Urriculum and Methods for Early Childhood Educators

Final Paper

This paper should be a combination of philosophies, theories, and concepts learned in this course, and demonstrate how they apply to the early childhood classroom. The primary focus will be on the comprehensiveness of the many components that are necessary to consider when designing curriculum for the preschool or young childas classroom.

For the Final Paper

Select an age group (Pre-K, K, 1st, etc).
Identify and discuss the theories and/or philosophies that reflect how you envision your classroom and curriculum.
Provide an overview of the concepts you will teach in each academic area (math, reading, science, and the fine arts).
Provide two specific examples of activities that will demonstrate how you will teach these concepts in a way that is representative of the theories/philosophies you discussed referencing the National Association for the Education of Young Children Standards or your state standards.

Your paper must be seven to eight double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in your approved style guide.

Writing the Final Paper

The Final Paper:

Must include a cover page that includes:
Name of paper
Students name
Course name and number
Instructoras name
Date submitted
Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must include at least two outside sources.
Must use American Psychological Association (APA) style as outlined in your approved style guide to document all sources.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in your approved style guide.
Must be well-organized and reflect college level writing.
I want the same author who wrote the outline order #851938 to write this final paper. Below is the outline. Thank you.

Introduction
This document provides a detailed outline of curriculum guidance and methods for people working with Pre-K age group children prior to compulsory learning. This outline is well developed for review, development and best in promoting good class practices. It contains planned experiences and play that will enhance good learning opportunities as well as consistent progress for those children in this age. It will explore what an early childhood educator should teach and how to teach it.
Philosophies/theories
The direct instruction is an approach where stems of behavior and social training techniques view child education as an input from the environment. The educator presents information to the class and whole groups. He or she structure or drill a practical lesson where they teach discrete skills and isolated facts. These lessons are fast paced and ensure consistency in classrooms (guide, 1998).
Socialization is an approach whereby the educator holds open classroom for children to socialize. The teacher developmentally provides nurturing and stimulating materials to the children. This model provides freedom for interaction and unstructured play. The teacher provides to the children their creativity and experiences that helps in childas progress as well as reflecting into community values (guide, 1998).
The constructive approach is where educators endorse children with an active exchange between them and the environment. Activities in this lesson include problem solving, reasoning and coming up with new ideas. This activities foster childas learning and improves their thinking.

Learning areas
Educators should endorse children with language formalities, social practices cognitive and physical development. Mathematics, science and fine arts are subjects basic to a certain curricular. Mathematics includes simple counting like determining the number of eyes, legs, ears, wings, antennas and other physical appearances in living things. They also know about addition, subtraction of small figures. Science makes children get curious and enthusiastic on physical concepts of the environment (Rather, 2004). These include exploration of water, air and living things. They explore their properties to determine why they exist that way. Fine-art is an area involving construction, rearrangement and building of a variety of items they use both at home and school. They make objects of different sizes and shapes as well as coloring. They are also involved in sticking, folding and cutting materials.
Educators engage several approaches to teach children in various occasions. For example, socialization would best fit where children work in open class where they interact with people, physical characters, insects and plants. The direct approach best fits in classes involving simple mathematics where the educator gives instructions for a problem to be solved. The constructive approach helps children in designing, assemble and build simple artifacts provided by the environment (Rather, 2004).

References
guide, D. p. (1998). David W Barnett; Susan H Bell; Karen T Carey. New York: Guilford Press.
Rather, A. R. (2004). Theory and principles of education. New Delhi: Discovery Pub .