Early Childhood Education

Early Childhood Centre

Curricular Connections

The connections are made with Atlantic Canada curriculum documents with th exeception of musical connections. As there is no official music curriculum online, the musical indicators have been drawn from other curricular documents.

Physical Education

Outcome 1:
Demonstrate space and body awareness

Outcome 2:
a) Move through general space in a safe and controlled manner
b) Be able to stop quickly with good balance

Outcome 3:
General space changing directions and maintaining control

Outcome 4:
Perform locomotor skills with a change in speed

Language Arts

Outcome 5:
Students must respond personally to a range of texts in a variety of ways.

Outcome 6:
a) Respond to a variety of stimuli, creating a movement sequence
b) Create simple movement sequences

Science Outcomes:

Life Science: skills - observing, comparing, classifying, inferring, predicting.
Students will investigate objects and events in their immediate environment and use appropriate language to develop understanding and to communicate results (100).

Students will ask questions about objects and events in the immediate environment and develop ideas about how these questions might be answered (200).

Students will work with each other and share and communicate ideas about explorations (203).

Musical Outcomes:

In an earlier version of a NB music curriculum guide (mid-nineties), four musical components were identified:

Music literacy: the ability to read and write music
Music making: the demonstration of musical awareness in a variety of music making activities
Responding to Music: awareness of the expressive qualities of music
Music and culture: an awareness of the role of music in society past and present

All of the components noted about were addressed in this music project.

Music literacy: If we look at the musical notation of favourite songs, we can see that these children have an emergent understanding that musical notation constitutes a separate symbolic system. This emergent musical knowledge is comparable to emergent written knowledge in the area of spelling.The ability to play short melodies within the range of a third also constitutes music literacy.

Music making: The greatest pleasure with music-making was in the creation of the band and the band's ongoing improvisational and orchestrated performances. Some of the learning here included:

-Singing a variety of repertoire

-Matching pitch vocally

-Cooperation and teamwork skills needed for working in a band
-Creation of rhythms to accompany songs and movement

Responding to music: This was an ongoing state- with the singing of songs- familiar and new; working with the invited guests and with the children's own music making.

Music and culture: component was most evident though the musical cultures of children's homes coming into the classroom - be it classical, percussive, jazz, or popular. As well the invited guests played instrument that they situated culturally- such as the harp and the African drum.

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Comments to: eccentre@unb.ca Last update: 2005/07/22