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4.2: Creating Effective Curriculum

  • Page ID
    246573

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    Children reveal their thinking through their behavior in play and interactions with others. The thinking children reveal informs the reflective curriculum planning process. As described in the introductory chapter of this book, the curriculum planning process begins with observing and reflecting on children’s play and interactions. Teachers document significant moments they wish to remember, such as what they see or hear, to share their observations with others. They discuss and interpret the documentation to plan the next steps in supporting the children’s thinking and learning. A plan is then put into writing and implemented. As it is implemented, teachers continue to observe, reflect, document, and interpret. This ongoing process generates a cycle of curriculum planning that incorporates the essential components of observation, documentation, interpretation, planning, and implementation.

    Curriculum for young children is most effective when it is dynamic, co-constructed, and responsive.[1]

    Getting Started

    There are a few ways to develop or select a curriculum for young children. One method is for early childhood professionals to examine what learning is expected for children at different ages and plan their instruction around those learning targets. Some early childhood programs follow a specific curriculum model, which may specify what should be planned and taught. Another method is to plan learning around themes that fit the interests and needs of the children. All the methods enable children to develop skills and learn across all domains.


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