SKU 3600584

Complementary Curriculum Approach

Name: Complementary Curriculum Approach
SKU: 3600584
Availability: InStock

Transform Your Practice Through Intentional Teaching

by Lisa Porter Kuh, Ph.D and Iris Chin Ponte, Ph.D

Paperback

$28.00

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The Complementary Curriculum Approach provides four powerful and strategic intentions to cultivate rich classroom environments for learning. These interrelated tools will help teachers invigorate their practice and trade “harried and chaotic” for “settled and engaged.”

Overview

The Complementary Curriculum Approach is a practical and inspiring guide, written by and for early care and education professionals who want to trade “harried and chaotic” for “settled and engaged.” Not a series of defined lessons and predetermined activities, the Complementary Curriculum Approach is a way of approaching curriculum that builds upon the teacher’s ability to personalize the environment and understand their role in children’s learning. The Complementary Curriculum Approach invites teachers to support children’s play and cultivate classroom environments with rich, interesting learning experiences at the core. Four strategic and powerful teaching intentions are presented. The goal is that teachers will invigorate their practice and enhance their own time and energy by using these fresh, interrelated tools.

“Drawing on the wisdom of pioneers in early childhood education and development, they take that wisdom and use it as ingredients to produce the feast in the classroom they call a ‘complementary curriculum’, all to ‘Create the beautiful spaces, offer the energizing choices, and seize the opportunities for playful learning that brought you into the field.’ – their words that define their own beautiful mission.”

– W. George Scarlett, Ph.D., Sr. Lecturer and Tisch Sr. Fellow, Tufts University

“The Complementary Curriculum Approach takes educational theories and practices that have strong foundations and uses a fresh look to bring them together to better meet the social-emotional and cognitive needs of all children by providing them with agency and choice.”

– Debbie LeeKeenan, Lecturer, author, consultant, AntibiasLeadersECE.com

“The Complementary Curriculum Approach shows us how to balance the best methodologies and integrate curriculum to truly create high-quality early childhood experiences like never before. This is a foundational text that needs to be on every educator’s bookshelf alongside the The Hundred Languages of Children, The Absorbent Mind, Mind and Society and Democracy and Education. Kuh and Chin Ponte serve to synthesize the history and future of education for our times just as Montessori, Vygotsky, Dewey and Malaguzzi did for theirs.”

– Cady Audette and Kelly Pellagrini, co-directors at Charlestown Nursery School

“Dripping with evocative stories from early childhood classrooms, Iris and Lisa draw on their history as educators and coaches to respond to the everyday frustrations teachers experience as they seek to create a ‘settled classroom’ in which children’s engagement and joy abounds. In this book, the authors show us how key theories and approaches in our field can complement each other to reveal powerful and practical solutions driven by clear intentions, rather than desperation.”

– John Nimmo EdD, Associate Professor / Co-Coordinator, Early Childhood Education Programs Department of Curriculum & Instruction, Portland State University

Introduction
The Search for the Settled Classroom

Early Childhood Legacies
The Influences that Shape Complementary Curriculum

The Prepared Environment
Old Norms, New Visions

The First Intention
Compelling Materials

The Second Intention
Explicit Presentation

The Third Intention
Responsive Scaffolding

The Fourth Intention
Following Children’s Interests

Finding the Settled Classroom
Protecting Choice and Using Time Well

Lisa Porter Kuh

Lisa Kuh has worked as an instructional coach, classroom teacher, teacher educator, university professor and researcher, and professional developer. She is the Program Director of the Sheva Center of the Jewish Community Center Association of North America - the early childhood department of the JCC Association. She was the Director of Early Education for the city of Somerville, Massachusetts, and worked with public, center-based, and Head Start preschool programs to create access to high quality early education opportunities. Dr. Kuh has been part of faculty at Tufts University, University of New Hampshire, and Lesley University and continues to consult nationally. She is the author of Thinking Critically About Environments for Young Children and Complementary Curriculum Approach: Transform Your Practice Through Intentional Teaching. She has published and presented on the impact of outdoor playspaces and classroom environments for young children, teacher professional development, documentation, Montessori education, anti‐bias education, as well as literacy and math content.

Iris Chin Ponte

Iris Chin Ponte, Ph.D., (she/her) is director and classroom teacher at the Henry Frost Children's Program in Belmont, Massachusetts. She is an adjunct faculty member in the graduate school of education at Lesley University. Recognized as an Exchange Emerging Leader in 2015, Ponte is a former Fulbright scholar, with expertise in cross-cultural issues in education in the United States, the United Kingdom, Taiwan, China, Japan, and Newfoundland. Ponte has received professional recognition from the Children's Defense Fund, CBS, and the American Educational Research Association and was awarded the Thomas J. Watson IBM Fellowship.