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Early Childhood Curriculum Models

By Diane Trister Dodge

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The Changing Role of Curriculum

It wasn’t so long ago that the idea of using a written curriculum to guide the care and education of children under five was not widely accepted. It was unheard of in programs serving infants and toddlers and still controversial for programs serving preschool children. Even defining curriculum for this age group has been challenging. Dictionaries typically define curriculum as a scope and sequence for a course of study. Organizations and experts on early childhood education provide broader definitions that address all aspects of program planning for a given age group, including content, processes, context, and what teachers do. An appropriate definition for World Forum participants comes from NAEYC’s new position paper on curriculum assessment and evaluation, which states that “ . . . in general curriculum is seen as the means by which a society helps learners acquire the knowledge, skills, and values that that society deems most worth having.”

New research and knowledge highlight the importance of the early childhood years in preparing children, especially vulnerable children, for school and future success. Because high quality early learning experiences are so important, they cannot be left to chance. There is a growing consensus, supported by many scholarly reports, that we must be more purposeful in our work with young children. A comprehensive curriculum can help teachers and directors make thoughtful decisions about how and what to teach. It provides a blueprint for planning and implementing a program that addresses all aspects of child development and building partnerships with families.

At the same time, content standards for different disciplines �" literacy, math, science, social studies, the arts, and technology �" are giving us a better understanding of what experiences lay a firm foundation for life-long learning and healthy development. These standards are used to build curriculum content that is challenging and relevant to what children will be learning when they enter school. It is safe to say that “ . . . much more has become known about the power of high-quality curriculum content, effective assessment practices, and ongoing program evaluation as tools to support better outcomes for young children.”

Why Programs Use
a Curriculum

Programs are more likely to use a curriculum if they are required to do so or because they want to ensure that everyone is on the same page and working toward the same goals. In the United States, programs that receive federalor state funds are often required to identify a curriculum model that they are implementing. The National Head Start Bureau, for example, provides criteria for selecting a comprehensive curriculum model but gives each program the freedom to select the one that they think is most appropriate for the population they serve. Some states that oversee early childhood programs have approved specific curriculum models that programs may use. Privately funded preschool and child care programs have no specific requirements, although many do use a curriculum to guide their planning. They are more likely to have a curriculum if they are seeking accreditation, because that is a requirement.

With the increasing interest in preschool education, states are now required to develop standards for pre-K programs. As of 2002, 39 states had developed or were in the process of developing standards defining what children should know and be able to do before they enter kindergarten. These standards are increasingly being used to guide curriculum selection and planning.

In many countries, early childhood programs follow a specific curriculum framework, but they have a great deal of leeway in designing experiences that reflect their children and the community. For example, in New Zealand, early childhood centers use a curriculum framework called “Te Whariki,” meaning “a woven mat.” It defines four principles �" family and community, relationships, holistic development, and empowerment �" and five strands �" well-being, belonging, contribution, communication, and exploration. Each center creates its own “woven mat” from the basic principles and guidelines of the framework. (Nikki Grazier)

Similarly, in South Australia, there is a set curriculum framework called the “South Australian Curriculum, Standards and Accountability Framework,” that is used statewide as a framework for all programs. It outlines essential learnings: Futures, Identity, Interdependence, Communication, and Thinking. It is very flexible and allows for teachers to plan based on what they learn about their children. (Mary Scales)

In Kenya, all programs must follow national “Guidelines for Early Childhood Development” that describe objectives, content, and methods and recommend a thematic integrated approach. “Due to the diverse nature of Kenya’s people, culture, and environment . . . teachers are encouraged to use a localized curriculum which is developed for each district by the district centres for early childhood education.” (H. K. Manani)

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