Monique offers Oregon Registry Training for Set I Standards, as listed below. Please contact Monique to schedule an inservice training at your school or at Creative Roots.
Knowledge of the relationship between physical space, activities, experiences, and materials with child behavior, growth and development. Creating developmentally appropriate and culturally appropriate learning environments and curricula to foster optimum growth and development of children and youth.
Key Concepts:
|
Supporting Explanations:Curriculum is experience that allows learners to acquire, construct, and practice skills, concepts, creative expression, attitudes, and dispositions through interactions with others and through carefully selected materials and thoughtfully planned activities.
Learning environments include all of the relationships with people and all of the various interactions with materials in all of the settings in which people grow and learn. Children and youth vary in prior experiences, rates of development, learning styles, and interests. An environment that maximizes the potential for each person to acquire and construct knowledge, skills, and understandings includes a variety of opportunities. As individuals grow and learn, the specific areas of content may become the focus of study. It is important to know, understand, and use a wide variety of effective approaches, strategies, and tools to positively influence children’s and youth’s development and learning. Children and youth need opportunities and support to understand, acquire, and use verbal, nonverbal, written, and spoken communication. Print- and conversation-rich environments help children and youth develop language skills, self-expression, vocabulary, and early literacy skills. |
Learning Environments & Curriculum Standards
| SET ONE STANDARDS FOR OREGON REGISTRY STEPS 1-7 |
SET TWO STANDARDS FOR OREGON REGISTRY STEPS 7.5-9 |
SET THREE STANDARDS FOR OREGON REGISTRY STEPS 9.5-10 |
| Overview of major principles, theories, models and research on curriculum | Examination or application of major principles, theories, models, and research on curriculum and curriculum development | Comparison between major theories, models, and research on curriculum and curriculum development |
| Introduction to effective ways to integrate language, literacy, the arts, science and technology, mathematics, social sciences, health, physical education, and/or life skills | Exploration or application of effective approaches, strategies, and tools integrating language, literacy, the arts, science and technology, mathematics, social sciences, health and physical education, and/or life skills | Evaluation of effective approaches, strategies, and/or tools integrating language, literacy, the arts, science and technology, mathematics, social sciences, health and physical education, and life skills and the implications of each |
| Overview of major principles, theories, and research on learning environments | Examination or application of major principles, theories, and research on learning environments | Comparison between major theories, and research on learning environments and their implications |
| Introduction to environmental choices based on individual learning styles, varying development levels, special needs, and/or language and cultures of the people in the group | Examination or application of environmental choices based on individual learning styles, varying development levels, special needs, and/or language and cultures of the people in the group | Critical examination, comparison, or evaluation of environmental choices based on individual learning styles, varying development levels, special needs, and/or language and cultures of the people in the group |
| Description of routines and transitions that support development | Exploring approaches, strategies, and tools to promote development and learning. | Designing and evaluating learning experiences consistent with program philosophy |
| Identification of types of play | Examination of theories of play | In-depth study of research and theories of play |
| Discussion of Early Childhood Foundations as a basis for program development | Application of Early Childhood Foundations to program development | Content analysis and/or comparison of state early learning standards |
Learning Environments & Curriculum Sample Topics
| SET ONE SAMPLE TOPICS FOR OREGON REGISTRY STEPS 1-7 |
SET TWO SAMPLE TOPICS FOR OREGON REGISTRY STEPS 7.5-9 |
SET THREE SAMPLE TOPICS FOR OREGON REGISTRY STEPS 9.5-10 |
| Principles of curriculum componentsPrinciples of learning environmentsPromoting creative expression
How materials and equipment can support child development Routines and transitions that support development Promoting positive group participation skills Outdoor activities for development and learning Introduction to types of play Introduction to literacy and language development and practices Teacher as facilitator and play partner Ways to modify curriculum to meet a child’s individual needs Creative expression as necessary to the development of the whole child Experiences, activities and interactions that allow children/youth to construct their own knowledge The importance of each content area in children’s/youth’s learning The importance of each developmental domain in children’s/youth’s learning Making developmentally appropriate toys and games Changing curriculum and environments to change behaviors Arranging effective and appropriate learning centers Selecting equipment and materials Arranging equipment and space to promote development and learning Program tours Playing with blocks House corner or dramatic play area Table toys and manipulatives Music and Movements The mathematics curriculum The science curriculum The value of art activities Planning, designing, and setting up learning centers The basic ingredients of planning Baby signs Oregon’s Early Childhood Foundations |
Curriculum theories and frameworksTheories in learning environmentsReflection of program philosophy in curriculum and environment
Choosing approaches, strategies, and tools to promote development and learning Intermediate study of literacy and language theory, research and practices Developmentally and functionally appropriate individual activities, small group, and large group activities Theories of play Co-operative learning methodology and techniques Developmentally effective approaches to teaching and learning Curriculum content areas and concepts Linking curriculum and environment to assessment results Curriculum and environment reflecting children’s/youth’s needs and interests Learning centers that promote growth in multiple subjects and developmental domains The role of repetition and reflection in refining thinking and skills Analysis and selection of commercial toys, games and software Planning service-learning and leadership activities for school-aged children and youth Comparing curricula and environments Development of training sessions/ training curricula for adults Productive environments for adult learning |
Research in curriculum theory and learning environmentsDesigning and evaluating learning experiences consistent with program philosophyEffects of environmental factors on development, diversity, temperament, stress, and sensory integration dysfunction
Evaluating books and materials for literacy, listening, and drawing Advanced study of literacy and language theory, research, and practices Advanced study of research and theories on play Designing, implementing, and evaluating curriculum and environments for comprehensive development and learning opportunities Researching, designing, implementing and evaluating group experiences for individual growth, group management, and co-operative learning activities Changing curriculum and environments in response to assessment results Major theories, research, and controversies related to content areas, curriculum models, and teaching methodologies Strategies supporting child-directed curriculum planning Researching claims of commercial toys, games and software |