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32.2.6: Curriculum as Experiences

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  • Page ID
    142694

    • Amanda Taintor
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    Experiences or Activities?

    Research shows that "much of how infants and toddlers learn best comes not from specific adult-directed lessons but from [adults] knowing how to maximize opportunities for each child to use natural learning inclinations." (Lally, 2000) These opportunities or experiences can be set up in a planned, purposeful way or occur in the moment as adults follow a child’s lead and take advantage of teachable moments. These teachable moments will often happen during routine care, which is why routines form the core of many curricula in infant and toddler programs.

    Experiences for infants and toddlers share some common elements regardless of the type of care:

    • They focus on the way children relate to materials, adults, and each other.
    • They are based on each child's developmental level and interests.
    • They support children's development and learning in all domains.

    Caregivers will typically organize experiences around:

    • Stories and books
    • Toys and gross motor equipment
    • Creative arts such as music, movement, and art materials
    • Imitation and pretending
    • Sensory exploration (e.g., sand, water, tasting and preparing food)
    • Outdoor play and exploration

    Caregivers may offer one-on-one experiences for individual children; they may also provide experiences for a small group of children, offering individualized attention and support during the group experience.

    The key to successful experiences, whether planned or spontaneous, one-on-one or with a small group, is having a deep understanding and knowledge of each child and family. This knowledge makes experiences meaningful and relevant to the child's development and learning, and results from ongoing observations, assessment, and engaging with families.[1]

    Planning and carrying out appropriate experiences for infants and toddlers can sometimes be challenging. Even when experiences are based on a child's interests, abilities, and needs, the child may not respond as expected. Caregivers may be unsure of what to do when this happens. Planning experiences means "planning for possibilities." This idea is central to balancing planning with the flexibility necessary for successful infant and toddler care. Plans are helpful because they enable caregivers to stay organized and focused. However, infants and toddlers are unpredictable; caregivers often must modify an experience or abandon it and try it at a different time or on another day. It is more important to follow a child's lead than to stick to the planned experience. Additionally, a child's family may not be comfortable with an offered experience because of their beliefs, values, or life situations. Messy experiences, such as painting and playing with water or sand, and going outside (especially if it is windy or cold) are examples of experiences to which families may object.[1] Including families in the planning process and making them aware of the center’s philosophy can be helpful in avoiding potential conflict.

    [1] U.S Department of Health and Human Services ECLKC Individualizing Care for Infants and Toddlers – Part 2 is in the public domain

    This page titled 32.2.6: Curriculum as Experiences is shared under a mixed 4.0 license and was authored, remixed, and/or curated by Amanda Taintor.