Frog Street Curriculum Analysis

Every child is a unique child, and all children are at diverse stages in their development, henceforth they all have their own individual needs. There are numerous advantages for children when their individual needs are met. Children turn out to be a greater amount of a compelling and self-coordinated learner, as they are enhanced in their gifts and capabilities. They are given support to help progression and to reach goals in learning and development to meet the Early Years Foundation Stage guidance.

It was fascinating working with four (4) year old children, during this stage of Initiative vs. Guilt, they involve mostly in interacting with other children at school. This stage provides them with the opportunity to explore their interpersonal skills through initiating activities.

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.”

If you are working with very young children between the ages of birth and three years old you will observe children becoming gradually aware of their own identities, grow in their confidence at exploring independently and start to play

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

Children’s development occurs through active participation in activities. In this home you have been learning all about how to play alongside and with the other children, this has helped you to gain confidence and strengthen your social skills. Collaboration with adults and with other children plays a central role in your development. You have a wonderful environment here where you get to develop and refine your physical skills like running, jumping, swimming and climbing. You have really developed your confidence. You really enjoy helping with gardening and other jobs with

On the morning of 2-24-16, the reporter saw Kionata on Capital Street, walking to school by himself. It was raining and cold outside (he had on a thin jacket). There was no crossing guard, and he may have walked 2-3 miles from his home. The reporter stopped to offer him a ride to school, and told him not to ever get in a car with a stranger. The reporter states that the situations could have been worst if it was a 'real stranger'. School staffs told the reporter that Kionata is always late for school, but his brother is always on time. They both are not bus riders, and the school is close to the home. The reporter states at their age, they should be supervised on their way to school. Capital Street is not a busy street, but cars do travel it,

The areas of the classroom are set up so that children can move freely throughout making choices of their own interest. Each area is set up so that a limited number of friends can play within at one time. The Purple room fosters all areas of development, physical (fine and gross), cognition, literacy, math and social-emotional. The environment is set up so that children are encouraged to develop at their own pace yet staff is available for co-learning with the children. Lesson plans are developed on the interest of the child and are created with teaching team so that all individuals have a role in implementing staff and children. Individualism is high priority within the Purple room, each child is assessed and given the proper tools or accommodations so that they are in an environment that will provide success and school

Generally, everyone knows that children go from being defenseless newborns that stay where they were placed to walking, talking machines in just about a year or two. And we do know that the physical, mental, and emotional growth of the little children are accomplishing at very moment based on the influence of their surrounding environment, and involvement of the parents with their children. Base on the experiences with my two and three years-old kids (Osana and Vitu), and some knowledge from the reading from child development text book, website, and field observation. On May 15th, 2015, I took Osana and Vitu to my niece birthday party at Colorado Lagoon in Long Beach, California. During the party, I have recorded a short video clip, and then make an observation on how they develop, grow, and interact with other children.

As children grow through early and middle childhood, they are learning and developing many skills and abilities, including conservation, theory of mind, language, autonomy and initiative,

Any kind of change whether it is big or small, plays a big role in a child’s cognitive development. The first year of a child’s life is the most absorbing time when parental bonding is much needed. Children are so absorbent to what goes on around them and any little change can alter their learning.

On behalf of the early childhood initiative to provide early intervention for those infants and toddlers experiencing difficulty, I thank you for your engagement and cooperation. This system is designed to “[help] eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking) and self-help (eating, dressing) skills (Center for Parent Information and Resources, 2014). We are dedicated to working with your family and your individual needs. This system is not meant to bog you down with out-of-town appointments from professionals, but instead provide you with support and suggestions for the healthy development of your child.

stage toddlers seek to things their own by learning basic life skills such as feeding to play toys, dressing

Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.