# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 968840843

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Examine a variety of research-based curriculum and instructional models used in early childhood education.

Definition

Examination may include curricula such as Montessori, High Scope, Creative Curriculum, Bank Street, Reggio Emilia, emergent, program designed, and direct instruction. Examination should also include examples of instructional models and discovery models.

Process/Skill Questions

Thinking
  • What is a curriculum model?
  • What are the advantages and disadvantages of an instructional model and of a discovery model?
  • Why is evaluation of curriculum important?
  • What are some examples of curricula used in early childhood education? How are they alike or different?
Communication
  • How can technology be used as a tool to enhance curriculum and instructional models?
  • What criteria should be used to decide the curriculum and instructional models used in the childcare facility?
Leadership
  • What can be done to ensure that the curriculum and instructional models are followed?
  • What criteria should be used to determine whether a curriculum change may be required to meet student needs?
  • What leadership skills are needed to plan and implement curriculum and instructional models?
Management
  • What resources are needed to implement curriculum and instructional models?
  • How can operations be managed to allow teachers adequate time to develop curriculum and instructional models?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Early Childhood Education

 

Entrepreneurship

 

Illustrated Talk

 

National Standards for Family and Consumer Sciences Education

4.3.1

Analyze a variety of curriculum and instructional models.