Early Childhood - Connecticut State Department of Education

Curriculum Chapter 2
found in different curricular models. Some of the best
known and most widely used curriculum types (derived
from the two basic types above) are described in this
section. It is important for teachers and administrators to
know what each curriculum model offers and how each
curriculum’s ideas fit the principles of developmentally
appropriate practice.
The Creative Curriculum
The Creative Curriculum (Dodge, Colker and Heroman,
1998), a play-based center approach, offers teachers
the guidance, support and freedom to be creative
and responsive to children. Because children learn
from their daily interactions with the environment,
a carefully organized and rich environment is the
foundation for the Creative Curriculum. Central to
the use of the environment is an understanding of the
potential of various materials to enhance learning and
teaching, and knowledge of how these materials meet
the developmental needs of young children.
Developmental Interaction – The Bank Street
Approach
The Bank Street approach (Mitchell and David, 1992), a
thematic/project investigation approach, is characterized
by its emphasis on age appropriateness and individual
appropriateness in early childhood programs. The work
children do to understand their world is called social
studies. Social studies is about making connections
between self, family and community. Using social studies
topics as a framework, teachers provide opportunities
for experiences that help children learn concepts about
the social world and master important skills. Through
social studies, a teacher builds an integrated curriculum,
one that helps children use the skills they are learning
throughout the program in a meaningful context.
The High/Scope Approach
High/Scope, a play-based center approach (Hohmann
and Weikart, 1995), is built on five basic principles:
active learning, positive adult-child interactions, childfriendly
learning environment, consistent daily routine
and team-based daily child assessment. In the High/
Scope approach to early childhood education, adults
and children share control. The curriculum recognizes
that the power to learn resides in the child and, therefore,
there is a focus on active learning practices. When
learning comes from within, a critical balance is achieved
in educating young children. The teacher supports and
guides young children through their active learning
adventures and experiences.
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The Montessori Approach
Montessori schools use unique methods, materials and
specially trained teachers. Essential characteristics of
Montessori programs include: teachers specifically
trained in Montessori philosophy and methods,
partnership with families, multi-aged heterogeneous
groups of children, use of Montessori materials and
experiences carefully presented and sequenced to
children’s needs; schedules that allow large blocks of
time to problem-solve and become deeply involved in
learning; and a classroom atmosphere that encourages
social interaction for cooperative learning.
The Reggio Emilia Approach
This approach to education embraces children, families
and teachers working together to make schools dynamic
and democratic learning environments. The child
is regarded as competent, strong, inventive and full
of ideas. The classroom environment is designed to
facilitate social construction of understanding, as well
as nurture aesthetics. Partnerships are developed with
parents, teachers, children and the larger community
to facilitate collaboration in the learning process.
Documenting children’s experiences provides a verbal
and visual trace of children’s experiences and work, and
opportunities to revisit, reflect and interpret. By listening
closely to children’s interests teachers devise means for
provoking further thoughts and actions. Children also
are encouraged to make symbolic representations of
their ideas using different kinds of media to represent
those ideas.
References
Berk, L. E. and Winsler, A. Scaffolding Children’s Learning:
Vygotsky and Early Childhood Education. Washington,
DC: National Association for the Education of
Young Children (NAEYC), 1995.
Bodrova, E. and Leong. D.J. Tools of the Mind: The
Vygotskian Approach to Early Childhood Education.
Columbus, OH: Merrill/Prentice Hall, 1996.
Bredekamp, S. and Rosegrant, T. “Reaching Potentials
Through Appropriate Curriculum: Conceptual
Frameworks for Applying the Guidelines.” In
Reaching Potentials: Appropriate Curriculum and
Assessment for Young Children: Volume I. Edited by
S. Bredekamp and T. Rosegrant. Washington, DC:
NAEYC, 1995.