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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET 10 Introduction to provide high-quality professional development opportunities to the Greenwich early childhood education community with a focus on the intentional process of weaving together curricu- lum and early learning standards. She contributed a chapter to The Storybook Journey: Pathways to Learning through Story and Play, and coauthored an article about intentionality in action for Young Children in November 2011. She has a BA in English litera- ture, has certification to teach kindergarten through sixth grade, and has a master’s in public administration. How to Use This Book The process for planning described in this book encompasses the incred- ible number of accommodations and details in the life of a successful pre- school or kindergarten classroom. This process will help teachers develop an ongoing record of the ways they integrate their own knowledge of child development with the specific needs and interests of the children they teach. This record can then become a tool for planning and reflection as well as for supervision and communication with families. In addition to sharing planning and reflection frameworks, this book focuses on many aspects of teaching preschool and kindergarten children. Recognizing that some fine curricular approaches have been developed for preschool classrooms (such as the Creative Curriculum, the High/Scope curriculum, the Project Approach, the emergent curriculum, and the Reg- gio approach), this book does not attempt to reinvent the wheel. Instead, it offers ways to integrate the best of any developmentally appropriate approach into a cohesive whole, using the planning and reflection frame- works as the structure. Chapter 1 will extend the definition of curriculum beyond a box, a book, or a set of materials and will explore curriculum in depth, defin- ing it as a process that incorporates ongoing planning, observation, and individualization. Chapter 2 will introduce several planning and reflection frameworks to reflect the planning/observation/individualization cycle. The focus of chapter 3 will be on how to embed learning goals and aca- demics in play, daily routines, and teacher-led group activities. Chapter 4 will address teachers’ roles in planning and sustaining high-level play ex- periences for children. Those roles include setting up the environment for COPYRIGHTED MATERIAL