What is curriculum for young children?

In keeping with our philosophy, curriculum is defined as everything the children do while at the Center, involving every aspect of the program from planned activities and lessons to meals and informal conversations. Every experience---how they are greeted, how they work with others, the materials available to them—must be thought of as curriculum, for each contributes to their understanding of the world and their future attitudes about learning and education.

Our curriculum is based on the principles of NAEYC’s Developmentally Appropriate Practices, and is consistent with New Jersey’s Preschool Teaching and Learning Expectations: Standards of Quality and supportive of the New Jersey Core Curriculum Content Standards.

At Rutgers-Livingston Day Care, the teacher is responsible for the daily activities of her class. This usually begins with the choice of a specific theme or project, based on the interests and needs of the children. She then plans the lessons/activities with the assistant teachers and includes input from the children as well. Careful consideration ensures that all activities offered reflect the age, developmental levels and interests of the children. Teachers are encouraged to integrate all the curriculum areas along with dramatic play, field trips and classroom visitors to fully develop concepts within each theme/project. While most activities are preplanned, teachers also look for teachable moments and are flexible, willing to change the project’s direction as needed, to best meet the children’s needs and interests. Our Honeybees devote the majority of their time to activities of their own choosing, and do not plan around themes.

It all starts with play!

Learning through play is natural for children and is the core of our curriculum. Our goal is to support each child’s growth and development by providing multiple, extended periods for play throughout the day. Through play, children increase their understanding of and knowledge about the world around them, practice skills, develop relationships and rehearse roles. Play allows children to become deeply involved in what they are interested in. They create the agenda and the rules; use their imaginations, muscles and planning skills. Their cognitive, physical, emotional and social development are all enhanced. The teachers help keep the play productive by carefully setting up environment, adding materials and sometimes joining in.

As part of their play and also through themes and projects, daily experiences in these basic curriculum areas are available: art, music, literacy and language arts, science, physical development, mathematics and social studies.

Because we believe that children learn best when they are pursuing their own interests, several activities are offered at the same time giving children many opportunities to make choices. A description of each curriculum area follows, with listings of activities typically included throughout the year. Activities are repeated often, allowing children to revisit and expand their understanding of concepts and to practice skills. Although these curriculum areas are described separately here, the program is delivered in an integrated manner.

Art

Painting with assorted tools and mediums: string, sponge, cup, pudding, finger, marbles, easel, relief, tie dye, water colors, splatter, roller bottles, q-tips, toothbrushes, rain, water, straws, folding and blotting, salt, puffy paint, feather dusters, eye droppers, spray bottles, colored glue, shaving cream, dot bottles, etc.

Collage and constructions from various materials: cotton balls, playdough, glitter, items from nature, rubbings, colored tape, sand, ribbon, straws, toothpicks, pipe cleaners, wall paper, etc.

Drawing and coloring using markers, pencils, crayons, chalk, craypas, and color pencils promotes creativity as well as emerging writing skills.

Printing with materials such as vegetables, body parts (nose, elbow, feet, hands), cars, utensils, items from nature, blocks, etc.

Sensory activities like ooblick, gak, fingerpainting and playdough also encourage creative expression.

The list of possible activities is countless! Combining any of these, as well as varying the surfaces [construction paper, paper plates, foil, trays, boxes, etc.], will change the children’s experience.

Literacy and Language Arts

Literacy and Language Arts activities enhance both oral and written, receptive and expressive language development. In addition to planned and spontaneous activities to help foster emergent reading and writing skills, young children need frequent opportunities to practice listening and speaking.

Reading aloud to children in large and small groups, as well as individually, provides the foundation for literacy development. Reading fiction, non-fiction, poetry and children’s own writing, listening to stories on tape, and using the flannelboard, puppets or props to tell stories supports literacy acquisition.

Fingerplays, nursery rhymes, songs and chants all help develop phonemic awareness.

Circle time, sharing, dramatizing or retelling stories and conversation give children opportunities with oral language while developing vocabulary, memory and public speaking skills.

Writing letters, lists, signs, books, etc., aid children in learning the purpose and value of written language.

Physical Development

Physical Development activities develop coordination, spatial awareness, agility, and strength while promoting a healthy lifestyle.

Gross Motor activities, including blocks, bean bag games, scooters, tricycles, swings, climbing equipment, pull toys, slides, balls, parachutes, jumping rope, easel painting, group games and obstacle courses both develop and strengthen large muscles while helping children to master control of their bodies. Children need regular opportunities to run, jump, climb, balance, hop, throw, gallop, skip, march and crawl, both planned and spontaneous.

Fine Motor activities such as lacing, pasting and gluing, pegboards, geoboards, writing with crayons, markers or pencils, painting, tracing, cutting, coloring, fingerplays, playdough, puzzles, and dressing dolls allow children to develop eye/hand coordination, strengthen dexterity and gain small muscle control. Working with manipulatives (legos, small blocks, unifix cubes, beads, etc.) and practicing self-help skills (zipping, buttoning, dressing, etc.) offer daily experiences that expand small muscle competencies.

Science

Science activities encourage children to construct and expand their knowledge of the world and how it works by observing, comparing, classifying, exploring, testing, inquiring, predicting and problem solving. As is true in all work in which young children engage, it is the process that is more valuable than the final outcome of any scientific investigation.

Observing nature, the seasons, the weather, how things move and change, bubbles and mixing colors, etc. helps children understand their world.

Investigating topics like the five senses, water, the human body, nutrition, animals, recycling, plants and insects expands children’s inquiry and problem solving skills.

Experimenting and working with materials like sound bottles, smell canisters, items from nature, magnifying glasses, magnets, microscopes, prisms and scales gives children experiences on which to build future scientific understanding.

Measuring length, weight and time, first in non-standard terms (unifix cubes, hand lengths, claps, blocks, etc.) teaches children to compare objects and to gather information.

Communicating their knowledge and discoveries through graphs, charts, paintings, songs, poems, and stories develops scientific vocabulary and organization, representation and interpretation skills.

Cooking, using the computer, non-fiction books and magazines, and varied experiences with water, sand, snow and mud all support children learning and “doing” science.

Math

Math concepts and skills such as sorting, counting, comparing, patterning, classifying, estimating, ordering, sequencing, shapes, matching graphing and measuring are learned through concrete, meaningful experiences with real objects.

Children create and expand their mathematical understandings when cooking, from books, fingerplays, songs and chants, in addition to multiple experiences with these materials: pegboards, sand and water tables, geoboards, blocks, counters, puzzles, board games, and measuring tools.

Social Studies

Social Studies help children understand themselves and their place in the world with activities that focus on each individual’s uniqueness, the home and family, the classroom community, the neighborhood and the world.

Self-help skills, learning basic manners and courtesies, being part of a group and classroom responsibilities are all essential in helping children become contributing members of society.

Dramatic play allows children to explore and experiment with many roles from society.

Multiculturalism is introduced and encouraged with cooking projects, books, songs, photographs, and exposure to the home languages of classmates.

Music

Music experiences develop appreciation and competencies such as listening, rhythm, and carrying a tune.

Moving to, listening to and singing different types of music (classical, jazz, rock, patriotic, traditional, multicultural) are all enjoyable activities for young children. Marching, dancing, clapping games and rhythms, creative movement and painting to music also support all the curriculum areas.

Instruments such as tambourines, drums, bells, shakers, triangles, maracas, and rhythm sticks allow children to create music, learn the names of instruments and provide opportunities for performing. Children also enjoy making instruments like shakers, tambourines, guitars, etc.

Outdoor Experiences

Outdoor Experiences bring the curriculum beyond the walls of the classroom. Children have daily opportunities to run, jump, climb, balance, swing and ride tricycles. Children’s experiences outdoors are as valuable to their growth and development as what happens inside. Nature walks help children focus their observations and extend their world. Dramatic play, art activities and group games take on new dimensions on the playground and offer children varied opportunities for social, emotional and cognitive development, in addition to strengthening physical skills.

Computers

Computers can be valuable tools for young children. While computers can’t substitute for running, jumping, listening to a good story, digging in sand or playing with blocks, they can be an excellent supplement to these traditional activities, offering children another way to learn about their world.

With this in mind, the Sun/Moonbeam room offers the children the opportunity to choose to work at the computer during learning center time. A variety of software is available that allows children to control the events on the screen and make decisions. Since most children prefer sharing computer activities with another child, language and social skills are also enhanced. A sign-in sheet maintains a record of the children’s visits to the computer area. Children that don’t select the computer are encouraged, but not forced, to try it occasionally, while children who always choose to work at the computer are guided toward other learning centers.

While we appreciate that many 2- and 3-year-olds are quite competent on their home computers, we have made the decision to not have computers in the Honeybee and Duckling rooms. We believe that children this age benefit more from interactions with people and toys! The time and experience they get at home is sufficient. Children without computers at home will have plenty of opportunities when they are Beams.

Television

Television viewing is not a scheduled activity for our children. Filmstrips or videos can be a positive supplement to the curriculum when used within these guidelines:

• a staff member will preview any filmstrip/video brought into the Center before showing it to the children to determine that the content is developmentally appropriate, non-violent and bias-free.
• an alternate activity is always available for children not interested in watching.
• videos are used on an occasional basis and completed before 4:30 PM, so parents are not detained.

Holidays

Holidays are an important way in which families celebrate who they are and what they believe. Incorporating holidays into the curriculum can be a valuable learning experience. The Rutgers-Livingston Day Care Center is made up of people with diverse beliefs and traditions. To ensure respect for all people, these guidelines have been put in place:

• a calendar is prepared annually to include holidays of enrolled families.
• holidays are a supplement to, not the primary focus of the curriculum. A holiday would not be the basis of a theme or project.
• holidays are presented as equally valuable and worthwhile. Recognition, including decorations, should be limited to 2 days so no holiday/culture dominates any others.
• stereotypes are avoided. Phrases like, “Some people celebrate this way,” instead of “all people (of a given culture) celebrate this way” are used.
• people are portrayed in contemporary as well as traditional or ceremonial clothing and lifestyles.
• parents are included or consulted so accurate information is presented.
• only non-religious aspects of the holiday are presented by the Center, however, parents may introduce beliefs and traditions as their own. Activities must be developmentally appropriate and have meaning for the children.

Authentic Assessment

Authentic Assessment is curriculum embedded, that is, children are observed and assessed on what they actually do at the Center. Future activities can be developed to give children additional opportunities to practice and gain competence as needed. Individual and cultural differences are always considered and children’s learning and development are not staunchly measured against norms.

A portfolio is maintained for each child that includes:

• profile sheets, completed in October, January, March and June, recording specific details of individual children at that given moment. Parents are given a copy of the profile sheet upon completion and the original becomes part of the portfolio.
• photographs and work samples, collected with intent and purpose, which illustrate ongoing growth and development.
• journal entries made at least monthly to capture children’s drawing and writing development; this may include taking children’s dictation.
• anecdotal notes and observations further documenting children’s progress.

Parent/Teacher conferences are scheduled for each child, fall and spring and whenever else necessary.

Special Needs

Each child is respected as a unique person with an individual personality, temperament, learning style, experiences and family background.

While children are not expected to conform to a rigid developmental schedule, it is important that teachers observe each child for evidence that development is following a predictable pattern. Children can grow and develop at very different rates and still be within the normal range. The appropriate sequence of development is the most important indication of typical development.

A teacher having concerns regarding a child’s development, behavior or adjustment will:

• observe the child within the context of the program.
• create opportunities for observation as necessary, planning for group or individual activities.
• document and share specific concerns with the Director.
• meet with the parents to share the concern.
• generate a plan with parents and the Director that may include:
  • continued observation.
  • offering increased opportunities to practice the skill or behavior both at home and at the Center.
  • a pediatric examination.
  • bringing a resource person into the program to observe the child.
  • evaluation by a Child Study Team.
• maintain communication with parents.
• document all communication with parents.
• maintain the family’s confidentiality.

Whenever an enrolled child is diagnosed with special needs, the teacher will contribute to the formation and implementation of the IEP.

If a child enrolls who has been identified as having special needs, every reasonable accommodation will be made to successfully include him in the program. The Center will obtain the prescribed Individual Education Plan (IEP) and work with the parents and the child study team on how to best implement it.