B1.0 Generate units of instruction with B1.1 Develop and implement thematic 3 developmentally appropriate units of instruction that support themes. developmentally appropriate themes for various groups of young children. B2.0 Value the use of thematic B2.1 This competency is measured A curriculum planning. affectively. LEARNING OBJECTIVES B1.1.1 Explain thematic curriculum planning. 2 B1.1.2 Match various instructional themes to their developmental appropriate 3 level of young children. B1.1.3 Explain the use of flow charts for developing thematic curriculum. 2 B1.1.4 Define webbing. 1 B1.1.5 Explain the use of webbing. 3 B1.1.6 Explain techniques to include children in thematic planning. 3 B2.1.1 the value of thematic curriculum planning and its impact on the A physical, emotional, cognitive, and social growth of young children. MODULE B OUTLINE: Themes for early childhood Themes for unit development Flowcharting Webbing Children’s involvement in thematic planning MODULE C DEVELOPMENTALLY APPROPRIATE ACTIVITIES AND MATERIALS – KSA PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES Indicator C1.0 Plan, implement, and evaluate C1.1 Develop, implement, and 3 developmentally appropriate evaluate activities that support activities for children. a variety of learning experiences. LEARNING OBJECTIVES C1.1.1 Explain various techniques for integrating developmentally 3 appropriate activities into learning experiences for young children. C1.1.2 Explain various techniques for integrating developmentally 3 appropriate activities into arts, sensory, and motor development in young children. C1.1.3 Explain methods for supporting thematic units. 3 C1.1.4 Identify various materials and manipulatives for developmentally 1 appropriate activities for young children. C1.1.5 Describe various techniques for evaluating developmentally 3 appropriate activities and materials. MODULE C OUTLINE: Integrating activities and subjects math science
B1.0 Generate units of instruction with developmentally appropriate themes. B1.1 Develop and implement thematic units of instruction that support developmentally appropriate themes for various groups of young children. 3 B2.0 Value the use of thematic curriculum planning. B2.1 This competency is measured affectively. A LEARNING OBJECTIVES B1.1.1 Explain thematic curriculum planning. B1.1.2 Match various instructional themes to their developmental appropriate level of young children. B1.1.3 Explain the use of flow charts for developing thematic curriculum. B1.1.4 Define webbing. B1.1.5 Explain the use of webbing. B1.1.6 Explain techniques to include children in thematic planning. 2 3 2 1 3 3 B2.1.1 the value of thematic curriculum planning and its impact on the physical, emotional, cognitive, and social growth of young children. A MODULE B OUTLINE: Themes for early childhood Themes for unit development Flowcharting Webbing Children’s involvement in thematic planning MODULE C – DEVELOPMENTALLY APPROPRIATE ACTIVITIES AND MATERIALS PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicator C1.0 Plan, implement, and evaluate developmentally appropriate activities for children. C1.1 Develop, implement, and evaluate activities that support a variety of learning experiences. 3 LEARNING OBJECTIVES C1.1.1 Explain various techniques for integrating developmentally appropriate activities into learning experiences for young children. C1.1.2 Explain various techniques for integrating developmentally appropriate activities into arts, sensory, and motor development in young children. C1.1.3 Explain methods for supporting thematic units. C1.1.4 Identify various materials and manipulatives for developmentally appropriate activities for young children. C1.1.5 Describe various techniques for evaluating developmentally appropriate activities and materials. 3 3 3 1 3 MODULE C OUTLINE: Integrating activities and subjects math science
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