on the children's thinking, comprehension, and questions (Stacey, 2011). For a complete set of the curriculum, the educator plays the role of an observer, guide, research partner, and ask open-ended questions that will continually reflect and show enthusiasm in the process of learning. This paper thus focuses on an emergent curriculum that covers literacy, math, social studies and science. The study of focus will be small animals living in the grass. The curriculum will encompass theoretical and practical aspects of the subject, ensuring that every child benefits from the four areas of laerning (Tanner, 2007).

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Literacy: studying books about grasslands such as "Grasslands" by Paola Sato, and "Let's Visit the Grassland" by Jennifer Boothroyd. Exposure to terms and terminologies used when describing the creatures will be used to support the young learners to speak, read, listen, write and view as a way of improving their literacy (Prince Edward Island, 2008). It will be easier for children to conceptualize what they are writing or reading as they have already seen it and know what it is. On the other hand, what they have been reading and writing or listening to their teachers will be vivid and comprehensible to their learning as they can see and interact with. For instance, when told to write the word ant, or grasshopper, they already know what it is as they have seen it. As such the learners will enhance their vocabulary, articulation, diction and correct pronunciations (Prince Edward Island, 2008).

Social Studies: While concentrating on learning Social Studies, the teacher will be expected to fully lead the young children to understand their environment and interact with the real world through resources such as Map of the World, Grasslands in North America. For instance, the curriculum recommends that the students be allowed to visit grass in their compounds to have the first-hand grip of what is contained in the theoretical work they study in class (Egan, 2012). For instance, the program recommends that the children be taught the different types of animals living in the grass, the relationship between them and the environment, and how they are expected to live with one another while interacting freely with nature. When taken to a field, they will be exposed to different species of artifacts. As they interact with one another with the guidance of their educator, they will improve their understanding of the theoretical learning they have and will encounter in class. For example, when taught of crickets or grasshoppers and have seen their pictures in the books they will aptly comprehend. Another example, a museum may be showing films about small animals like the ants, snails, the different species of insects.

Maths: the children will participate actively in mathematical investigations including discussions and solving problems. During the exposure, the children will be expected to count the number of grass animals they encountered, estimate their size; estimate the speed at which they move. By doing this, it will be easier for the young learners to understand numbering in numerals, instill the ideas of adding and subtracting, conceptualize speed, length, heights, and width of items around them. It will, in turn, play a pivotal role when they are asked to calculate the different aspects of a given item. The tutor could also engage the learners in molding numerical figures; collect some items and measure distances.

Science: The teacher will lead the children to make animal moulds from plastisine. The scientific concept will be real as the discoveries and learning materials are translated into measurable and tangible facts. The curriculum will also expect the students to demonstrate to the others what they have seen, read and interacted with while in the field.

Educator's Role

To run this curriculum, my primary role as the educator is to work as a researcher. With the researcher-tutor role, it is possible to attentively listen, document and observe what the children are doing or working on. For instance, when they busy in the museum or a forest interacting with the environment it is thorough to learn alongside them as we engage, ask and answer the question that emerges. The free interaction provokes co-constructs and stimulates thinking amongst the children and makes learning easier and enjoyable (Highland Plaza United Methodist Preschool, 2016). As the teacher, it also enhances my ability to reflect on their teaching and learning. Again, for the effectiveness of the implementation of the curriculum program, it is important to document the visible changes amongst the learners that will inform the next cause of actions and learning processes. Additionally, observation and interpretation of the activities the children are engaging in and explaining to them whatever they may deem important is important to hold, is important in creating a context of the deep learning process that promotes the learner as an independent researcher or investigator. The other role is to organize the environment as this organization creates inspiration for the children's learning. This includes setting up the appropriate artifacts and fields that the learners will interact with as they study. My other role is to aid the young learners to see the connection between their experiences and learning as well as help them to express their gained knowledge through the projects they are undertaking (Highland Plaza United Methodist Preschool, 2016).

Part Two

NAEYC Standard / Subset of the Standard

This curriculum addresses at least four out of the ten NAEYC standards. Among them is Standard One; that allows students to visit the program. Secondly, the curriculum focuses on standard two that aims at achieving all aspects involved in child development including the cognitive, physical, language, emotional and social aspects. Children are allowed to play and interact with one another as well be creative while learning. For instance, they are allowed to find small animals, enquire about them and challenge one another with inquisitive questions that provoke continuous understanding of several subjects. At some point, the teachers provide necessary materials such as drawing, curving and modeling clay to keep the children interested.

The program also concentrates on standard three that encompasses all the critical aspects of teaching including assessing, documenting and continuous observation of the kids. This allows teachers to monitor and understand the different capabilities, learning styles, capacities and interests which then inform them on what appropriate method or approach they will use for each particular kid. I will also address standard nine in my artifact of the program, where it addresses the need for a healthful and safe environment that offers appropriate both outdoor and indoor activities. Both teachers and parents ensure that there's a variety of equipment or material appropriate for kids' ages, abilities and skills that will foster improved learning.

Curriculum Standard

The standard will focus on relationships, the curriculum, teaching, health, families, and assessment of the children progress, community relationships, staff competencies, physical environment and leadership ( National Association for the Education of Young Children, 2018). The program should use a variety of teaching approaches build relationships and promote learning and social development. The emerging curriculum should promote the nutrition aspect of the children, support teaching staff that is qualified and competent and can create and maintain collaborative relationships with the children families. More importantly, the program should employ a safe environment that provides appropriate indoor and outdoor environments and effectively employs all policies, systems, and procedures that support strong personnel and stable staff.

Teaching

Teaching involves assisting leaners to accommodate changes in the new program and also adjust to the new environment. The teachers are required to resolve internal conflicts that may emerge within the children by identifying their feeling towards learning offer them various ways to achieve better results and avoid physical punishment as result of failure or perceived delayed understanding of learning processes of particular subjects. When interacting with the environment, the educator will allow the learners to pronounce terms and terminologies as well as write the term they encounter while interacting with actual items they see and touch. The educator is expected to guide and answer questions that may emerge from the learners to help them internalize what they will see comparing to the theoretical aspect of the class.

Artifact

I am using the emerging curriculum as artifact, because I found in it the opportunity to exploit the interests of students. My artifact has a great impact on the learning of my students because it will be a conduit to the best development of their cognitive skills. Rationale of the ArtifactI chose as an artifact the emerging curriculum that I developed, to offer the students the appropriate information that would lead them to promote their learning. It also allowed me to have the vision to teach all areas of development.

Reflections

I know that I have been able to improve my teaching and learning because I have managed to address the NAEYC standards and also articulated my artifact clearly. The children that I teach gain knowledge at a complex level with a genuine enthusiasm for more learning as it encompasses topics of interest to them making explanations and comprehension easy. Also as a co-learner and researcher in my line of profession, it makes it interesting to teach new topics to the young learners as they are more engaged and interested in every topic I introduce to them.

My professional practices have improved I educate the children with relevant information because I follow all the ten NAEYC standards of teaching and applying them equally across all children. Through the experiences I went through I have to put as much attention to the other kids as I would the special kids and also know how to treat them as equals even thou one of them is special have learnt that following the standards help the child to develop and grow regardless of the situation that they are in an early childhood being the very key turning point for a child them much more effort and skills and resources have to be put in it to ensure success and development. Education becomes more meaningful and practical among the learners rather than the traditional approaches that follow a blind curriculum. It is easier to understand the trajectory of learning as it happens among the learners.

I plan to incorporate the skills and knowledge attained through this course by evaluating the needs and passions of the learners and later create a model of enthusiastic exploration and teaching. It will also help to draft lesson plans that are consistent with the demands of the children as the...