Real World Teaching

Real World Teaching

A cross-disciplinary curriculum entails bringing different subjects together and primarily teaching separately (Costley, 2015). It prepares children for lifelong education and learning. This approach helps children control their knowledge, enhances creativity, and generates novelty in education (Hyson, n.d). Such a curriculum allows children to combine subjects and flexible schedules; learning becomes more than just using textbooks and ordinary learning materials (Shoaga, 2016). Early childhood education teachers who use this curriculum employ several subjects like fine arts and language arts to improve the children’s motivation and engagement (education. ne.gov, nd.). Incorporating an interdisciplinary curriculum for early childhood students supersedes the connection between subject areas and new ways of comprehending the world (Sullivan, 2019). It enables learners to perceive new relationships and systems positively. In this curriculum, the learning experiences give the students a unified perception of common knowledge and motivate their power to establish and appreciate new models and structures.

An example of such a curriculum is the use of themes in instruction. These themes provide a common ground for the teacher and students to work on. The student gets a sense of purpose in the subject. Selecting topics based on the student’s interests motivates them to learn. For instance, the students might be provided with a story and asked to tell the class the story’s main focus or simply what it talked about. Another example is combining subjects like social studies and English. The teacher could use a storybook on the importance of being good citizens to remind the children of the characteristics of good citizens, which is a topic in Social studies.

Social studies are crucial in early childhood education because children’s formative encounters mould their attitudes as part of their classes, schools, and society (Mardell, 2011). As a teacher, I would encourage students to explore and ask questions about social systems, societal norms, and the values influencing interactions and connections (Social studies: 3rd grade, n.d.). These would include non-verbal but observable social cues that indicate some forms of bias and inequality. I would cultivate social concepts in the student’s learning through different means like reading aloud, classroom conversations on controversial topics, and explicit instruction (Early Childhood in the social studies context, n.d.). Social concepts focus on real-life circumstances and challenges children face in their communities and classrooms (Mindes, 2015). I would incorporate real-life events in learning by fostering dialogues to generate distinct perspectives and provide evidence of existing arguments while respecting everyone’s opinions. One current event is Black History Month which applies the standard of knowing the different beliefs and behaviours of characters in history and the impacts of their actions (California State Standards for social studies: Kindergarten, n.d.). I would begin this lesson by explaining to the children the history of this event and its people. I would use photos of African-Americans who contributed to the fight for equality to foster a positive celebration of African American heroes. I would take the children on a local museum tour and use African American art to celebrate their culture. I would use audio and video devices to explain the history of African-Americans in the United States and what they have achieved over the years.

References

 California State Standards for social studies: Kindergarten. (n.d.). Perma-Bound Books. https://www.perma-bound.com/state-standards.do?state=CA&subject=social-studies&gradeLevel=K

Costley, K. C. (2015). Research Supporting Integrated Curriculum: Evidence for Using this Method of Instruction in Public Schools Classrooms [Unpublished doctoral dissertation]. Arkansas Technical University.

Early childhood in the social studies context. (n.d.). Social Studies. https://www.socialstudies.org/position-statements/early-childhood-social-studies-context

Hyson, M. (n.d.). Approaches to Learning, Kindergarten to Grade 3 Guide. New Jersey Department of Education, 1-35.

Integrated Curriculum in the Primary Program (2017). Nebraska Department of Education. https://www.education.ne.gov/wp-content/uploads/2017/07/IC.pdf

Mardell, B. (2011). Learning is a team sport: Kindergartners study the Boston Marathon (video).

Project Zero, Harvard University Graduate School of Education. www.pz.harvard.edu/resources/learning-is-a-team-sport-kindergartners-study-the-boston-marathon.

Mindes, G. (2015). Preschool through grade 3: Pushing social studies from early childhood education to the world. Young Children, 70 (3), 10–15.

Shoaga, O. (2016). ADOPTING INTEGRATED CURRICULUM FOR EARLY CHILDHOOD EDUCATION: THE NIGERIAN TEACHERS’ DILEMMA (PART 1). Truly Alive Youth

And Family Foundation. https://trulyalivefoundation.org/adopting-integrated-curriculum- for-early-childhood-education-the-Nigerian-teachers-dilemma-part-1/

Social studies: 3rd grade. (n.d.). Scholastic | Books for Kids | Parent & Teacher Resources. https://www.scholastic.com/parents/others/articles/social-studies-3rd-grade.html

Sullivan, C. (2019, November 5). Approaches to successful cross-curricular integration. TeachHUB. https://www.teachhub.com/teaching-strategies/2019/11/approaches-to- successful-cross-curricular-integration/

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Real World Teaching

What is the value of integrating a cross-disciplinary curriculum for early childhood students? Provide 2-3 examples of the K-Grade 3 cross-disciplinary curriculum and a few teaching strategies for each. How can you incorporate real-world events and problem-solving in your classroom to meet social studies standards? Select one age appropriate for the current kindergarten event, identify one functional social studies standard, and discuss how you would teach it. Could you incorporate technology with this standard? 250 word