Designing Curriculum for a Preschool: Standards and Philosophy - Essay Example

? Designing Curriculum for a Preschool: Standards and Philosophy Affiliation Introduction Today increasing numbers of three and four year olds are enrolled in preschool education programs. Such programs are looked at by parents and teachers as a means of helping children become successful learners in the subsequent levels of learning. However, while these programs are aimed at promoting the young child’s learning and development, the effectiveness varies. This is partly attributable to the skills learning children bring to preschool and quality of the curriculum designed for such classrooms. The content of what children are taught in preschool and the method of teaching, or the curriculum is what measures the effectiveness and quality of learning in preschools. Programs focusing on serving 3- and 4-year-olds should decide the content of what children learn, as well as the best way to learn, if they are to improve children’s school success by enhancing their early skills and knowledge. The aim of this paper is to offer a framework that those making decisions can make use of when evaluating curriculums that would be suitable for a preschool program. Definition and scope of a preschool Children’s Health Encyclopedia defines a preschool as ‘an early childhood program in which children combine learning with play in a program run by professionally trained adults.’ Common enrolment years are children aged between ages three and five. Kids as young as two can attend preschools. While a daycare is to enable parents to work, preschool emphasis is on learning and development. Before the 1960s, education of young children was primarily the role of families within the home. Nowadays, most young children spend a big part of their time away from their parents. This may partly be attributed to an increase in the number of mothers working away from home. Parents also feel the desire to give their children a head start academically. The qualities of a good preschool, according to the National Institute for Early Education Research are: Helping children to expand their knowledge and build on their vocabulary Focus on literacy and language skills, plus and interactive book reading An emphasis on teaching children basic problem solving skills Learning beginning skills involving the alphabet, numerals and spatial awareness Preschools with the above qualities are only possible when the curriculum designed is good enough. That means the curriculum designer or decision-maker has in mind, the child, the parents and the teacher. For instance, when involving parents, the curricula can help make program-family partnerships or set up continuous meaningful communication with families. Curricular decisions should consider children’s ages, learning needs, cultural and linguistic backgrounds and economic status. Prior experience and training for the teacher is also important. Components of a Preschool Curriculum Given the many types of curriculum models available, there is an uncertainty regarding which models are appropriate for young children overall or more understandable to the population of the three and four year olds. Though the fields of early childhood advocates for programs that utilize what are known as Developmentally Appropriate Practices (Bredekampe & Kopple, 1997), it has not much research to endorse any single curriculum model as the best. Additionally, not a single state government or federal body directs use of just one particular curriculum in the publicly funded preschool programs. When the term curriculum is left undefined it may be very difficult to know what should be learned. It is also hard to sketch “the set of goals which are the aims of education for children” (as cited in Spodek & Saracho, 2003) in their programs, and what supports the “children’s physical, social, emotional, and cognitive growth” (as cited in Bowman et al., 2001). The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) advise the following: “Curriculum is more than a collection of enjoyable activities. Curriculum is a complex idea containing multiple components, such as goals, content, pedagogy, or instructional practices. Curriculum is influenced by many factors, including society’s values, content standards, accountability systems, research findings, community expectations, culture and language, and individual children’s characteristics.” (NAEYC & NAECS/SDE, 2003) Design and Curriculum implementation Designing an appropriate standards-based curriculum is an important skill for the early childhood educator. The lessons plans should be guided by specific preschool standards. The ideas for creating a standards based lesson plan vary across federal entities. Generally, learning standards for preschool children are divided into curricular or developmental fields, for instance language and literacy development, social studies or creative arts. Sub-standards reflecting specific concepts exist within a standard. The Pennsylvania Early Childhood Education Standards These are research based standards designed with the aim of identifying essential learning areas of learning and development for children. They are reflected in the core body of knowledge competencies. Users of the standard guide integrate developmental knowledge and skills, attitudes and other concepts crucial for children to make progress in learning areas. The standards recognize the importance of a strong foundation in early education and care for children. Thus, a child’s first school experiences should be robust and steeped in expectations that enhance critical and creative thinking and problem solving skills. Kids should understand themselves in a social society and the age appropriate content to learn. The instructor’s practices must entrench the domains of development, i.e. cognitive, language, social-emotional within the approach to learning and enable children to search, understand and go beyond the “here and now”. The illustration below explains the core concepts involved in the Pennsylvania Early Childhood Education Standards. Student achievement or success is centered on materials and resources, instruction, curriculum framework, fair assessments, clear standards and interventions. Source: Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) Materials and Resources Every learning classroom must be comfortable and safe for learning, especially for early learner. The environment should be nurturing whereby children can play with toys, art materials and other playful items that enhance their skill development. Children learn math, social studies and science when they explore ideas and materials that used by teachers as guides. Children also get the chance to learn about their abilities and learning styles, how to socialize with others and appreciate others contribution in classes. Instructions Instructions vary according to age. Learning occurs within the context of active learning strategies and play. Teachers assist in creating knowledge during these learning times by designing actions that build on what the children understand or know to create new information. Optimal conditions of learning are created when there is a limited amount of direct teaching and more child initiated play. Teachers act as facilitators of leaning by interacting with the kids throughout the day. They may do this by asking questions that are inquisitive to children and are capable of supporting the child’s creativity, problem solving abilities, inventiveness and intuition. The teachers, thus, create focused instruction based on the child’s individual need and revolve around their interests, culture and abilities. Curriculum framework This basically emphasizes on what is to be taught to the child within the key areas of learning. It encourages the continuum of learning, which is a lifetime process. Pennsylvania’s framework comprises essential questions, big ideas, vocabularies and concepts that build on the learning standards. Fair assessments Use of formal and informal assessments to understand the child’s progress is important. Formative assessments will provide information on the children’s progress in classrooms, allowing teachers to make adjustments in the learning plans for each child. Materials that are found in the classroom environment can also be used to observe and assess children in their classes. For instance, simple math or fine motor skills in children can be assessed using the blocks that children stack or count. Social interaction with other children can be gauged by outdoor activities. Clear Standards These provide foundational information on what the child should be able to know and do. Building on information learned previously is important. Pennsylvania also uses plan standards that guarantee children’s skills are offered in high-quality settings. Keystone STARS, PA Pre-K Counts, ABG, HSSAP use similar sets of standards that give guidance on program process that displays best practices. Interventions Interventions are part of a teacher’s everyday practice, especially when they are attentive and review the children’s interests, abilities and achievements using the standards as a guide. The teacher may then decide whether to adjust the lesson plans or overhaul them. Flourishing strategies will allow the children to master new skills at their pace as they interact with the other children whose abilities and cultures vary or differ. Conclusion Evidently, the quality and content of the curriculum designed will have a strong influence on the effectiveness of preschool programs. However, the process of choosing a curriculum model needs a careful search on the implementers and decision makers. There is need to involve the child, the teacher and the parent. Using the state early education standards or the National Association for the Education of Young Children (NAEYC) to create a preschool lesson plan is a good way of ensuring that children are benefitting out of their education. The promise of a good preschool is far from the truth if the curricula implemented are not rigorously designed, researched and implemented correctly. References Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC. Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. National Association for the Education of Young Children (NAEYC) & the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2003). Joint position statement on early childhood curriculum, assessment, and program evaluation building an effective, accountable system in programs for children birth through age Washington, DC: NAEYC. Office of Child Development and Early Learning. (2009). Pre-Kindergarten Pennsylvania Learning Standards for Early Childhood. Pennsylvania: Department of Education and Department of Public Welfare. Spodek, B., & Saracho, O. N. (2003). “On the shoulders of giants”: Exploring the traditions of early childhood education. Early Childhood Education Journal, 31, 3-10. Read More