| When searching for a developmentally appropriate | | | | well-rounded, engaging learning environment that |
| curriculum, keep in mind the philosophy behind the | | | | stimulates children's growth in all developmental |
| curriculum. Is the curriculum based on the works | | | | domains. Whether it's climbing, singing, painting, or |
| of an early childhood philosopher that exposes the | | | | spending quiet time in a cozy corner, children will |
| children to early childhood development principles? | | | | delight in an atmosphere that allows them to |
| Does the curriculum allow the teacher to | | | | explore, investigate, learn, and discover! |
| implement those principles and apply them in a | | | | Curriculum activities may often be repeated |
| classroom that provides hands-on, center-based | | | | throughout the week. Repetition of daily routines |
| activities that promote the development of | | | | and experiences helps reinforce learning and leads |
| emerging skills for each individual child? The role of | | | | to the mastery of skills. Curriculum should be |
| the teacher is to facilitate learning, allow children to | | | | designed to allow for flexibility in modifying |
| make meaningful choices, and build self-esteem | | | | activities to meet the individual learning styles, |
| through staging "successes" that | | | | abilities, and interests of each child. Activities |
| encourage further exploration and learning. | | | | should incorporate cultural awareness through |
| Classroom management is often one of the most | | | | integrated holiday themes, stories and legends, art |
| difficult skills for a new classroom teacher to | | | | projects, and musical experiences, including input |
| master. Without proper planning and appropriate | | | | from individual children and their family's culture, |
| classroom materials, many teachers experience | | | | traditions, and rituals. |
| the frustrations caused by a classroom out of | | | | A curriculum should incorporate a strong literacy |
| control. A teacher who fails to plan using a | | | | component and academic options that meet the |
| developmentally appropriate classroom curriculum, | | | | standards for school readiness and help support |
| that includes an appropriate implementation plan, | | | | children's emerging skills in reading and writing in a |
| will quickly find it impossible to maintain an | | | | developmentally appropriate manner. Character |
| appropriate classroom environment. | | | | education built into a curriculum will allow a teacher |
| In a well organized classroom with pre-planned, | | | | to help children develop positive character traits |
| developmentally appropriate activities, children are | | | | and set the foundation for high moral character in |
| busy exploring and there will be less opportunity | | | | adulthood. Recognizing that parents are partners in |
| for conflict. A classroom that provides activities | | | | a young child's journey through education, |
| using a developmentally appropriate curriculum | | | | suggestions should be made to keep them |
| creates an environment that is less frustrating | | | | involved in the program, both at home and at |
| and as a result, the teacher will find joy in daily | | | | school. |
| activities. Most importantly, a developmentally | | | | Ongoing observation and assessment is crucial to |
| appropriate classroom environment will result in | | | | meeting the constantly changing needs of young |
| happy children and satisfied parents. | | | | children. Look for a curriculum that contains an |
| Curriculums that include topics such as appropriate | | | | appropriate assessment component to help the |
| scheduling, creating a developmentally appropriate | | | | teacher evaluate the children. An appropriate |
| classroom, and making the most of learning | | | | assessment component aids the teacher's efforts |
| centers, will help create a classroom environment | | | | to meet the individual needs of each child and |
| that actively engages the child and keeps his or | | | | make program improvements as necessary. Once |
| her attention. When implemented in the | | | | familiar with the curriculum, a teacher must |
| classroom, these components contribute to less | | | | continuously evaluate the needs of the children |
| discipline problems and a smoother day. | | | | and decide which enrichments are best suited for |
| When selecting a curriculum, teachers should | | | | each child. By using weekly objectives, paired with |
| consider the development of the children to | | | | the child's needs, teachers will be able to offer |
| ensure the suggested activities in the curriculum | | | | opportunities for the maximum growth and |
| are adaptable to the varying skill levels of each | | | | development of each child. Because children's |
| child in the group. Developmentally appropriate | | | | interests vary on a daily basis, a variety of |
| curriculums offer open ended activities that allow | | | | activities must be planned for them to choose |
| children to make choices and include objectives | | | | from. By recording daily observations about the |
| for the activities offered. | | | | children's interactions with the materials and |
| The foundations of a developmentally appropriate | | | | activities in the learning centers and with each |
| curriculum are the needs and interests of each | | | | other, a teacher will become familiar with the |
| individual child. These curriculums are filled with | | | | children's interests and abilities. These anecdotal |
| numerous activities to choose from on a daily | | | | notes will provide the teacher with the information |
| basis, giving the classroom teacher the | | | | needed to make better decisions aboutwhich |
| opportunity to incorporate a balance of | | | | centers can be used to appropriately enrich the |
| teacher-directed and child-initiated activities. This | | | | classroom and which activities to include or |
| allows for planned learning experiences as well as | | | | eliminate from future plans. |
| those guided by the children's interests and | | | | Early childhood professionals who dedicate |
| abilities. Curriculums that offer suggestions for field | | | | themselves to working with young children, find |
| trips, community service projects, and special | | | | that each new day presents an opportunity to |
| visitors in the classroom will help the children build | | | | help them become all they can be. A child's natural |
| a sense of belonging in the larger world around | | | | curiosity and eagerness to explore combined with |
| them. | | | | a nurturing teacher and a well-rounded curriculum |
| The curriculum should include opportunities for child | | | | provides a magical recipe for enhanced learning |
| initiated activities that are offset by opportunities | | | | and growth in all areas of child development. A |
| for teacher directed activities. Child initiated | | | | curriculum offering teachers a multitude of ideas in |
| activities allow children to learn independently | | | | an easy-to-use format, makes the burden of |
| through exploration and discovery with the | | | | program planning lighter and provides the |
| guidance and supervision of the teacher. With | | | | classroom teacher more time to meet the |
| teacher directed activities, children are given | | | | individual needs of each child. |
| specific teacher instructions and are expected to | | | | Learn more about choosing a curriculum for your |
| follow a specific plan as outlined under the | | | | classroom. Visit ChildCare Education Institute to |
| direction of the classroom teacher. In both | | | | discover over 100 online child care training courses |
| teacher directed and child initiated activities, the | | | | that meet the continuing education requirements |
| curriculum selected should include objectives for | | | | of the child care industry. Register for a sample |
| the planned outcome of the activity and provide a | | | | course and try online learning today! |