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ERIC Number: ED460756
Record Type: Non-Journal
Publication Date: 1998
Pages: 316
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-884834-39-6
Big as Life: The Everyday Inclusive Curriculum. Volume 1.
York, Stacey
This guide is intended to assist early childhood teachers with the integration of multicultural, anti-bias education into the curriculum. Part one of the guide outlines the elements of a transformative curriculum, including relevant goals and objectives. Part two contains eight curriculum units that put into practice the information from part one. These units cover the following topics: (1) bodies; (2) boys and girls; (3) communication; (4) families; (5) feelings; (6) my people; (7) our class; and (8) planet earth. Each unit begins with a section describing how young children might approach the topic. The next section, entitled "Teaching through the Interest Areas," suggests materials to add to each interest area to support the curriculum unit. These areas include art, blocks, dramatic play, literacy, manipulative agents, music, science, and sensory perception. "Investigating the Theme," the largest section of each unit, contains activity ideas to support the development of the whole child. "Affirming Ourselves and One Another," contains activities that focus on cultural identity, diversity, bias and stereotypes, human rights, social action, and community service. "Opening the Door," the final activities section of each unit, provides suggestions to encourage parent and community involvement, including supporting parent involvement, parent education, classroom visitation, and field trips. "Classroom Resources" contains a list of commercial resources that support the unit, including visual displays, children's books, videos, music, computer software, organizations and teaching kits. (SD)
Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125 ($29.95). Tel: 800-423-8309 (Toll Free); Fax: 800-641-0115 (Toll Free).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A