integrated curriculum quiz #2 study set (spring 2025)

Anti-bias curriculum aims to encourage inclusivity and address the tough topics (stereotypes, bias, and discrimination) in the classroom for student to carry with them for the rest of their lives. Using anti-bias curriculum as teachers creates a safe environment, makes sure everyone is seen and heard, and empowers kids to respect others and speak out against injustices. Some ways to apply this in my classroom are to have the students do “getting to know others” activities (promotes diversity and celebrates differences), identify and celebrate the different cultures represented in the classroom, and have the students make “all about me” posters.

“Getting to Know Others” Activity

For students to get to know others, I will have them go outside and collect 1 leaf each. When they are done, we will go back inside and have them tell me about the characteristics (size, shape, color, texture) of their leaf. Once we are finished describing them, we will talk about how we can connect them to people; explaining that, like the leaves, everyone is different which makes all people so special.

**another way to do this for indoors would be a to have them feel objects in a mystery bag and follow all the other directions the same (descriptions, differences, connections).

Identify Cultures and Celebrate Differences Activity

To identify the different cultures in the classroom, I will have the students bring in something to represent their families’ culture. Items might include, pictures (of family, foods, holiday celebrations, clothes), what their religion is, some form of art (music, art piece/picture), and what language they might speak. Using this information we will create a “scrapbook” displayed on a bulletin board to represent and celebrate the different cultures of our classroom.

“All About Me” Posters

The “all about me” posters will serve as a way for students to identify who they think they are and what they love about themselves (ex: strengths, characteristics, culture). These will serve as a way for me to get to know the students better and for their peers to get to know them too. However, most importantly, they will get to see how their identity makes them unique and special in the classroom.

reflect on anti-bias curriculum and how it can be applied in your classroom

Anti-bias curriculum

• Used to identify and celebrate differences in the classroom through getting to know your students and them getting to know others. This serves a way for student to learn, respect, and acknowledge and identify that differences are what makes everyone unique and special. By using anti-bias curriculum students will be empowered, educated, and equipped to speak out against injustices and have a love for all people.

___________________________________________________

Prop Boxes

• Prop boxes are a good, easy to make, and storable means to introduce students to introduce everyday objects and their relationship to each other (materials, function, color, etc.). Prop support popular learning means by concrete materials, manipulating materials, imaginative/dramatic play, and matching sounds to objects. The boxes encourage multicultural and nonsexist play. They can be made from many different materials (plastic bags, shoe boxes, etc.) and include many household objects. They can be used in a variety of ways (indoor play, regularly, rainy days, transitionally).

  *Keep in mind that ability, purpose, learning experience, and interest of students matters when making and using prop boxes.*

___________________________________________________

• Nature exploration

  • hands-on, inquiry-based learning supports early development

• Benefits

  • boosts cognitive, social, and emotional growth; fosters curiosity and environmental respect

• Activity planning

  • use seasonal/local features, simple tools, and balance structured/free play

• Educator's role

  • facilitate learning, encourage questions, model curiosity

• Types of activities

  • observation (wildlife), sensory (touch/smell), creative (art), physical (climbing)

• Integration

  • connect to literacy, science, and math; use journals and group discussions

• Safety

  • teach safe nature interactions, dress appropriately, set exploration boundaries

___________________________________________________

Exploration of Water

• Importance of water exploration

  • water is everywhere; children naturally interact with it

  • key properties: flows downward, takes shape of containers, cohesion, adhesion, air bubbles rise

• Skills developed

  • observation, questioning, investigating, discussion, scientific curiosity

• Classroom setup

  • provide materials (funnels, tubing, squirt bottles, containers, smocks)

  • allow time, space, and display resources (posters, books, photos)

  • organize cleanup supplies and create discussion spaces

• Activities

  • sink or float objects

  • water on different surfaces (wax paper, foil, tables)

  • mixing/separating substances (salt, oil, sand)

  • color mixing with water

  • absorption with coffee filters

  • reactions with powders (baking powder, pudding)

___________________________________________________

Block Play

• Importance of block play

  • encourages creativity, problem-solving, and spatial reasoning

  • supports early math, science, and engineering concepts

• Developmental benefits

  • enhances fine motor skills and hand-eye coordination

  • promotes social skills, cooperation, and teamwork

• Types of block play

  • free building – unstructured creativity and exploration

  • themed building – creating structures based on real-world inspiration

  • collaborative play – working with peers to design and construct

• Role of educators

  • provide a variety of block types and materials

  • encourage storytelling and reflection on constructions

  • facilitate problem-solving and expand learning opportunities

• Integration into learning

  • connects to math (shapes, patterns, measurement)

  • enhances literacy through storytelling and discussions

  • develops science skills through balance, gravity, and engineering principles

___________________________________________________

Loose Parts

• Origins of loose parts theory

  • coined by architect Simon Nicholson in 1971

  • suggests that everyone is creative and that loose parts enhance creativity

• Definition of loose parts

  • materials that can be moved, combined, redesigned, taken apart, and reassembled

• Incorporation in early childhood education

  • supports STEAM (science, technology, engineering, arts, math) learning

  • teachers explore different loose parts in training sessions

• Observations from educators

  • experimenting with patterns, textures, and colors

  • using various materials for sensory and creative exploration

  • exploring weight, sound, and movement with different objects

reflect on the activities and work in modules that we have completed since the last quiz

In my own classroom I will incorporate and implement as many playful activities and experiences that I possibly can. I especially enjoyed our unit on clay and getting to sculpt and paint/decorate our creations. I hope to celebrate Mud Day in my classroom one day! Another activity that I loved was our loose parts lesson. Being put in the position to use whatever “loose parts” you had given us and make something out of it was such a great experience and learning moment. We were pushed to use our imaginations and creativity to create something out of randomness and then make it cohesive as a table. This activity is one that I believe can be used for so many things and I cannot wait to implement it! Another project, that we have not finished, is our learning centers project. This project has been a challenge, but has been so rewarding and worth it! I cannot wait to finish it, but also to use it in my future classroom and share it with my peers and field teachers!

reflect on what you will apply in your own classroom or how you can contribute in implementing activities in your field placements

My development as a professional has grown exponentially by taking this class and all my other education classes. Specifically in this class, I have learned that the standards that we need to meet according to the DEP can be met through playful learning! I have learned new ways to incorporate engaging, active, and meaningful activities that promote learning and development. Professionally, I feel equipped to confidently suggest and plan activities that I can use in the future and even share with my peers and field teachers. I can confidently say that I am able to talk about and implement fresh and fun ways for playful learning that is developmentally and practice appropriate.

reflect on how you are developing as a professional