CURRICULUM

Definition #1  An organized framework  Identifies the content children are to learn  Identifies processes through which children achieve the curriculum goals  What teachers do to help children achieve the goals  Where and how the teaching and learning are to occur

Definition #2  Organized framework  Age and individually appropriate  Supports cognitive, physical, social and emotional development  Uses appropriate activities  Encourages individual choices  Includes adult interaction  Includes parent involvement

General Categories of Curriculum  Direct Instruction:  Constructivist: –Montessori  From watching and doing activities, the child organizes the world and her own thinking. Child uses materials as he/she likes. Materials are self-correcting and are designed to teach a specific lesson. –Head Start  Developed to provide classroom-based and home-based comprehensive developmental services for children from low- income families

–Bank Street:  Includes the developmental-interaction method that fosters all aspect of a child’s development. Uses learning center approach. –High Scope:  Includes active learning. Materials are organized in each activity area so children can engage in key experiences— activities that foster developmentally important skills and abilities. Includes plan, do, and review –Reggio Emilia:  Children construct their own knowledge through explorations, self-expression, and social interactions. The environment is the third teacher. Includes project approach.

Early Learning Standards  Effective Early Learning Standards Emphasize Significant, Developmentally Appropriate Content and Outcomes –All domains –Content is meaningful and important –Appropriate expectations –Accommodate community, cultural and individual needs

 Effective Early Learning Standards Are Developed And Reviewed Through Informed, Inclusive Processes –Reviewing relies on valid sources of expertise –Involved multiple stakeholders—community, families, EC and SE educators –Provides opportunities for discussion and exchange –Provides opportunities for review and revision

 Early Learning Standards Gain Their Effectiveness Through Implementation and Assessment Practices That Support All children’s Development in Ethical, Appropriate Ways –Requires effective curriculum classroom practices, and teaching strategies –Uses tools to assess children’s progress –Assessments are used to benefit children not penalize them

 Effective Early Learning Standards Require a foundation of Support for Early Childhood Programs, Professionals, and Families –Standards for quality programs, and adequate resources are implemented –Expansion of professional development is provided for –Families are key partners in children’s learning and are respected and supported