ERIC Number: ED330440
Record Type: RIE
Publication Date: 1983-Dec-23
Reference Count: N/A
Towards an Open Learning Environment for the Young Child: Some Principles, Practices and Issues in Curriculum Planning. Notes, Comments...(Child, Family, Community). Digest No. IV.
This digest explores the question, What types of activities and experiences should a good learning environment offer to the young child to help him grow normally and happily? Part 1 focuses on basic considerations in the development of early childhood care and education (ECCE) curricula. Four chapters concern: (1) the learning needs of the young child; (2) the centrality of the child's spontaneous activity; (3) play and playthings; and (4) early instruction. Part 2 deals with methodological considerations relevant to early childhood interventions. Conceptual aspects of learning, the preschool teacher, parent-school cooperation in a changing society, and teaching and learning methods appropriate to ECCE are discussed. The third part concerns facilities, equipment, and materials. Topics include buildings, books and other printed materials, audiovisual materials, furniture, and children's health and development records and related materials. Part 4 presents ideas to be considered in the process of changing the preschool curriculum, particularly in the move from a curriculum based on teaching to one based on learning. Also considered are the teacher-researcher relationship, a 6-step curriculum model, and criteria for designing an open learning environment. (RH)
Descriptors: Childhood Needs, Classroom Environment, Curriculum Development, Developmentally Appropriate Practices, Disadvantaged, Early Childhood Education, Educational Equipment, Educational Facilities, Educational Practices, Educational Principles, Family School Relationship, Foreign Countries, Global Approach, Instructional Materials, Open Education, Play, Preschool Education, Preschool Teachers, Resource Materials, Scheduling, Teaching Methods
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Note: For other digests in this series, see PS 019 391-393.