MECTS

• CURRICULUM -EARLY EDUCATION FOR CHILDREN AGED 3 TO 6 / 7 YEARS

Prof. Ţuca Maria

PROMOTED AN IMPORTANT CURRICULUM CONCEPTS

Global approach to child development, areas of child development

Integrated perspective on services for children in early childhood

Child-centered education

Experiential domains

Integrated teaching

Any activity in the garden is a learning experience

PHYSICAL DEVELOPMENT, HEALTH AND PERSONAL HYGIENE

PHYSICAL DEVELOPMENT, HEALTH AND PERSONAL HYGIENE

PHYSICAL DEVELOPMENT

Development of coarse mobility

Developing Mobility

fine

Sensory-motor devel

opment

HEALTH AND PERSONAL HYGIENE

Promovarea sănătăţii şi a

nutriţiei

Promoting health and 

nutrition

Promoting personal safety practices

GLOBAL APPROACH TO THE DEVELOPMENT OF THE CHILD

Development

global

Development

physical and health

Language development

and communicati

on

Skills and attitude

slearning

Development

socio-emotional

Development

cognitive

DEVELOPMENT SOCIO-EMOTIONAL

Developmentselfemotional

Development socio-

emotional

DEVELOPMENT SOCIAL

DEVELOPMENTEMOTIONAL

Developmentskillsinteraction with adults

Developmentself-concept

Developmentexpressivenessemotional

Developmentbehaviorpro-social

Acceptance andrespect for diversity

developmentskills interactionchildren close age

CAPACITIES AND ATTITUDES TO LEARNING

Skills and attitudeslearning

Curiosity and interest

Initiative

Persistence in activities

Creativity

LANGUAGE DEVELOPMENT, COMMUNICATION AND READING AND WRITING PREMISES

LANGUAGE DEVELOPMENT, COMMUNICATION AND READING AND WRITING PREMISES

LANGUAGE DEVELOPMENT, COMMUNICATION Developing the capacity of listening and understanding (receptivecommunication)Capacity development of speech and communication (expressivecommunication)

READING AND WRITING PREMISES Participation in the book experience, knowledge and appreciation cărţiiiBuilding the phonetic discrimination, sound association - pointAwareness Speak / writeAcquiring writing skills, using writing to send a message

COGNITIVE AND KNOWLEDGE OF THE WORLD

Cognitive and knowledge of

the world

Develop logical thinking and problem solving

Basic knowledge and skills Matamatic, Knowledge and Under

standing of the World

Elementary mathematical representations (numbers, numericalrepresentation, operations,concepts ofspace, shapes,understandingpatterns, measurement)

Knowledge and understanding of the world (the living world, earth,space, scientific methods)

INTEGRATED PERSPECTIVE SMALL CHILDREN IN THE SERVICE FOR

Integrated perspective involves the collaboration of all services for the infantto its educational needs, care and protection.

CHILD

Educational services

Social services

and protection

Health Services

CHILD-CENTERED EDUCATION

Children's rights

Compliancerateindividualdevelopmentchild

Types andforms

activitiesused

Moduleorganization

programdaily

Know and respect the child's individual needs and interests

By

Compliancespecificitylearningyoung ages(play, exploration,experimentation)

CHILD-CENTERED EDUCATION

Mode of observing and assessing children's achievement (success oechild centered, encouraging, observing and recording its progress todevelop to support and argue etc.).

Mode of interaction with the child and his family (individual approach tochild how to interact with it - attention, responsiveness, addressing mode, encouraging  intervention/corrective explanations etc. And createcoherence and consistency of educational intervention on the child by the interaction and communication with his family educator)

Way of organizing the environment (creating a stimulating, dynamic, relevant to the child and the types of activities, to encourage direct interaction with objects and interaction between children and between children and adults, its natural way to learn)

EXPERIENTIAL AREAS

1. Field of aesthetic and creative2. Field of man and society3. Language and communication sciences4. The psycho-motor

3

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2

Experiential areas: learning experiences in areas of interdisciplinaryknowledge

EXPERIENTIAL AREAS

- Each area proposed experiential learning experiences using knowledge and skills of a circumscribed area of  knowledge. This Domeni itself isinterdisciplinary.- Therefore, activities that offer learning experiences to be a single domainor multiple domains experiential experiential activities are interdisciplinary.- As the figure indicates, there may be activities that combine two, three or more  experiential areas.- The combination of these areas is facilitated by organizing experiential content

 on the six general themes proposed by the curriculum.

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What and how I want to be?

INTEGRATED TEACHING

When / how and what happens?

How is / was and will be here on earth?

Who is / are?

What and how to express what we feel?

Who and how plan / organize an activity?

Six general themes combine knowledge, skills and abilities in several areas of experiential and allow the involvement of several areas of development

Child's life experiences are interdisciplinary and involve all areas of development. Just need to build and of learning to be significant and lasting effects.

Integrated teaching addressing all areas of the balanced development by engaging children in various learning experiences and  enable the systemicknowledge building, establishing  connections between concepts, objects,phenomena, events, actions, feelings.

INTEGRATED TEACHING

1 BROKEN Separate and distinct disciplines.

2 CONNECTOR Themes within the discipline are linked.

3 NESTLEDSocial skills, thinking and content are tracked in a given subject.

4 SEQUENCESSimilarities are taught the same educational moments, but are separatedisciplines.

5 INTERSECTTeaching involves two disciplines and focuses on elements that are both

6 PALMAUsing a theme as the basis for teaching several subjects

7 STRINGThinking skills, social skills, multiple intelligences and learning skills arestrung among disciplines.

8 INTEGRATEDMultiple disciplines with overlapping priorities are examining to find skills, concepts and common attitudes

9 SINKComplex learning takes place through a single area of interest.

10TYPE NETWORK

Integration is done by selecting networks of experts and resources.

TYPES OF CURRICULUM INTEGRATED - FOGARTY

AAExperiential activities areas: thematic activities involving learning experiences in several areas experiential experiential or field (which isinterdisciplinary) that can be carried out in the form of projects or activities that combine several forms of organization: individual, group, pairs, front.

B Games and activities selected: selected activities for children with various options available for games and activities.

.

Personal development activities: routines, transitions, optional activities,activities during the afternoon.

All kinds of activities are different times of the daily schedule of all children inkindergarten and is learning opportunities in the most natural child.

ANY ACTIVITY IN THE GARDEN IS A LEARNING EXPERIENCE