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• Does the curriculum fit our beliefs, interests, and goals?

• Is it based on research?

• Is it easy to understand?

• Is it a comprehensive curriculum that sets out the basic information and guidance for putting a program in place, or a framework that allows teachers to create the curriculum?

• Is there evidence of the curriculum’s effectiveness when implemented well?

• Are resources available to support staff in implementing the curriculum (e.g., trainer’s guides, videos, parent resources)?

• Does it contain tools to determine how well the curriculum is being implemented (e.g., an implementation checklist that can be used by teachers and administrators)?

Conclusion

Directors and teachers make decisions about curriculum every day. With the increasing recognition of the importance of early experiences in building a firm foundation for learning and development, and with the pressures on programs to produce results quickly,new approaches and resources are being pushed on programs. Participants at the World Forum curriculum sessions, and the vast majority of people who responded to this inquiry, are clearly skeptical of prescriptive approaches that do not recognize or value the role that teachers, children, and families can play in developing meaningful curriculum reflective of each community. As Doug Clements (Buffalo, NY) tells us, “Curriculum does not stand apart from teachers. Teachers’ knowledge, theories, and belief systems influence their instructional plans, decisions, and actions, including their implementation of curricula.”

This creative, respectful approach to planning curriculum has value far beyond what happens in the classroom, as beautifully illustrated in classrooms inspired by Reggio Emilia where “teachers, parents, and children work together each day to build the kind of community in which they want to live.” (Carla Rinaldi, Italy)

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