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What is the curriculum?
As a National Association for the Education of Young Children (NAEYC) accredited program, our curriculum is based upon developmentally appropriate practices as set forth by the Academy.
We use the Creative Curriculum both for the toddlers and for the preschool children. This curriculum comprises the planned activities as well as the daily schedule, the selection and use of materials, transitions between activities, and the routine tasks of living. Our implementation of the curriculum assumes that young children are active learners, drawing on direct physical and social experience as well as culturally transmitted knowledge to construct their understanding of the world around them.
At The Children's Center we think about curriculum in the following ways: play; planning and assessment; environment; inclusion; and the arts.
Play
Play is an essential aspect of learning for young children. Curriculum decision making in our program acknowledges the central role of play as a spontaneous, child-initiated, child-directed experience. Teachers respond to children's play ideas and provide opportunities for active learning through play. An integral aspect of teachers' curriculum work is the ability to observe and interpret the emerging interests and abilities of each child.
Planning & Assessment
Planning reflects a balance of activities between vigorous outdoor play and quiet indoor play. Activities allow ample time for children to work and play individually or in small groups, with the focus on activities that are child initiated as opposed to teacher directed. Remaining flexible is also key to effective implementation. Staff plans the daily activities to meet children's individual needs and interests.
Assessment is the ongoing process of observing, recording and documenting the work children do and how they do it, to provide a basis for a variety of educational decisions that affect the child.
Assessment is integral to curriculum and instruction. In our program, assessment provides a basis for: planning instruction and communicating with parents; identifying children with special needs; and evaluating programs and demonstrating accountability.
Environment
Our curriculum focuses on the following interest areas: blocks; dramatic play; table toys; art; sand and water; library; music and movement; cooking; computers; science; and outdoors. These areas allow young children to work in small groups and to make clear choices.
The space is organized to accommodate children's need to play, socialize, try new roles, use a variety of materials, etc. Quiet areas (such as books, art, table toys, and private spaces are separated from noisier areas (such as blocks and dramatic play). Materials used together are grouped together (e.g., crayons near drawing paper, block props near the blocks).
In addition to the spaces available in our immediate environment, we also take advantage of the entire Purchase College campus.
Inclusion & Anti-Bias Curriculum
The curriculum for children with disabilities follows the same principles found in high-quality programs for children with typical development. The only significant difference between the two is that children with identified needs receive services (e.g., speech, occupational therapy, physical therapy, etc.) performed by outside specialists during the regular day.
Our anti-bias curriculum seeks to nurture the development of every child's fullest potential by actively addressing issues of diversity and equity in the classroom. Specific goals of an anti-bias curriculum are to foster each child's confident self-identity; empathic interaction with people from diverse backgrounds, and the ability to stand up for herself or himself, and for others, in the face of bias.
The Arts
All children need a variety of experiences to assist them in exploring their environment. Through art, children learn to value their own uniqueness and to appreciate the individuality of others. It affords them a means of self-expression perhaps when words fail. The teacher chooses art activities that include a variety of media and materials, which contribute to all aspects of a child's development.
Our movement and dance program is truly unique. Wen-lin Murray has been designing, planning, and implementing a movement and dance curriculum. This curriculum allows children to experience the joy of moving their bodies in relationship to different types of music, space, and heightens this experience with the use of props. Different children learn through different experiences presented to them. Dance opens yet another avenue through which children can explore their environment.
Anti-commercialism in the Curriculum
In keeping with our educational philosophy, the Children's Center generally discourages children and their parents from bringing commercial products (toys, videos, films) into the Center.
- Educational bases for policy. A number of
the Center's values are at odds with allowing commercial products.
These include:
- Providing high quality products to the children.
- Providing a unique experience, not available at home.
- Encouraging cooperation rather than competition and envy
- Fostering imagination
- Implications for the curriculum
- No commercial toys brought to the Center for any reason.
- Since commercial videos are frequently too long to be shown, are often familiar to the children already, and haven't been screened for possible sexist and racist bias, parents are discouraged from sending films and videos.
- Parents may bring cupcakes and juice on their child's birthday, but no goodies or other favors.
- Children are allowed to bring attachment objects, but as much as possible, these would be kept in the cubbies except at naptime.
