This study describes a kindergarten curriculum for children with hearing impairments, from their teachers' perspectives. Qualitative research data from interviews with 20 teachers were analysed using ...content analysis methodology. The results pinpoint a collection of proposed curriculum components (i.e. a general framework and outcomes document; textbooks for children, including on sign language; textbooks for teachers; and attached learning resources). Additionally, the results outline a set of characteristics of, and specifications for, a curriculum for children with hearing impairments related to content and formatting. For a curriculum for children with HIs, this study found that teachers did not rely on a single textbook but rather suggested a suite of resources. Participants also indicated the importance of improving a special outcomes document for children with HIs. Furthermore, the results pinpointed a set of characteristics related to content and formatting for a specialized curriculum. These characteristics are mainly: using functional subjects and skills, arranging letters by simplicity, exploiting students' strengths by using methods such as visual stimuli, and using technology. The data support the importance of developing targeted curricula that include specialized domains, such as auditory training, breathing practices, speech training, sign language, and finger-spelling.
The authors developed a framework of empirically grounded curricular goals for waterscience literacy and documented the challenges that students face in achieving these goals. Waterrelated ...environmental science literacy requires an understanding of connected natural and human-engineered systems at multiple scales ranging from atomic-molecular (changes of state and solutions) to large (watersheds, aquifers, and human water-purification and distribution systems). The authors' assessments of students from upper elementary school through high school suggest that virtually all students have some important understandings of water on which educators can build. Yet, the authors found that most students do not systematically trace water and other materials through systems and do not account for invisible aspects of water systems at the atomic-molecular and landscape scales. The results revealed a contrast between students' informal accounts of water in environmental systems and scientific accounts of these systems. The authors discuss curricular implications and the importance of helping students develop a richer understanding of water systems at multiple scales.
Although the founding of the pre-school education institutions took place with more then 200 years ago, the paper refers to a period of 50 years, from the moment it was published the 1961's ...curricula. Certain enlightened scholar's valuable initiatives of the period led to the founding of schools for little children, of the “gardens for children” – the first forms of social and educational protection for children – the kindergartens – the first step to the next level which is school.A whole set of laws point to the perenniality of the concerns regarding the organisation of pre-school education, the continuing of tradition of the pedagogical systems. The period after 1989 is a window to the future. This fact can be noticed by the changes made in the school curricula, which has evolved gradually, reaching a higher level, coresponding with the society's needs.Aesthetical education had a spectacular evolution,we are able to say that by making a comparison between the studied curricula. From an austere, assertive curricula, which imposed immobile, certain subjects, in time we had a very permissive one, in which we have professional terms and which allows the options to be taken by the children and the teacher. The accent is more and more on creativity, on stimulating children creativity, on improving pre-school children talent from this early age. The relation between this branch of aesthetical education with other disciplines from the school field in order to create together an ensemble, needed in developing children personality is also important.The paper was made in the project “Investing in people!”, PhD Scholarship, Project co/financed by the European Social Fund, sectorial operational programme human resources development 2007/2013, Babes-Bolyai University, Cluj-Napoca, Romania.
Present study paid attention to “flexible teaching” written in the national curricurum for kindergarten. An effective behavior support program was examined targeting the child with developmental ...disabilies enrolled in the kindergarten. “Basic teaching skills” were conformed to the kindergarten condition and the teacher’s needs. These didn't only contribute on to the teacher's individual professional development, and it was effective in building of kindergarten-wide behavior support system, as well. And two studies went in order. In the study I, it was examined that the effects of “basic teaching skills” in the university educational counseling room became behavior support. In the study 2, teacher’s and child’s change in behavior were evaluated at the kindergarten setting. A university staff went through behavior consultation based on the direct observation in the kindergarten in case conference. “Flexible teaching” was realized by a private kindergarten and collaboration of the university educational counseling room being guaranteed, and it became possible that the reflection of the teaching process and the opportunity of the evaluation were set up by the performance feedback procedure.
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