Introduction
A valuable resource for early childhood professionals is the National Association for the Education of Young Children (NAEYC). In the NAEYC’s Position Statement on Curriculum, Assessment and Program Evaluation, they state that:
Curriculum is more than a collection of enjoyable activities. Curriculum is a complex idea containing multiple components, such as goals, content, pedagogy, or instructional practices. Curriculum is influenced by many factors, including society’s values, content standards, accountability systems, research findings community expectations, culture and language, and individual children’s characteristics.(p. 6)
This page contains information and resources that will help you select, implement and evaluate curricula.
ECFE
Because Early Childhood Family Education (ECFE) is available to every family with young children, and every family has diverse needs, no single curriculum is appropriate. There is, however, a clear rationale for an intentional, systematic approach to curriculum. To meet the needs of children and families, each program needs to engage in a planned, coordinated curriculum process.
ECFE programs must provide structured learning activities for children that promote children’s development and positive interaction with peers. Early learning standards should be a main reference when developing, assessing or selecting curricula for ECFE classes. Among other benefits, early learning standards contribute to the process of curriculum alignment. In curriculum alignment, the official curriculum of the school district or program is matched to the early learning standards (Morrison, 2008).
For example, the primary purpose of the Early Childhood Indicators of Progress (ECIPs) is to:
…provide a framework for understanding and communicating a common set of developmentally appropriate expectations for young children within a context of shared responsibility and accountability for helping children meet these expectations. (p. 1)
Indeed, one of the five goals of the ECIPs is:
To provide teachers, caregivers and administrators in early childhood education and care programs and settings with a common conceptual framework and guidelines for planning curriculum, instruction and assessment of young children. (p. 1)
Since ECFE programs should emphasize programming for children ages birth to three, program coordinators, teachers and others involved in the curriculum process need to find age-appropriate learning standards, guidelines or goals. To this end, one valuable resource is the Early Childhood Indicators of Progress: Minnesota’s Early Learning Guidelines for Birth to 3. It should be noted that
The Early Learning Guidelines for Birth to 3 are not intended to be a curriculum or assessment tool. Instead, the guidelines and framework identify the desired learning outcomes that quality instruction and assessment need to address. (p. 3)
The Head Start Act serves as an example of putting these elements together. In Part 1304, curriculum means a written plan that includes:
1. The goals for children’s development and learning;
2. The experiences through which they will achieve these goals;
3. What staff and parents do to help children achieve these goals; and
4. The materials needed to support the implementation of the curriculum.
The curriculum is consistent with the Head Start Program Performance Standards and is based on sound child development principles about how children grow and learn.
Resources & Tools
Early Childhood Curriculum, Assessment, and Program Evaluation, 2003. National Association for the Education of Young Children.
Click Here
Fundamentals of Early Childhood Education
Morrison, G. S. (2008), 5th edition. Pearson Education, Upper Saddle River, NJ.
Minnesota Early Childhood Indicators of Progress (ECIPs)
Available on the Minnesota Department of Education website or http://education.state.mn.us/MDE/dse/early/ind/
Examining Different Forms of Implementation in Early Childhood Curriculum Research
Odom, S.L., Fleming, K., Diamond, K., Lieber, J., Hanson, M., Butera, G., Horn, E., Palmer, S. & Marquis, J. (2010). Early Childhood Research Quarterly, 25, 314-328.
Videos
Curricula: What, How and Why
Click Here, New America Foundation, A Webinar from The PreK-3rd Grade National Work Group on September 19, 2012. This webinar is the fifth in a series of eight webinars on Reducing Achievement Gaps by 4th Grade: The PreK-3rd Approach in Action.
