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Almost everyone who responded emphasized the importance of respecting teachers as curriculum designers. They described how their teachers observed children, documented what they learned, communicated regularly with families, and constructed their curriculum. The following statement captures this idea:

“When teachers build curriculum with each other and with the children and are willing to really listen to each other and to the children’s ideas, and really value them, there is a very different kind of relationship being established and a climate of mutual trust is formed. The nature of this relationship between teachers and children and parents would be very different in our opinion, if the teacher’s plan were already written and all the planning spaces filled in, and all the outcomes predetermined and articulated ahead of time.”
(Alba DiBello, Lincroft, NJ)

Questions Directors Ask When Considering Curriculum Models

In making decisions about appropriate approaches, curriculum models, and resources, directors mustfirst consider their specific program situations. This includes examining:

• the vision/mission of the program

• the philosophical beliefs held by the program (e.g., about how children learn best, how teachers grow professionally, the role of families as partners in children’s development and learning)

• mandates/requirements the program must meet (e.g., outcomes, standards)

• the experience and stability of the staff (e.g., their ability to develop meaningful curriculum, the guidance and training they will need)

• time that can be allocated for staff development (e.g., time for teachers to meet together, share what they have learned about the children, and engage in joint planning of curriculum)

• resources available to support curriculum implementation (e.g., for materials, staff development).

After carefully examining the program’s circumstances and beliefs, directors may want to involve staff and families in the curriculum adoption process. Here are some questions to consider:

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