Sentence examples for generated curriculum from inspiring English sources

However, examples from the research by Siraj-Blatchford and Sylva (2004) show that structure is not necessarily associated with adult generated curriculum experiences and that adults play an important role in extending children's learning through child-initiated play.

The challenge for educators who might be used to free play, and for those involved in adult centered approaches, is to find a balance between free play and adult generated curriculum experiences and to know how to capitalize on child-initiated play to extend children's learning in play-based ways.

Morrison et al. (2015) found that creating a culture of student inquiry around STEM-based problems supported a teaching staff in continuously generating curriculum and enacting the school vision.

In the aspect of the study currently being reported, as a member of the CDTF responsible for generating curriculum newsletters, and after three years of programme planning and communicating with Faculty, the author was interested in how informed students were with regard to the curriculum being implemented early the following year.

A curriculum whose content is partly determined, or at least influenced by the expressed needs and interests of the students, may generate a curriculum more relevant to them.

The contrast between free play approaches and those that adopt adult or curriculum generated experiences as an integral part of early childhood curriculum has led to concerns about reduced child choice, and the idea that more 'structure' is required.

It endorses adult or curriculum generated learning and child-initiated play through play-based learning.

The strategy is to find ways in which adult or curriculum generated play based learning can complement child initiated or free play to enhance children's learning.

However, Wood (2009) has suggested that for some educators, adult or curriculum generated play experiences are akin to adult intervention in children's play.

The teachers' collective sense-making activity, viewed from a sociocultural perspective, generated understandings of curriculum and instruction that informed the dynamic vision of the school and led to changes in their approach to classroom practice.

This series of meetings (Evolution Across the Curriculum) generated a consensus on the beginnings of a strategic plan for coordination and action over the next 2 3 yr.