With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named ''Creative Endeavors'', as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken.
Having a set of standards, whether they are common core or state standards, appropriate for kindergarten children is a concern raised by many early childhood educators and parents. Given that at this point and time standards are recognized by many other stakeholders as a way of ensuring children are ready for the future, it is time to further investigate ways to infuse standards into the curriculum in an appropriate way. The developmental appropriateness, and the planning, implementation, and assessment techniques of the curriculum are key to meeting the standards. The article focuses on writing as one example of providing an environment where children can work at their own developmental level. Teachers must be knowledgeable about development, appropriate activities, and the fundamentals of literacy. Samples of kindergarten writing are used to illustrate and explore the possibilities of fostering an appropriate writing curriculum.
As student populations in classrooms in the United States continue to diversify, the diversity of classroom teachers lags behind significantly. It has become increasingly important for programs preparing (mostly white, female) teachers to invest in instructional strategies that promote culturally-relevant educational practices. This includes introducing pre-service teachers to the various discourse communities and practices that k-12 students bring to the classroom. The instructional method presented in this chapter engages pre-service teachers in coursework that develops their own professional identities and promotes their understanding of educators' professional discourse. The project exposes pre-service candidates to their own discourse practices and hidden biases, while increasing their funds of knowledge in order to better value the discourse practices brought to the classroom by the K-12 children in their care.
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