Single copy reprint permission from Child Care Information Exchange Curriculum

PO Box 3249, Redmond, WA 98073 • (800)221-2864 • www.ChildCareExchange.com

Multiple use copy agreement available for educators by request.

Early Childhood
Diane Trister Dodge is the
founder and president of
Teaching Strategies, Inc., a

Curriculum Models
company
that seeks
to improve
Why! What! and How Programs Use them the quality
of early childhood programs

by Diane Trister Dodge by designing practical,

easy-to-use curriculum and
training materials and pro-
viding staff development.
She has been a preschool
and kindergarten teacher,
The Changing Role of future success. Because high quality and technology — are
early learning experiences are so giving us a better served as the education
Curriculum important, they cannot be left to understanding of what coordinator for Head Start
chance. There is a growing consensus, experiences lay a firm and child care programs in
It wasn’t so long ago that the idea of
supported by many scholarly reports, foundation for life- Mississippi and Washing-
using a written curriculum to guide the
that we must be more purposeful in long learning and ton, DC, and directed
care and education of children under
our work with young children. A healthy development. national projects in educa-
five was not widely accepted. It was
comprehensive curriculum can help These standards are tion and human services.
unheard of in programs serving infants
teachers and directors make thought- used to build curricu- Diane is a well-known
and toddlers and still controversial for
ful decisions about how and what to lum content that is speaker and author of more
programs serving preschool children.
teach. It provides a blueprint for challenging and than 25 books, including
Even defining curriculum for this age
planning and implementing a pro- relevant to what The Creative Curriculum,
group has been challenging. Dictionar-
gram that addresses all aspects of children will be learn- Building the Primary
ies typically define curriculum as a
child development and building part- ing when they enter Classroom, and books for
scope and sequence for a course of
nerships with families. school. It is safe to say parents. She has served on
study. Organizations and experts on
that “ . . . much more numerous boards, including
early childhood education provide
At the same time, content standards has become known NAEYC and the Center for
broader definitions that address all
for different disciplines — literacy, about the power of the Child Care Workforce.
aspects of program planning for a given
age group, including content, processes, math, science, social studies, the arts, high-quality cur-
context, and what teachers do. An
High interest in the topic of curriculum at the World Forum reflects the changing role of curriculum in
appropriate definition for World Forum
programs throughout the world that provide care and education for children from birth through age five.
participants comes from NAEYC’s new
This article is an outgrowth of the curriculum track in Acapulco where different models were presented
position paper on curriculum assess-
and where panel members and participants explored topics related to the ongoing implementation of a
ment and evaluation, which states that
curriculum.
“ . . . in general curriculum is seen as
the means by which a society helps As a follow-up to the three well-attended sessions at the recent World Forum, programs around the globe
learners acquire the knowledge, skills, were asked to respond to questions about whether they use a particular curriculum model, what distin-
and values that that society deems most guishes their curriculum, and how they help teachers learn about and implement their curriculum. We
worth having.” received approximately 80 enthusiastic and varied responses — far too extensive to do justice in one
short article to the many thoughtful ideas that were shared. This article attempts to highlight some of the
New research and knowledge highlight
important issues involved with the selection and use of a curriculum. For those who wish to read more,
the importance of the early childhood
the Child Care Information Exchange web site — www.ChildCareExchange.com — will provide access to
years in preparing children, especially
the descriptions that were sent. In this way, we hope to keep the conversation alive and inclusive.
vulnerable children, for school and

January/February 2004 Child Care Information Exchange 71

Curriculum

riculum content, effective assessment ing “a woven mat.” It defines four Criteria that programs use to select a
practices, and ongoing program evalua- principles — family and community, curriculum or curriculum resources
tion as tools to support better outcomes relationships, holistic development, and include:
for young children.” empowerment — and five strands —
well-being, belonging, contribution, com- ■ clearly written
Why Programs Use munication, and exploration. Each center ■ allows teachers to design a program
a Curriculum creates its own “woven mat” from the that is responsive to individual and
basic principles and guidelines of the group needs and characteristics
Programs are more likely to use a cur- framework. (Nikki Grazier) ■ contains a parent involvement
riculum if they are required to do so or component
because they want to ensure that every- Similarly, in South Australia, there is a ■ addresses outcomes and states
one is on the same page and working set curriculum framework called the expectations
toward the same goals. In the United “South Australian Curriculum, Stan- ■ consistent with the needs of the
States, programs that receive federal or dards and Accountability Framework,” community.
state funds are often required to identify that is used statewide as a framework for
all programs. It outlines essential learn- It is interesting to note that educators
a curriculum model that they are imple-
ings: Futures, Identity, Interdependence, who responded to the Child Care Infor-
menting. The National Head Start
Communication, and Thinking. It is very mation Exchange request, like those who
Bureau, for example, provides criteria
flexible and allows for teachers to plan attended the sessions at the World
for selecting a comprehensive curricu-
based on what they learn about their Forum, have strong beliefs about the
lum model but gives each program the
children. (Mary Scales) importance of an approach to curricu-
freedom to select the one that they think
lum that gives teachers a vital role in
is most appropriate for the population
In Kenya, all programs must follow constructing curriculum that is respon-
they serve. Some states that oversee
national “Guidelines for Early Child- sive to the children they teach. They
early childhood programs have approv-
hood Development” that describe reject prescriptive curriculum
ed specific curriculum models that
objectives, content, and methods and rec- approaches that tell teachers what to
programs may use. Privately funded
ommend a thematic integrated approach. teach, how to teach it, and when. “It is
preschool and child care programs have
“Due to the diverse nature of Kenya’s far easier to hand out ‘what to do
no specific requirements, although many
people, culture, and environment . . . today’ instructions, but then we miss
do use a curriculum to guide their plan-
teachers are encouraged to use a local- the very essence of education for and
ning. They are more likely to have a cur-
ized curriculum which is developed for about the child.” (Salynn McCollum)
riculum if they are seeking accreditation,
because that is a requirement. each district by the district centres for
It is not surprising, therefore, that a vast
early childhood education.” (H. K. Man-
majority of responders either have
With the increasing interest in preschool ani)
developed their own curriculum or
education, states are now required to meld a variety of approaches. People
develop standards for pre-K programs. Curriculum Models That talked about the great diversity in their
As of 2002, 39 states had developed or Programs Are Using countries and the value of allowing
were in the process of developing stan- teachers and districts to respond to the
dards defining what children should In the United States, most directors who people and the community they serve.
know and be able to do before they responded to this survey identified a
enter kindergarten. These standards are core, comprehensive curriculum that “Our curriculum is distinguished from
increasingly being used to guide cur- they use. The two most commonly other curriculum models in the way
riculum selection and planning. mentioned are The Creative Curriculum that it is original and not borrowed
and High/Scope. Directors also listed a from any country or school but is based
In many countries, early childhood pro- wide variety of additional models and on strong educational philosophies —
grams follow a specific curriculum resources they use to supplement their Tagore, Mahatma Gandhi, Steiner,
framework, but they have a great deal of planning. Ones that were mentioned Glenndoman, Reggio Emilia, Vygotsky.
leeway in designing experiences that more than once include the Project In a nutshell, our curriculum has the
reflect their children and the community. Approach, Reggio Emilia, Montessori, qualities of a strong rubber band! It can
For example, in New Zealand, early and what several called “emergent stretch to encompass all kinds of cul-
childhood centers use a curriculum curriculum.” tural and other areas and age-specific
framework called “Te Whariki,” mean- needs of children, teachers, and

72 Child Care Information Exchange January/February 2004

 Curriculum

parents.” (Swati Popat, Podar Jumbo Almost everyone who responded development (e.g., time for teachers to
Kids, India) emphasized the importance of respect- meet together, share what they have
ing teachers as curriculum designers. learned about the children, and
How Programs Use They described how their teachers engage in joint planning of curricu-
Curriculum Models observed children, documented what lum)
they learned, communicated regularly ■ resources available to support
All programs that use a particular with families, and constructed their curriculum implementation (e.g., for
curriculum — whether adopted or curriculum. The following statement materials, staff development).
developed by the programs — offer captures this idea:
orientation to its approach and ongoing After carefully examining the program’s
training and support for teachers. The circumstances and beliefs, directors may
“When teachers build curriculum with
curriculum thus becomes the focus for want to involve staff and families in the
each other and with the children and
ongoing professional development curriculum adoption process. Here are
are willing to really listen to each other
experiences, often planned and con- some questions to consider:
and to the children’s ideas, and really
ducted by the director of the program.
value them, there is a very different
Directors may bring in a consultant to ■ Does the curriculum fit our beliefs,
kind of relationship being established
provide an orientation to the curricu- interests, and goals?
and a climate of mutual trust is
lum; and they attend training them- ■ Is it based on research?
formed. The nature of this relationship
selves, so they can provide ongoing ■ Is it easy to understand?
between teachers and children and
support to the teachers. They use a vari- ■ Is it a comprehensive curriculum that
parents would be very different in our
ety of strategies to support teachers in sets out the basic information and
opinion, if the teacher’s plan were
using and planning their curriculum: guidance for putting a program in
already written and all the planning
place, or a framework that allows
■ workshops and courses at local spaces filled in, and all the outcomes
teachers to create the curriculum?
colleges predetermined and articulated ahead
■ Is there evidence of the curriculum’s
■ team planning on weekly activities of time.”
effectiveness when implemented well?
and to reflect on children’s work and (Alba DiBello, Lincroft, NJ)
■ Are resources available to support
conversations
staff in implementing the curriculum
■ monthly staff meetings to discuss Questions Directors Ask (e.g., trainer’s guides, videos, parent
specific aspects of the curriculum When Considering resources)?
■ self-instructional modules Curriculum Models ■ Does it contain tools to determine how
■ coaching and mentoring by more
well the curriculum is being imple-
experienced teachers In making decisions about appropriate mented (e.g., an implementation
■ observing other teachers approaches, curriculum models, and checklist that can be used by teachers
■ study groups on curriculum-related resources, directors must first consider and administrators)?
topics chosen by the staff their specific program situations. This
■ sending teachers to conferences and
seminars to get new ideas
includes examining: Conclusion
■ maintaining a resource library with ■ the vision/mission of the program Directors and teachers make decisions
books, videos, manuals, articles ■ the philosophical beliefs held by the about curriculum every day. With the
■ technology: conference calls, program (e.g., about how children increasing recognition of the importance
company web site threaded discus- learn best, how teachers grow pro- of early experiences in building a firm
sion groups, Internet training. fessionally, the role of families as foundation for learning and develop-
partners in children’s development ment, and with the pressures on pro-
Not all staff development experiences and learning) grams to produce results quickly, new
are directly related to learning about ■ mandates/requirements the program approaches and resources are being
and planning curriculum. One director, must meet (e.g., outcomes, stan- pushed on programs. Participants at the
for example, uses the Staff Develop- dards) World Forum curriculum sessions, and
ment Day to take her teachers to art gal- ■ the experience and stability of the the vast majority of people who
leries and museums so they can staff (e.g., their ability to develop responded to this inquiry, are clearly
understand art in more depth. meaningful curriculum, the guidance skeptical of prescriptive approaches that
(Tamar Jacobson, Buffalo, NY) and training they will need) do not recognize or value the role that
■ time that can be allocated for staff

January/February 2004 Child Care Information Exchange 73

Curriculum

teachers, children, and families can play

in developing meaningful curriculum
reflective of each community. As Doug
Clements (Buffalo, NY) tells us,
“Curriculum does not stand apart from
teachers. Teachers’ knowledge, theories,
and belief systems influence their
instructional plans, decisions, and
actions, including their implementation
of curricula.”

This creative, respectful approach to

planning curriculum has value far
beyond what happens in the classroom,
as beautifully illustrated in classrooms
inspired by Reggio Emilia where
“teachers, parents, and children work
together each day to build the kind of
community in which they want to live.”
(Carla Rinaldi, Italy)

References
Clements, D. H. (2002). Linking
Research and Curriculum Development.
In L. D. English (Ed.), Handbook of
International Research in Mathematics
Education (p. 610). Mahwah, NJ:
Lawrence Erlbaum Associates.

Kagan, S. L., Scott-Little, C., & Frelow,

V. S. (2003). “Early Learning Standards
for Young Children: A Survey of the
States. Young Children, 58(5), 58-64.

The National Association for the Educa-

tion of Young Children (NAEYC) and
The National Association of Early
Childhood Specialists in State Depart-
ments of Education (NAECS/SDE).
(2003). Early Childhood Curriculum, Child
Assessment, and Program Evaluation:
Building an Accountable and Effective
System for Children Birth Through Age
Eight, A Joint Position Statement (draft,
p.8). Reprinted with permission.

Ibid. p. 7.

74 Child Care Information Exchange January/February 2004

 Curriculum

Buyer’s Guide to Curriculum

This directory is a partial listing of companies providing curriculum products and services. Inclusion does not imply endorsement by
Child Care Information Exchange. To request free information from these companies, visit www.ChildCareExchange.com or circle the number for
each company of interest on the Product Inquiry Card located between pages 56 and 57.

ABDO Publishing — Ypsilanti, MI 48198 with families and convey child devel- assessment, and curriculum
SandCastle in the Classroom (800) 40-PRESS opment information to parents from implementation evaluation. Visit
(952) 831-2120, ext. 1 info@highscope.org the nation’s largest parent education www.TeachingStrategies.com for
Circle Product Inquiry 111 www.highscope.org program. Offering special institutes for details.
Circle Product Inquiry 117 child care providers and professional
Creative Pre-K development in specialized areas such
The High/Scope Educational Research Thomson Delmar Learning
Trisha Shappie as quality child care, family relation-
Foundation is an independent, non- Erin O’Conner
40485-D Murrieta Hot Springs Road, ships, teen parents, and families of
profit research, development, training, Executive Woods, 5 Maxwell Drive
PMB #307 children with special needs.
and publishing organization located in Clifton Park, NY 12065-2919
Murrieta, CA 92563
Ypsilanti, Michigan. The foundation’s (518) 348-2300
(888) 250-8444 Redleaf Press
principal goals are to promote the Erin.O’Conner@thomson.com
tshappie@creativeprek.com (800) 423-8309
learning and development of children www.earlychilded.delmar.com
www.creativeprek.com Circle Product Inquiry 122
worldwide from infancy through Circle Product Inquiry 126
Circle Product Inquiry 112
adolescence and to support and train
Preschool lesson plans for the hands- educators and parents as they help Stages Learning Materials
Delmar Learning is a leading publisher
on, creative teachers who want to children learn. (888) 501-8880
in early childhood education and the
create a child centered program with Circle Product Inquiry 123
training for colleges with associate
the emphasis on creative expression. Innovative Educators
and bachelor degree programs, and
Rob Jones or Frances Emly Star-Brite Learning Program for practicing professionals. Delmar
Early Beginnings Preschool 141 State Route 128 David or Carol Heler Learning publishes books, videos,
Program Oglethorpe, GA 31068 2253 E. Hope online and web-based products for
(800) 387-4156 (888) 252-KIDS Mesa, AZ 85213 students, teachers, and early childcare
Circle Product Inquiry 113 servic@innovative-educators.com (480) 649-4228 professionals to help promote the
www.innovative-educators.com info@star-brite.com guidelines of life, learning, and care of
FasTracKids International Ltd. Circle Product Inquiry 118 www.star-brite.com young children.
(303) 224-0200 Circle Product Inquiry 124
Operated by early childhood
Circle Product Inquiry 114
professionals, Innovative Educators WJ Fantasy, Inc.
provides the best selection of high We are an educational program that
FunShine Express (203) 333-5212
quality books for children ages offers a professionally developed
Heidi Krank Circle Product Inquiry 127
newborn to seven. Our online catalog curriculum for preschool children ages
1409 W. Villard Street 3 to 5. Our programs include supplies
Dickinson, ND 58601 contains a variety of formats including
hardcover and board books as well as and material, as well as easy to follow World of Wonder
(800) 340-8103 teachers’ guides. Our program will Jennifer Karnopp
heidid@funshineexpress.com Spanish and bilingual titles, sets of
books, and our exclusive book and save you time and money. We prepare PO Box 917
www.funshineexpress.com children for success. Intervale, NH 03845
Circle Product Inquiry 115 puppet combinations.
(877) 969-5487
Learning Resources Teaching Strategies, Inc. info@wowkits.com
Introduce your preschoolers to a world www.wowkits.com
(888) 489-9388 5100 Wisconsin Ave. NW, #200
of exploration and learning with our Circle Product Inquiry 128
Circle Product Inquiry 119 Washington, DC 20016
innovative curriculum. Let us help you
save time and money, plus offer age- (800) 637-3652
Magna Systems
appropriate and creative activities. www.teachingstrategies.com Early childhood curriculum kits for
(800) 203-7060
Each monthly kit features lesson plans, Circle Product Inquiry 125 infants, toddlers, and preschool. Our
Circle Product Inquiry 120
craft supplies, patterns, music, and complete units-in-a-box include
fun things to do for children ages 2-5. Parents as Teachers Research shows that an integrated, puppets, puzzles, books, and other
Pat Simpson comprehensive curriculum leads to high quality, non-expendable manipu-
Hatch, Inc. 2228 Ball Drive higher program quality, improved latives. Also included is an activity
(800) 624-7968 St. Louis, MO 63146 literacy development, and better binder with over 50 different activities
Circle Product Inquiry 116 (314) 432-4330 outcomes for children. The Creative designed to help children develop
info@patnc.org Curriculum® is the country’s leading pre-academic and important
High/Scope Educational Research www.patnc.org comprehensive, research-based social/emotional skills.
Foundation Circle Product Inquiry 121 curriculum — available for preschool
Kathleen Woodard and infant/toddler programs. Also
600 N. River Street Learn how to build strong relationships available — training, child

January/February 2004 Child Care Information Exchange 75