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Title: Cultivating Self-Determination: A Curriculum Framework from Preschool to High School

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Title: Cultivating Self-Determination: A Curriculum Framework from Preschool to High School

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Chapter 12 #2-In small groups of three to five (I chose my PLC team at my school for expansion and experience) participants in class, develop an outline of what you would consider a curriculum for teaching self-determination at the levels of preschool, early childhood years, middle school, and high school.

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"..the teaching and learning of self-determination skills for children and youth of all ages, whether or not they have a disability, is a worthwhile part of the mission of the educational enterprise in various environments."(Wheeler, 2005. P.260). Self-determination is a crucial skill that empowers individuals to make choices, set goals, and navigate challenges effectively throughout their lives. Developing a curriculum to teach self-determination across different educational stages is essential for nurturing resilient and confident individuals. Based on conversation and data collection this is an ideal comprehensive curriculum framework for teaching self-determination from preschool to high school.

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At the preschool level, the focus is on laying the foundation for self-awareness and decision-making skills. Activities should revolve around fostering independence, such as allowing children to choose their activities and encouraging them to express their preferences. Storytime sessions can include narratives about characters making choices and facing consequences, teaching children about cause and effect. "..although self-determination might be a goal for which to strive, it is not synonymous with independence". (Wheeler, 2005. P. 255). Keeping self-determination as a targeted goal needs to be practiced throughout one's entire education. This practice is not only seen at the preschool level but also the lower elementary levels.

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In the early childhood years, children begin to develop a deeper understanding of themselves and their abilities. The curriculum should include activities that promote self-reflection and goal-setting, such as creating vision boards or setting achievable tasks. Role-playing games can help children explore different scenarios and practice problem-solving skills independently or in groups. Various factors in the world have interrupted a student's ability to practice and apply problem-solving skills. "...if a child has the opportunity to learn and maintain this skill in school, but the skill is ignored or even countered in other significant environments (for example, home, religious classes, T-ball, scouting), then it may be only partially or unsuccessfully acquired as an element of the child’s repertoire for self-determination."(Wheeler, 2005. P.255).

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During the middle school years, adolescents experience significant cognitive and emotional growth. The curriculum should focus on building resilience and fostering a growth mindset. Activities that are implemented school-wide such as Wayfinder(SEL), can encourage and practice these skills daily with middle school students. Group discussions and peer mentoring can provide opportunities for students to share their experiences and learn from each other's challenges. "Many models and frameworks related to children and families have been used in education and other human service disciplines." (Wheeler, 2005. P.258). Each school will develop its framework, and the teacher will add a special touch to carry out the importance of the framework. Projects that require planning and time management skills, such as organizing community events or fundraisers, can instill a sense of responsibility and achievement.

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In high school, students are preparing for adulthood and facing increasing pressure to make important life decisions. The curriculum should emphasize self-advocacy and career readiness. Mock interviews and resume workshops can help students develop communication skills and explore their interests and strengths. Service-learning projects that involve collaborating with local organizations can cultivate empathy and social responsibility. High school programs are now starting these specifics earlier on in high school versus one's senior year. Implementing these crucial skills in the curriculum can lead to a most successful outcome for high school students and their self-determination. "...it has been held that the more program-relevant the assessment procedures and instruments are (the extent to which they produce information that is directly applicable to intervention and teaching), the more useful and appropriate they are." (Wheeler, 2005. P.259).

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There was heavy information in the readings of chapters 9-12. In conclusion, teaching self-determination across different educational stages is essential for empowering students to become independent and resilient individuals. By implementing a comprehensive curriculum framework that addresses the unique needs of each developmental stage, (preschool, early childhood, middle school, high school) educators can equip students with the skills and confidence they need to navigate life's challenges successfully. All teachers approach in instilling self-determination, can be based on principles of child development, educational psychology, and having a good sense of the ideal curriculum framework for the grade level they are teaching.

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Wheeler, J. (2004). Behavior Management: Principles and Practices of Positive Behavior Supports (pp. 249-263). Pearson. https://plus.pearson.com/products/6bb09831-45f2-4e81-97d7-28db2796a02e/pages/dc27c610-906a-11ec-bb67-4bc9a210dd83?userPreferredType=read&iesCode=APUo361F21