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218   Learning Together with Young Children DOUBLE TAB TO ZOOM ON PHONE OR TABLET Mid-America Head Start Constructivist Curriculum Plan The following document, from Mid-America Head Start in Kansas City, Missouri, demonstrates a possible way to justify a curriculum such as Learning Together with Young Children within the confines of a restrictive set of requirements. Rather than purchasing an established curriculum for their entire agency, this Head Start program developed their own “Constructivist Curriculum Plan,” drawing on sound learning theory and credible research. Their collaborative work to unify their philosophical approach to curriculum deepened their own understanding and improved their professional development efforts for staff. Only the table of contents and introduction are reproduced here. Overview of Mid-America Head Start Constructivist Curriculum Plan The Constructivist Curriculum Plan is the result of a collaborative process by managers, educators, and parents involved with our Head Start agency. The plan was written by Carol Bolz, Ann Camey, Brenda Loscher, Carolyn McIntire, Barbara Otto, and Brenda Sottler. Barbara Otto led the Curriculum Committee, whose members spent many hours researching, planning, reading, discussing, and writing the Constructivist Curriculum Plan. The following people participated in the committee process during the 2000–2001 program year: Brenda Sottler, Carolyn McIntire, Theresa Owens, Carol Bolz, Brenda Loscher, Lisa Matthews, Wadandra McBride, Pegi Stamps, Jill Kroenke, Mindy Mikesell, Willie Burke, Melissa Smitson, and Liz Smith. The following experts were contracted to consult with the Curriculum Committee: Dr. Ed Greene and Dr. Jacqueline Jones. A number of others have worked to update, revise, and implement the Constructivist Curriculum Plan in the years since it was introduced in 2001. Those people include: Joyce Taylor, Ann Camey, Lisa Johnston, Anita Gomes-Stewart, Keri Young, and Aileen Murphy-Swift. Liz Smith, education manager, has made significant contributions in overseeing and facilitating the creation, implementation, and revision of the Constructivist Curriculum Plan. This is an overview. The full document is available upon request. Table of Contents Part I. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Cognitive Developmental Theory and the Constructivist Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Piaget Dewey Vygotsky Erikson Gardner Goals for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 COPYRIGHTED MATERIAL