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Head Start Curriculum:     more books (63)

Outdoor environment (Learning environment cluster) by Hannah Lou Bennett, 1976 Music resource guide: Basic musical understandings and skills for the preschool teacher (Physical and intellectual development cluster) by Marvin Greenberg, 1976 Children's literature (Physical and intellectual development cluster) by Susan Nunes, 1975 Music (Physical and intellectual development cluster) by Marvin Greenberg, 1976 Volunteers in the classroom (Management cluster) by Kimiko Matsuda, 1975 Creative movement (Physical and intellectual development cluster) by Marian Magarick, 1975 A child's self-concept (Self-concept and individual strength cluster) by Stephanie Feeney, 1975 Task analysis (Children with special conditions cluster) by Elisabeth Chun, 1975 Understanding Hawaii's culture: Introductory materials on Hawaii's ethnic groups for parents and teachers of preschool children : Filipino ([Ethnic units]) by Jan Friedson, 1976 Child growth and development (Child learning and development cluster) by Hannah Herman, 1975 How do children learn? (Child learning and development cluster) by Hannah Herman, 1975 Rhythmic movement to music (Physical and intellectual development cluster) by Marvin Greenberg, 1976 Mathematics (Physical and intellectual development cluster) by Marvin Greenberg, 1975 Language (Physical and intellectual development cluster) by Susan Nunes, 1977

lists with details

61. FSSA - Head Start Education & Early Childhood Development
    Involve parents in the program’s curriculum and approach to child developmentand 89% of all children enrolled in head start/Early head start were enrolled  
    http://www.in.gov/fssa/children/headstart/education.html
    
    Extractions: var dir = location.href.substring(0,location.href.lastIndexOf('www.in.gov/')); var url = location.href.substring(dir.length,location.href.length+1); document.write("") Children - Indiana Head Start/Early Head Start Education and Early Childhood Development Major Federal Performance Standards Ensure the learning environment is developmentally and linguistically appropriate, recognizing children have individual rates of development as well as individual interest, temperaments, cultural backgrounds, and learning styles. Ensure the learning environment supports the development of each child’s social and emotional development, cognitive, language skills, and physical skills. Provide a program of services for infants and toddlers which encourages the development of a secure relationship between children and their teacher, and supports their social, emotional, and physical development. Implement a curriculum that individualizes experiences, integrates the educational aspects of all program areas, helps to develop children’s social relationships, enhances each child’s understanding of self, and provides for the development of the whole child.

62. IMLS: A Closer Look: Highlights Of The Month
    County head start education coordinator, says the teachers liked MESS so much thathead start has made it an integral part of their curriculum, using it to  
    http://www.imls.gov/closer/archive/hlt_m0902.htm
    
    Extractions: What's the Buzz? Imagine a classroom full of preschool children wild about insects. A few students are studying an insect collection with a magnifying glass; others are buzzing like bees and hopping like grasshoppers. In one corner a teacher reads about insects to a rapt audience. This Head Start classroom in Alachua County, Florida, has been excited by a unique science and literature project called Marvelous Explorations through Science and Stories-MESS. With an IMLS National Leadership Grant, the Florida Museum of Natural History at Gainesville, the Alachua County Library District, and the School Board of Alachua County partnered to develop a series of theme-based kits containing science objects, books, inquiry-based activities, and resources for Head Start teachers. The project's "MESS Kits" and other offerings result from a strong partnership and thoughtful planning about the project's goals and expected outcomes. Kits for Kids The kits are available to 45 county Head Start classrooms serving more than 1,000 preschoolers (ages 3-5) from low-income, predominantly African-American families. They cover such topics as reptiles, insects, dinosaurs, sound, water, and sea life. Each fills a rolling suitcase and includes take-home packs with science objects, library books, and activities to involve families. The MESS kit on plant life includes insect finger puppets, garden tools, seed packets, a poster of the parts of a flowering plant, plastic fruits and vegetables, a CD for sing-alongs, and a collection of books on the subject. (Click to view larger image.)

63. Region IX HSQIC Information Resources
    curriculum 4017 curriculum A Framework for Discussing the head startChild - head start - head start Bulletin (2 pgs). 4018 The  
    http://www.devassoc.com/HSQIC/Services/information_services/resources/resources.
    
    Extractions: Outer Pacific The QIC FAX9 Catalog contains a calendar, workshop information, directories, resources on current Head Start and child care community issues, and federal memorandums. Go to the Successful Strategies Catalog for models of forms, lesson plans, manuals, procedures and translated materials submitted by Head Start agencies and the Region IX HSQIC staff. Internet users: Click on the document number to download. You will need Acrobat Reader to view most of these files. Some documents are currently available only on the QIC FAX9. Follow directions below to retrieve them. QIC FAX9 users: To access the QIC FAX9 fax-on-demand system dial 1 877 QIC FAX9 (1 877 742-3299) and listen to the directions. Remember to enter the document number (in brackets next to each document you want to order - five is the limit per call) and your fax number.

64. Nee-Kon-Nah
    Training for American Indian head start and preschool teachers and administratorsin the use of the curriculum's 62 lessons/activities is also available.  
    http://tel.occe.ou.edu/aii/NEE-KON-NAH.htm
    
    Extractions: Prevention Activities for Preschoolers Nee-Kon'-Nah Time© prevention activities are designed for use with 3 to 5 year old children in American Indian head start and preschool programs. The curriculum is designed to reinforce and extend the overall goals of Head Start in ways that are appropriate to American Indian communities. Nee-Kon'-Nah Time© Prevention Activities for Preschoolers is a series of ready to use activities that support the Indian Head Start child within the context of family and community. Activities assist the head start child in building individual strength and self esteem through recognition and validation of their feelings, supporting them through positive feedback, promoting appropriate self-help skills and building a base of communication and friendship making skills that will assist their future learning. The curriculum combines structure and flexibility. Each of the 62 activities include the presentation of skills or information helpful to the development of the young child. The objective for each lesson clearly states what is to be accomplished by the children in the program upon completion of the activity. Most of the materials required for an effective Nee-Kon'-Nah Time© lesson presentation are items that are easily obtained from available resources at a head start or preschool program. Usually, the lessons require little preparation.

65. LSS Spotlight Series No. 204
    The institute incorporated head start science curriculum materials developed bythe HSS program directors to assist teachers and parents to heighten and  
    http://www.temple.edu/lss/htmlpublications/spotlights/200/spot204.htm
    
    Extractions: by Penny L. Hammrich LSS Senior Research Associate OVERVIEW T PROGRAM RESEARCH BASE Increasingly, educators have come to view children as active constructors of their own learning, rather than passive recipients of knowledge. According to this view, learning is an interpretive process in which learners actively construct their own understanding of the world by building on their previous experience and knowledge and then communicating their understanding and their ideas. Thus, achieving a world-class standard of science literacy among this nation’s next generation of children and youth requires major rethinking in curriculum reform. For too long, our education system has viewed the technique of learning science as a process of rote learning and textbook dependent activities. Science learning can and should focus on stimulating, real-world problems that provoke and nurture children’s natural curiosity, insight, and ability to learn. Today, there is an increasing call among science educators for fundamental changes in course content and modes of instruction to increase students’ preparedness in science. This call has served as the basis for the HSS science content.

66. Faculty Alliance - About Us - Collaborators
    Bank Street was one of the designers of the national head start and Follow Through andThe Voyage of the Mimi, a multimedia, interactive curriculum, in the  
    http://www.wheelock.edu/headstart/hs_collaborators.htm
    
    Extractions: Bank Street College: From its inception in 1916 as the Bureau of Education Experiments, Bank Street College has had a long-standing commitment to early childhood education and educational reform in the context of urban settings. Bank Street College has been a leader in preparing teachers for urban settings and has collaborated with schools, child care centers and policy makers across the country to improve education. Bank Street was one of the designers of the national Head Start and Follow Through programs and contributed to the creation of the nationally recognized Child Development Associate Certification program (CDA). The College produced the Bank Street Readers in the 1970's and The Voyage of the Mimi, a multi-media, interactive curriculum, in the 1980's, and is presently consulting in 400 public schools in New York City as well as in public schools in 14 cities throughout the country. Currently, the College has three programs that demonstrate its approach to early childhood education. The Family Center is a model program that serves children ages six months to three years in an inclusive setting. The Bank Street School for Children's Lower School serves students from four to seven years old. In keeping with its mission, all Bank Street classrooms are ethnically, economically and developmentally diverse - reflecting the larger community in which the institution resides. In addition, Bank Street operates a Head Start and Early Head Start program at the HELP Genesis Houses, a transitional apartment complex for formerly homeless families.

67. Faculty Alliance - About Us - Overview
    content of the Institutes will be guided by head start, Early head start, and thelarger early care and education community. Institute curriculum will focus on  
    http://www.wheelock.edu/headstart/hs_about.htm
    
    Extractions: Mission: Wheelock College, Pacific Oaks College, and ACCESS, in collaboration with Bank Street College and the Erikson Institute, are pleased to announce the Faculty Alliance . Funded by the Head Start Bureau, the mission of this unique, national initiative is: To develop and implement a series of Institutes that will enhance the capacity of faculty in institutions of higher education to assist teachers in Head Start and other early childhood programs in the successful completion of Bachelor and Associate degrees in Early Childhood Education. Institutes will highlight the responsive teaching of courses, the removal of institutional barriers in higher education, and the articulation of career paths so that the quality of education is advanced for young children. back to top Key Elements: What?

68. Loading L4U IPAC
    Subject(s), EQUIPMENT MISC. RIGHT FROM THE start (V2740). curriculum, LEARN.FORLIV-SUB.ABUSE LEARN.FOR LIV.-HEALTHY LIV. Subject(s), SMOKING. METAL head (ER0052).  
    http://drc.sd62.bc.ca/DT000025.HTM

69. Bank Street College - Programs And Activities At-a-Glance
    Funded by New York City head start, the HELP Organization, Greentree, Wolfensohn Usingthe Savvy Cyber Teacher™ curriculum developed by CIESE, the project  
    http://www.bnkst.edu/html/continuing/programs.html

70. Georgia Voluntary Prekindergarten Program: The Child Care Partnership Project
    Department of Family and Children’s Services offices; head start sites; hospitals theOffice of School Readiness approves the curriculum of participating  
    http://www.nccic.org/ccpartnerships/profiles/georgia.htm
    
    Extractions: Description In the early 1990s, Governor Zell Miller reviewed alarming statistics showing that students in Georgia had high rates of teen pregnancy and school dropout. Inspired by the knowledge that children with strong preschool experiences tend to be more successful in school and have higher self-esteem, he created the Georgia Voluntary Prekindergarten (Pre-K) Program. The Pre-K program provides young children with learning experiences that they need in order to succeed in future educational settings. All four-year-old children are eligible to participate in the free, statewide Pre-kindergarten program. In 1998, more than 60,000 children attended the voluntary Pre-K program at one of 1,600 sites in public and private settings. Partners History and Development In the early 1990s, Georgia Governor Zell Miller directed the Office of Planning and Budget, Department of Education, and Department of Human Resources to create a plan to provide Pre-K opportunities to at-risk four-year-olds. During the 1992-93 school year, a pilot program was established that served 750 at-risk four-year-olds at 20 public school sites. In 1993 the program added 167 new sites and served 8,700 children. In 1995, Governor Miller expanded eligibility to all four-year-old children regardless of income, tripling the number of children served from 15,500 in 1994 to 44,000.

71. Irvine Unified School District: Early Childhood Programs
    head start teachers evaluate children using assessments designed to target the Thisinformation is integrated into a developmental curriculum meeting the needs  
    http://www.iusd.k12.ca.us/curriculum/ece/EarlyChildEd.htm
    
    Extractions: Montessori International Multilingual Preschool and Kindergarten Program for 3-6 year olds Preschool Programs 9:00 am - 1:00 pm Kindergarten Program 8:00 am - 1:00 pm Extended Child Care 7:00 am - 6:00 pm The Montessori International Early Childhood Education Program designed for 3 -6 year olds, offers preschool, kindergarten, and extended day care services. To qualify, children must be 3 years old and toilet trained. Kindergarten children must be 5 years of age by December 3 of their kindergarten year. This multilingual Montessori program reflects the rich diversity of our community. While English is the common language, the staff is multilingual including Chinese, Farsi, Japanese, Korean, Punjabi, Spanish, Tamil, Trench and Vietnamese. Staff has extensive training in Montessori methodology, curriculum and philosophy. Children's Program The primary goal of the program is to offer children the opportunity to achieve their maximum potential in all aspects of personal growth at their own individual rates of development.

72. Time To Reform Head Start By Diane Ravitch
    head start has no standard curriculum for school readiness, and the centersreceive no guidance about which skills and knowledge to teach.  
    http://www-hoover.stanford.edu/pubaffairs/we/2003/ravitch01.html
    
    Extractions: W hen I was a young parent, I read to my children every day. When walking in the neighborhood, we read shop signs. They quickly learned letters and new words and were good readers by the time they started school. The children of parents who read with them regularly begin school with larger vocabularies than those children whose parents do not have the time or education to introduce them to literacy. The Head Start program was created in 1964 to give poor children the same kinds of educational opportunities that their more-advantaged peers get informally at home. Unfortunately, over the years, the program has abandoned its focus on education in favor of an array of social services, nutrition, and counseling. After nearly forty years and many billions of dollars, Head Start children still begin kindergarten far behind children from middle-class homes on measures of school readiness. Most Head Start teachers do not have a college degree and are poorly paid. A large proportion of them are parents of Head Start students. As if to echo the program's isolation from educational goals, it is located in the Department of Health and Human Services, not in the Department of Education. The last evaluation of the program, conducted in 1998, found that the typical entering student could not identify a single letter of the alphabet. At the end of a year, the same child could identify only one or two letters and had learned only eleven new words. Head Start children were not learning these skills because their teachers were not teaching them.

73. Position Paper #2 - Child's Readiness To Learn
    Wyoming head start Association believes that all programs for young children mustanalyze their activities and curriculum to ensure that all children's needs  
    http://wind.uwyo.edu/headstart/whsa/pos2.asp
    
    Extractions: Position Papers It is the position of the Wyoming Head Start Association that all children should have the opportunity to enter school ready to learn. To facilitate a child's continued learning the school curriculum must be flexible and adapt to meet each child's needs. Chronological age alone cannot determine a child's readiness to enter kindergarten. Developmental factors must also be considered such as social, emotional, physical, and academic variance within each child. We believe that a child's readiness to learn is directly influenced by their life experiences and opportunities. Wyoming Head Start Association believes that all programs for young children must analyze their activities and curriculum to ensure that all children's needs will be met and their growth fostered. Currently, practices have been implemented within the state that are, in the Wyoming Head Start Associations opinion, contradictory to the developmentally appropriate "Ready to Learn" belief: The current trend for state and national standards to ensure accountability of achievement for students creates a unique problem for Early Childhood Educators. As the bar for academic excellence is raised in the upper grades, early childhood professionals feel the pressure to teach more to their students in preparation for what they will experience at the next level. This pressure creates a "push down effect" on early childhood curriculum. To ensure developmental appropriateness, an early childhood curriculum must stress all areas of child development and not just academic learning.

74. ECE Resources For Aboriginal Head Start
    As key providers of curriculum and resources for Native American HeadStart Preschools, their focus is children aged 3 – 5 years.  
    http://www.ahsabc.ca/compendium/intro.htm
    
    Extractions: Potential Local Solutions to Resource Gaps This compendium provides program developers and staff with a starting point for locating culturally relevant and age-specific resources to further the educational aims of Aboriginal Head Start programs. The majority of resources in this compendium would also be useful for other program components of Aboriginal Head Start, especially culture, language and health promotion. The reason why this compendium has been created is that many program developers and staff of programs for First Nations, Inuit, and Metis children have been seeking educational resource materials that will further the following objectives: reinforce Aboriginal children’s cultural identity and pride in their cultural heritage provide interesting ways to stimulate children’s curiosity and knowledge about their culture of origin expose Aboriginal children to their traditional language.

75. Head Start Standards
    head start Standards as they apply to Title I Preschools. 1. Invited to become integrallyinvolved in the development of the program’s curriculum and approach  
    http://www.dese.state.mo.us/divimprove/fedprog/instrucimprov/preschool/hdstrtsta
    
    Extractions: I. Child Development and Education Approach for All Children A. In order to help children gain the skills and confidence necessary to be prepared to succeed in their present environment and with later responsibilities in school and life, a Title I preschool’s approach to child development and education must Be developmentally and linguistically appropriate, recognizing that children have individual preferences and individual patterns of development as well as different ability levels, cultures, ages, and learning styles; Provide an environment of acceptance that supports and respects each child’s gender, culture, language, and ethnicity; and In center-based settings, provide a balanced daily program of staff- directed and child-initiated activities, including individual and small group activities. B.

76. Project SUCCEED, Regional Research Institute For Human Services, Portland State
    The training curriculum, which was offered to six Washington County head start classroomsin winterspring 2001 and eight in fall 2001-winter 2002, contains  
    http://www.rri.pdx.edu/pgProjectSUCCEED.shtml
    
    Extractions: PlacePtr("3") Program Description General Philosophy Third, children with challenging behaviors should receive the help and support that they need within their communities and in regular school environments. With few exceptions, any adaptations that need to happen to help a child be successful should occur in their regular home or school environment. SUCCEED promotes a model of inclusion, rather than segregation. Goals Project SUCCEED has the following goals:

77. Seattle Public Schools | School Readiness
    We also operate the Seattle Public Schools head start program, which serves as amodel to other community preschools in the way its curriculum and procedures  
    http://www.seattleschools.org/area/ocl/readiness.xml
    
    Extractions: Getting Children Ready for School and Schools Ready for Them W HAT'S THE SITUATION? Children entering kindergarten come from increasingly diverse racial, ethnic, cultural, social, economic and language backgrounds. Many kindergartners now come from single-parent families and from stepparent families. They also differ in the level and types of early care and educational experiences they have had. Schools are expected to meet the educational needs of every child regardless of their background and experience. (U.S. Department of Education, National Center for Education Statistics,

78. Family Enrichment Network, Inc.
    In addition, federal funds received by head start programs are contingent ondemonstrated family involvement. THE head start APPROACH AND curriculum.  
    http://www.bccdc.net/headstart_philosophy.htm
    
    Extractions: HISTORY The Head Start Program was developed in 1965 by parents who believed that no one had a greater interest in the education of a child than their family. This is the foundation of the Head Start Philosophy. Parents are involved at all levels of the program, and are an integral part of decision making in many ways. Parents of current Head Start children participate in the hiring of staff, approval of spending, and changes in curriculum, just to name a few. In addition, federal funds received by Head Start programs are contingent on demonstrated family involvement. THE HEAD START APPROACH AND CURRICULUM Staff work closely with parents to develop and implement a curriculum which provides each child with opportunities for success, builds self-esteem, and creates positive attitudes toward learning. They offer a variety of developmentally appropriate, hands-on activities to foster a positive self-concept. Teachers know each child well and design activities based on their knowledge of individual children's differing abilities, developmental levels, and approaches to learning.

79. Helping School Districts With Social Skills Curriculum
    Many children are coming to preschool, head start Programs, and the school settings Thisprogram presents a curriculum that is working in many schools to teach  
    http://preventschoolviolence.com/skills.html
    
    Extractions: SOCIAL SKILLS CURRICULUM "School to Work-A social skills curriculum to prepare children for the real world of success". Overview: Many children are coming to preschool, Head Start Programs, and the school settings without the basic social skills to deal with conflict or feelings and learning is being greatly compromised. Children have poor role models to teach them appropriate ways to deal with frustration and negative feelings. As a result, many are unable to manage themselves safely in a structured setting, let alone interact with authority figures. This program presents a curriculum that is working in many schools to teach children the necessary social skills to be a productive participant in the world today. Four (4) major areas will be addressed: Samples of lesson plans will be shared, and a step by step process to implement the program at all age levels. Objectives:

80. Volume 12, Number 4
    Philadelphia Early Childhood Research Quarterly, 12, 425437 (1997) This study isa follow-up evaluation of a Collaborative Training curriculum for head start.  
    http://www.udel.edu/ecrq/vol12no4.html

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