Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fBEG6g009638; Fri, 14 Dec 2001 11:06:42 -0500 (EST) Date: Fri, 14 Dec 2001 11:06:42 -0500 (EST) Message-Id: <v04210107b83fd263dfab@[128.148.147.35]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: Janet Isserlis <Janet_Isserlis@Brown.edu> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:521] RE: What is curriculum? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" ; format="flowed" Status: O Content-Length: 1030 Lines: 24 >At 07:39 PM 12/13/2001 -0500, BRmidwest@aol.com wrote: >><SNIP> >>However, I STILL believe.... >> >1) There is no such thing as "a" family literacy curriculum. <SNIP> >Absolutely right! It seems people are also talking about/around the notion of emergent curriculum -- of developing particular content and approaches through an ongoing process of attentive listening to adults, and awareness of early [and ongoing] childhood development. Curriculum guides and suggestions, approaches and methodologies can be incorporated to design , in ongoing fashion, programming that meets particular needs of particular people . No one curriculum can, or should, be able to fit all settings all the time. We use curricula/guides, I hope, to give us ideas about what's possible, to see what others have done that we might learn from, but they're all useless without careful attention to the strengths and needs of the people with whom the program interacts . Janet Isserlis Literacy Resources/RI http://www.brown.edu/lrri
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