Curriculum Project 1

Curriculum Project

Ma Lucila Toscano

Pacific Oaks College

Fall 2016
 Curriculum Project 2

Child is 18 months old. He starts attending our center on 10/27/2016. He is from

Hispanic heritage. His grandmother has his temporary custody. The first time he was at the

center, he was looking around the classroom holding his mom hand and at the same time; he

holds a teddy bear and a small blanket. He went around the classroom and smiles to his mother.

After a while his mother left without telling him bye. When the child noticed it, he starts to

scream and walk back and forth to the library. So even the teachers invited him to explore the

classroom, he did not go with the teachers. During outdoor time, he engages to a group of

children that were playing at the water table. They were using water outfits, he observes them

and then he started to play too. He did not cry when playing at the water table, but when it was

time to go inside he screams, holds his teddy bear and walk to the cozy area, laid down and slept

there.

This kind of behavior continues for about a week. We ask the mother if she has time to

stay with the child for about 5 minutes and tell him that she will ne back and if she would like to

give him a hug or a kiss before she leaves. She answered that the child does not like to be hugged

or kissed. The child behavior was changing a little bit after we talk to the mother. She is 17 years

old and she has another younger child. The other child is 10 months old. The fallowing weeks

the child does not showed stressed like the first weeks, his mother was able to stay with him and

sometimes reads to him or go with him to have breakfast.

Child during arrival time, he touches his teacher upon entering the classroom smiling and

continue looking for her while walking towards the restroom. After his mom changed his
Curriculum Project 3

diaper and washes his hands, he walks towards the kitchen. He sits down and begins to eat. His

mother says bye to him, kissing and waving hands. Child smiles and continues to eat. After they

finis breakfast, he helps his primary teacher with the cleaning, carrying toys outdoor, and helps

his friends putting dishes off from the table after they ate. He particularly helps without being

ask. His disposition with others is incredible.

Child is coming to the classroom crying and screaming holding a young lady hand. She

signed him up and left. Child throw himself on the floor and says, mom, mom. After a while

he calms down holding most of the time his primary caregiver hand. He plays, with play-dough

and finger paint. During pick-up time another person was taking him home. He refuses to go

with her. One teacher asked to the person, excuse me, who are you? the lady said, Im his

grandmother. The child went to his primary teacher, hold his hand, looks to his grandmother and

his teacher. His teacher said, yes, you can go. The child went to his grandmother and left

looking to his teachers.

During two weeks, different people was bringing him and picking him up as well. His

mother was not able to take care of him. The child has a lot of ups and downs since then. He

does not comfort with the adults that bring him, and he cries every morning calling his mother,

going to the door where his mother picture is and touches the picture. But he does not act his

sadness aggressively.

Child outdoors, he was joining to a group of children that were collecting leaves. Child

took one leave and gives it to his favorite peer. He also points to the place he was taking it. His

peer got off from the tricycle and join to him. They cut leaves putting them in a bucket. After
Curriculum Project 4

they throw them and continue to collect leaves again. After that he walks to the art area, grabs

crayons, paper and makes scribbles while observing the environment.

Child during arrival time, his aunt was coming with him. They went to the restroom,

change his diaper and washes his hands. Anderson pulls his aunt hand and leads her to the

library. He gets a book and gives to her. She reads to him then they went to the dining room and

he has breakfast. He cries when her left. During pick-up time, his grand mother comes for him;

he looks to his primary teacher before he goes with his grandmother. After the teacher says to the

child, yes, you can go, he walks towards his grandmother and says bye.

During learning centers, child goes and explores art area manipulatives at the learning

center, library and cozy centers. When teachers ask, who is ready to go outside, he immediately

looks and walks towards the back door. He waits for teachers and children and if they taking toys

or art materials outdoors, he immediately offers his help by pointing to the items that teachers

have.

After the narratives of the child, the actions to take and support the child a meaningful

curriculum must be develop and integrate the childs strengths and abilities.

Immediately home visit will take place to discuss and offer resources for the needs of the

child and the family. After the family share that the childs mother cannot take care of him any

longer, and the grandmother will get permanent custody of the child and only her and her other

daughter will take care of him and his brother; the curriculum will be developing about

The childs family and his family at the school.

Curriculum project 5

Develop arriving and pick-up activities for each family member that are involved in his

care.

Teachers will make a book with pictures of the child and his family, his grandmother,

ants, and his brother. Draw pictures of favorite peers and teachers in his classroom. The

book and activities will be send home and bringing the book back at school if the child

wants it. The title of the book will be, Who is Taking Care of Me. And each picture

will be described, who is the person in that book and where they are. When he will see

the people in the book, and at what time. When grandma is leaving me at the school, and

picking me up. Sometimes diferent person will be drooping off and picking me up.

It will include pictures of the school, drawing pictures of others teachers, and peers.

Pictures of his classroom, learning centers and pictures of him performing favorite

activities and favorite toys.

For the childs mother we will encourage her to look for another places where she can get

faster therapy while her case worker finds the place for her to take the classes ordered by

the judge. We found a place called, turning teens around a program that is private, but

she will be able to attended because her family economic situation and because it is a

judge order.

Since through the observations about his disposition with familiar adults, he will be

assigned to certain duties, like the helper of the day. And provide activities that promote

peer interactions such as, working in a small groups and projects. Teacher will join the
 Curriculum Project 6

group and model interactions using baby sign language to promote his communication

skills. Teachers will provide and rotate books in the library and add Andersons family

pictures too.

Provide finger paint indoor and outdoor. Rotate different color play-dough every other

day and different play-dough cutters such as, shape, number, and letter molds for him to

manipulate.

For outdoors activities ask open-ended questions about the weather, add different items to

the water table, such as cars, baby dolls, bathing items, aromatic scents, sensory balls.

Books about the five senses, watering plants, breathing exercises and texture or aromatic

art activities. Such as, glue, salt, finger paint, and ice to use as a paint brush.

Grandmother will be encouraged to take grandparent classes and her younger daughter

will attend the workshops, The Wonderful Years. That is offered for teen mothers.

Since they will help Anderson grandmother with the child care. They are willing to take

and learn from resources available to support the child.

Educating families, forming real and meaningful family teachers relationships; and

provide resources for them, it is the key for promoting the childs learning and growing in

a healthy and trusted environment.

Family service worker, mental health specialists, speech therapy will be involved to help

and support teachers and empower the childs family to be involved in their child

development and learning.

Curriculum Project 7

Continue using the strategies from the Descriptive Review of the child, early educators will be

able to develop a curriculum that value children and their strengths. And to facilitate and

create social justice for each individual unique child. A curriculum that strengthen children and

their families by knowing their unique differences and needs.

 References

Himley, Margaret, and Patricia F. Carini. From Another Angle: Children's Strengths and

School Standards: The Prospect Center's Descriptive Review of the Child. New York: Teachers

College, 2000.