Curriculum
Bredekamp and Rosegrant (1992) define curriculum as "an organized framework that delineates the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals, and the context in which teaching and learning occur" (p.10). A developmentally appropriate curriculum is one that is based on the developmental stages of young children.
The National Association for the Education of Young Children (1995) notes, "The curriculum in the early grades must provide meaningful contexts for children's learning rather than focusing primarily on isolated skills acquisition."
The Southern Regional Education Board (1994) states:
"Curriculum in early childhood programs, including primary schools, should be viewed in the broadest possible terms. The compartmentalization of activities into school, work, and play that typifies the lives of older children and adults is largely meaningless for young children. Virtually everything that happens in the child's life involves learning, whether explicitly identified as such or not. … All planned activities, including classroom work, field trips, organized play, sports, and even routine meals and naps are integral parts of any early childhood curriculum."
In a developmentally appropriate classroom, teaching strategies are based on the knowledge of how young children learn. The curriculum is designed to integrate knowledge from multiple disciplines. Developmentally appropriate classrooms are appropriate for the age group that they serve; they focus on individual developmental and the learning needs of each child. The classrooms are structured to encourage children's learning through hands-on manipulation of materials, toys, group play, and individual exploration.
For more information, refer to Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8 (National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education, 1990).
