Choosing and Using Curriculum
Research shows that quality of care is enhanced when a purposeful curriculum is incorporated into a child care setting. A well-planned, written curriculum includes:
- The content that children are to learn
- The experinces/processes through which children achieve the identified goals
- What child care providers/teachers need to do to help children achieve these goals
Factors to Consider When Choosing a Curriculum
Describes the theory and/or child development research used in the development of the curriculum.
Goals and Objectives
Provides developmentally appropriate goals and objectives that align with the North Dakota Early Leaning Guidelines.
Schedules and Routines
Includes guidance on developing an age-appropriate schedule that is predictable but flexible to take advantage of “teachable moments” and is responsive to the needs of individual children. Routines such as feeding or toileting are included as an integral part of the children’s schedule and learning as age appropriate.
Set-Up of Physical Environment
Provides guidance for the set-up of the physical environmen ( room/home space arrangement; furnishings; and equipment) and it's link to learning
Provides appropriate guidance on how adults can facilitate children’s social-emotional development through interactions and peer relationships.
Materials and Experiences
The materials and experiences used in the curriculum
- Link to the goals and objectives for children’s development and learning
- Include a variety (3 or more) of instructional formats and strategies (example: child-initiated, adult-initiated, large group, small group, activities, and learning centers).
- Include a variety of the children’s senses (sight, touch, smell, taste, hear)
- Are play-based
- Present concepts that are concrete and relevant to children’s everyday lives.
- Flexible enough to promote learning in both indoor and outdoor settings
- Support children in making choices
Supports the development and learning of children from diverse backgrounds, addresses how adults can provide experiences that are culturally relevant and reflects a variety of cultures, languages, socio-economic status, and structures.
Inclusive of Children with Varying Abilities
Includes provisions for modifications/adaptations to include children with special needs, children who speak languages other than English, gifted children, etc.
Promotes two-way communication and includes ways to collaborate with families through a shared decision making process.
Explains how to implement the curriculum and offers resources/ tools to assess the extent to which the curriculum is implemented as designed.