Preschool Programs: Effective Curricula . When quality is discussed, it is typically measured by two dimensions: (1) process variables (e. Curriculum is different from, but reflects, guiding principles or beliefs about children and their learning. Three beliefs prevail in the field today: (a) children are competent and eager learners whose natural curiosity yields rich learning trajectories; (b) children learn in an integrated way, so that specific subject area learnings (e. Behaviourist theories of child development led to highly didactic models of direct instruction in which teachers typically present discrete facts to the entire class of children in whole groups. Maturationist theories of child development, where children are allowed to develop at their own pace, advanced pedagogy and curricula that enable children to direct their own learning. Constructivist theories of child development advanced pedagogy wherein children are active partners with their socio- cultural environment, including teachers and peers. Finally, curriculum is different from, but supportive of, children. Curriculum is intended to encourage learning processes (e. In this sense, curriculum is sometimes confused with standards or expectations of what children should know and do. Curriculum, then, must be clearly understood for what it is and for what it uniquely contributes to early care and education. Curriculum is the content of what is taught and what is learned. Problems. There are three central problems to understanding the effectiveness of curricula in early childhood programs. First, there is a persistent lack of clarity about the distinctions between curriculum and pedagogy. Second, there is no clear evidence of the comparative effectiveness of specific curricula; past efforts to compare curricular models have not identified one as clearly superior to others. Third, it is difficult to evaluate a curriculum. Child results are contingent not only on the curriculum, but also on children. Early educators report feeling pressure to stress academic curricular areas from kindergarten teachers who, in turn, report pressure from primary teachers to concentrate on a more limited range of subject areas. Such a shift in focus is manifest formally in new guidelines directing programs to focus more heavily in these areas. Key Research Questions. The search for effective curricula persists, with the federal government in the United States currently funding randomized clinical trials to compare various curriculum models to determine whether one or more curricula produce educationally meaningful effects for children. Children learn best by exploring and thinking about all sorts of phenomena. As such, children need to be active in their learning, not just cognitively, but also physically, socially, and artistically. Effective curriculum ensures that important concepts are taught through projects, every day experiences, collaborative activities, and an active curriculum. Goals are clear and shared by all. Curriculum goals should be clearly defined, shared, and understood by all adults who have a stake in children. The curriculum and related teaching strategies should be designed to help achieve goals in a unified, coherent way. Teachers have frequent, meaningful interactions with children. As already noted, curriculum and the content of what young children need to learn, know, and be able to do is closely linked with pedagogy and howsuch content is delivered. As a consequence, curriculum implementation relies primarily on teachers and the nature of teacher/child interactions. Teachers. Effective pedagogical and assessment strategies rely to a large extent on teachers. To support effective teaching, curriculum should be linked to on- going professional development for teachers. Curriculum is evidence- based. The curriculum should be based on evidence that is developmentally, culturally, and linguistically relevant for the children who will experience the curriculum. It should be organized around principles of child development and learning. When subject- specific curricula are adopted, they should also meet the standards of relevant professional organizations (e. National Council of Teachers of English or the National Council of Teachers of Mathematics). Curriculum builds on children. The content and implementation of the curriculum should build on children. In addition, curriculum should support the knowledge that children gain from their families and communities and support children whose home language is not English in building a solid base for later learning. Effective curricula offer guidance, adaptations, and specific strategies to differentiate teaching and classroom activities according to the characteristics and backgrounds of the children. Curriculum is comprehensive. Peachtree Road Lutheran Preschool uses its own unique curriculum called FLEX. FLEX stands for Fun Learning Experience. With FLEX, we do not hold a child back based on his or her age in the classroom. 6 Types of Preschool Programs. Reggio Emilia, Montessori. The HighScope Curriculum uses a carefully designed approach called active participatory learning. Children learn actively by having hands-on experiences with their. Preschool Curriculum A comprehensive approach to hands-on learning The HighScope Preschool Curriculum is based on the principles of active learning and positive.
In spite of pressures to emphasize language, literacy, and mathematics, the curriculum should encompass all areas of development including children. Rather than adopting a didactic, school- based approach in which each subject is taught distinctly and at separate times, curricula in early care and education should explicitly integrate learning across domains. Curriculum is aligned with learning standards and appropriate assessments. Increasingly, policy- makers and practitioners alike are concerned with improving children. This concern is manifest in the increased attention to a systemic and systematic approach to accountability that sets specific learning outcomes (i. However, attending to each independently is insufficient; effective curriculum is well aligned with standards and assessments. Conclusions. Curriculum, or the content of what children learn, is central to supporting and strengthening young children. Curriculum is different from beliefs about children, pedagogy, learning standards, and children. Nonetheless, curriculum is central not only to the knowledge and skills children gain, but also to the application of particular pedagogical approaches and to the nature of teacher/caregiver- child interactions. With increasing numbers of children in early care and education programs, coupled with the increasing focus on school readiness, effective curriculum is crucial. Moreover, as the press for accountability increases, children must be exposed to the content for which they and their teachers will be held accountable. Implications Given the diversity of young children in early care and education programs, it is unlikely that the field will or should come to consensus on the superiority of a single curricular model. Effective curricula rely on a balance between a clearly defined structure that impacts all children and flexibility that allows for individualization for children, families, and classrooms. Curriculum research must, therefore, discern the conditions under which certain curricula work best for certain children. Specifically, next generation research must examine which approaches produce educationally meaningful effects in which domains of development, for which children, under what social conditions, and with what kinds of professional preparation for teachers. Child- care structure - > process - > outcome: Direct and indirect effects of child- care quality on young children. Psychological Science 2. Child care quality: Does it matter and does it need to be improved? Madison, Wis: Institute for Research on Poverty; 2. Available at: http: //ecti. Accessed June 0. 7, 2. National Research Council. Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press; 2. Kagan SL, Moore E, Bredekamp S, eds. Reconsidering children. Washington, DC: National Education Goals Panel; 1. Ramey SL, Ramey CT. Early childhood experiences and developmental competence. In: Danziger S, Waldfogel J, eds. Securing the future: Investing in children from birth to college. New York, NY: Russell Sage Foundation; 2. Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly 2. Olfman S, ed. All work and no play: How educational reforms are harming our preschoolers. Westport, Conn: Praeger; 2. Espinosa LM. High- quality preschool: Why we need it and what it looks like. New Brunswick, NJ: National Institute for Early Education Research; 2. National Association for the Education of Young Children and The National Association of Early Childhood Specialists in State Departments of Education. Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Washington, DC: National Association for the Education of Young Children; 2. Available at: http: //www. CAPEexpand. pdf. Accessed June 0. Frede E, Ackerman DJ. Curriculum decision- making: Dimensions to consider. New Brunswick, NJ: National Institute for Early Education Research; 2. Available at: http: //nieer. Curriculum. Decision. Making. pdf. Accessed June 0.
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