Creative Curriculum versus the High Scope Curriculum - Essay Example

Comparison Report Part 1: Introduction It is essential for parents to enroll their children to preschool so that their knowledge foundation can be well laid. There various factors that guides in making the choice about the school the child will be enrolled. One such important factor is the curriculum the given learning institution adopts. The term curriculum can refers to a program with an organized framework that is adopted by schools, district, state and country to act as the guide in the learning process and also aid in making important decisions (Gestwicki, 2017). Educators us the various early childhood education curriculum in making learning decisions for children. The early childhood curriculum can consist of either formal or informal learning targeting infants, toddlers and children up to the third grade. There are different types of early childhood education curriculum that can be adopted by the various learning institutions. They include Creative Curriculum, High Scope, Montessori and Waldorf Steiner (Jackman et al. 2015). The choice regarding the type of curriculum to be adopted is governed by several determinants that include the goals and objectives, challenges and the benefits of the stated curriculum. Another important determiner is the approach followed by the curriculum and how it matches with the interests and the needs of the children. The National Association for the Education of Young Children (NAEYC) is a body set to endure that the early childhood learning provided to the children is of the highest quality possible (Jackman et al. 2015). It ensure that the goals and objectives its set to accomplish are achieved by providing standards, principle and developmentally appropriate practices. The Creative curriculum and the High Scope curriculum are compliant with the principles of the National Association for the Education of Young Children (NAEYC) by adhering to principles number 2, 9 and 10. For the standards, it complies with standards number 2, 4 and 5 of the NAEYC (Gestwicki, 2017). It also adheres to developmentally appropriate practices by integrating learning across subjects, allowing interactive learning and active exploration and also advocating for adoption of safe engaging activities and age appropriate materials. The High Scope model is unique because it has been developed through careful research in the early learning and followed up till the subjects are adults to determine their behavior. Creative curriculum is also unique since it integrates exploration and learning to the concept of learning (Gestwicki, 2017). The paper compares the Creative curriculum and the High scope types of curriculum by considering their backgrounds and the theoretical perspectives adopted by each of the theories. The manner that the types of curriculum adheres to the National Association for Young Children (NAEYC) is also taken into concept by discussing the compliance to NAEYC’s standards, principles and Development Appropriate Practices (DAP) (Gestwicki, 2017). It also evaluates the strengths and weaknesses of the two modes of curriculums. Part 2: Background and Theoretical perspectives. The Creative curriculum was developed by the Teaching Strategies with the goal of promoting the progress of the children who are the learners by encouraging active learning. The Curriculum model was developed with the aim of enhancing the creativity of the children that would enable them to live in a society that is driven by problem solving. The Creative curriculum was founded in 1988 by Diane Trister Dodge who also founded Teaching Strategies LLC (Jackman et al. 2015). Other co-founders who have been involved in the evolution of Creative curriculum include Kai-lee Berke, Toni Bickart, Diane Burts and Cate Heroman. The curriculum was made known through various editions of publishing with the first edition having been released in the year 1978 whereas the second was released in 1988 (Jackman et al. 2015). The founders of High Scope Curriculum include Dave Weikart and Connier Kamii in Ypsilanti in Michigan. It was developed in 170 with the goal of positioning the children from the disadvantaged groups in the society in a platform where they can prosper education wise and in the society (Grotewell & Burton, 2008). According to the research, the individuals who were part of the preschool project have more easily and comfortably adapted to the societal and educational demands as a result of the curriculum. It is currently used in Head Start and also in other programs in the United States. Both the High Scope Curriculum and the Creative curriculum are similar in that they encourage active learning. Active learning is attained when the children are believed to learn better through hands on practices therefore building their experiences on issues that need to be addressed. Such include involving children with events and materials or allowing them to freely interact with individuals sharing different opinion (Gestwicki, 2017). High Scope curriculum promotes active learning as it enables the learners to more firmly and comfortably adapt to the needs and conditions of their group inn a community setting. Creative curriculum also advocates for active learning due to its role in shaping the learners to reason creatively and confidently. It encourages hands on activities as learners try to explore and discover new ideas thus promoting critical thinking. One distinct difference between the High scope curriculum and the Creative curriculum is the role that teachers play in each of the model. Creative curriculum positions the teacher as an interpreter who helps in making the lessons learnt by the child meaningful as well as engaging the children in the learning process (Gestwicki, 2017). The teachers use teaching cards to dictate the activities, which involve play therefore engaging, that the children can engage in throughout the day. On the other hand, High Scope curriculum positions the teachers as partners in the activities adopted by the children. The model gives control to the learners by enabling them to dictate the activities that they can indulge in throughout the day. The children state their intention and then plan on how they aim at executing these plans and then implement them during the day. The results of the activities are discussed among the learners as well as the teachers, who are partners in activities. Part 3: NAEYC Standards, Principles and DAP. As the methods that can help in improving learning, by increasing the efficiency and effectiveness, continue to evolve, new curriculum are being adopted as well as modifying the existing ones. The National Association for the Education of Young Children (NAEYC) has set principles and standards and also developmentally appropriate practices that can be used in determining whether the curriculum under study incorporates all the essential aspects (Gestwicki, 2017). Standards The second standard established by the National Association for the Education of Young Children (NAEYC) is that the adoption of a curriculum should promote the relationship between the children and the adults as well as that among the children (Grotewell & Burton, 2008). The body recognizes that the success of learning strategies targeting the children up to the age of 8 heavily relies on strong relationships with the family and the friends of the child under focus (Grotewell & Burton, 2008). Creative curriculum engages different strategies to support and enhance the learning and understanding of the children. Such strategies include socio-emotional strategies to strengthen the relationship with other parties and also other that makes the children more comfortable and confident. On the other hand, High Scope curriculum facilitates strong relationship by positioning teachers as partners rather than supervisors. Having strong interaction facilitated through play helps in boosting the trust the children have on their teachers. The fourth standard details that the various teaching methods and strategies should incorporate developmentally effective approaches that not only aim at building a connection with the children abut also their families (Jackman et al. 2015). The standards advocates for warm and responsive interaction between the adults and children as it acts as a determiner of the educational outcome and also influences positive development. Creative curriculum encourages the educators to meaningfully engage the families of the children and also supporting the use of home language that is familiar with the children. High Scope model also incorporate developmentally effective approaches by recognizing the role the families and friends of the children play in enhancing effective development. The standard number five addresses curriculum stating that the educators should focus apply the skills and knowledge gained through their academic knowledge to design, implement and evaluate practices that enhances positive learning for all the children enrolled to the program. High Scope curriculum encourages the use of practical and educative strategies such as classroom arrangement to help in development of independence and self-direction (Grotewell & Burton, 2008). Principles The first principle established by the National Association for the Education of Young Children (NAEYC) acknowledges that all domains of development and learning are crucial for the development of the child and are also interrelated. These domains include physical, emotional, cognitive and social domains. High scope targets at developing these areas by adopting various strategies that include literacy, language, social relation, music and even creative representation (Grotewell & Burton, 2008). Creative curriculum also incorporates various strategies to help in achieving its goals and objectives that include socio-emotional, physical, and cognitive and language development. Another important principle is that children learn in a variety of ways as they try to gain an understanding of the world around them. The principle therefore requires educators to adopt variety of teaching strategies and interaction to match with all the methods of learning. High Scope curriculum recognizes the diverse learning methods therefore giving the children the control over their learning while teacher support that by providing various learning materials and activities. Creative curriculum acknowledges the diversity by dividing the physical spaces into interest areas such as art, library, discovery, computer, music and movement, and dramatic play (Selmi et al. 2015). The principle number ten appreciates the role of play in enabling self-regulation as well as enhancing language, cognition and social competence (Selmi et al. 2015). Play is used in Creative curriculum as a crucial strategy in achieving its goals and objectives. It is also used in exploration and in determining the areas of interest to the children. High Scope curriculum also recognizes the role of play in shaping the various dimensions by integrating it to the learning process. Developmentally Appropriate practices (DAP) The NAEYC has set various practices that act as a guide in promoting children’s optimal learning and development. One such practice is the integration of learning across subjects, arts and content areas. Both the Creative curriculum and the High Scope curriculum use variety of learning and development tactics to fit each and every young child (Selmi et al. 2015). The integration helps to provide a platform that the children can use to learn in the variety of ways. The other developmentally appropriate practice is use of interactive learning and active exploration. High scope curriculum and Creative curriculum incorporate the idea of active exploration and interactive learning by acknowledging that children should be the basis of their own learning as the method and content is influenced by interests of the children (Selmi et al. 2015). The content to be adopted by the High Scope model is dictated by the interests of the learners. Another essential approach that is outlined by the NAEYC is that the model should promote and engage the children in activities that are safe and also enable the provision of materials and toys appropriate to the course (Selmi et al. 2015). High Scope curriculum positions the teachers as supervisors whose responsibility include ensuring that all activities and materials are safe. On the other hand, creative curriculum positions teachers as partners enabling them to more effectively evaluate the safety of the materials and activities. Part 4: A comparison of NAEYC standards, Principles and DAP Strengths Creative Curriculum High Scope NAEYC Standards: 1. Building Relationships 2. Curriculum 3. Teaching methods and strategies 1. Relationship helps to improve the understanding and learning of children. 2. Curriculum engages the families and adopts home language to establish strong relationship. 3. Teacher is placed as a partner to the children activities thus promoting positive development. 1. By building strong relationship between the learners and the teachers, learning and development is encouraged. 2. The learning environment is modified to encourage effective learning. 3. By acting as supervisor, teachers are positioned in a manner that they can provide all necessary materials. NAEYC Principles 1. All domains of development and learning are crucial 2. Children learn in a variety of ways 3. Essential of role of play. 1. Through adoption of strategies such as socio-emotional, physical, and cognitive and language development. 2. Physical spaces are divided into interest areas such as art, library, discovery, computer, music and movement, and dramatic play to encourage diverse learning (Grotewell & Burton, 2008). 3. Play crucial in achieving the goals by developing the various dimensions. 1. Model encourages active participation thus enhancing positive relationship (Grotewell & Burton, 2008). 2. Model gives the children control over their learning while teacher support that by providing various learning materials and activities. 3. Play is integrated into the lesson program to enhance effective learning. Developmentally Appropriate Practice: 1. Integrated learning across subjects, arts and content areas. 2. Interactive learning and active exploration with peers and teachers; both indoors and outdoors. 3. Safe, engaging activities and age appropriate materials/toys 1. Variety of learning methods helps in socio-emotional, physical, and cognitive and language development (Grotewell & Burton, 2008). 2. Active learning helps in developing knowledge in a natural. 3. By teachers acting as partners to the play, they are in a better position to guarantee safety. 1. Helps in meeting the needs and interest of each and every child. 2. Interaction and exploration shapes the creativity of the children (Grotewell & Burton, 2008). 3. Teachers are the supervisors ensuring safety is guaranteed. Weaknesses Creative Curriculum High Scope NAEYC Standards: 1. Curriculum 2. Teaching methods and strategies 3. Building Relationships 1. The content of work to be covered is increased. 2. Content covered may differ from the one intended (Selmi et al. 2015). 3. Lack of cooperation from stakeholders. 1. Modification of the content covered in the curriculum to incorporate the needs and interests of the children (Selmi et al. 2015). 2. Content delivered is limited. 3. Opposition as some feel the mode does not match with the needs of the market. NAEYC Principles 1. All domains of development and learning are crucial 2. Children learn in a variety of ways 3. Essential of role of play 1. Challenging to focus on the development of all domains. 2. Some parents feel the model does not offer appropriate training to the children (Selmi et al. 2015). 3. Lack of safety procedures makes the implementation challenging. 1. Additional expenses make the model costly. 2. Special training needed to shape the skills of the educators (Selmi et al. 2015). 3. High risk of fall and other forms of injuries Developmentally Appropriate Practice 1. Integrated learning across subjects, arts and content areas. 2. Interactive learning and active exploration with peers and teachers; both indoors and outdoors. 3. Safe, engaging activities and age appropriate materials/toys 1. Heavily reliant on cooperation of other stakeholders. 2. Since teachers do not want to shape what is to be learnt, active exploration only allows for limited content coverage (Selmi et al. 2015). 3. Safeguarding and making the environment child proof may be costly. 1. Coverage of all subjects costly in terms of time and finances. 2. The content to be covered is shaped by the issues the children encounters. 3. Taking some safety measures may be viewed as a way of restricting the freedom of exploration (Selmi et al. 2015). Part 5: Conclusion Both the Creative curriculum and the High Scope curriculum adheres to the various standards, principles and developmentally appropriate practice set by the National Association for the Education of Young Children (NAEYC). They adhere to such guidelines as strengthening relationships between adults and children, targeting all dimensions of learning and development, and also providing diverse teaching strategies. Creative curriculum is regularly updated to meet with the evolving demands and the advancement in technology. References Gestwicki, C. (2017). Developmentally appropriate practice: Curriculum and development in early education. Grotewell, P. G., & Burton, Y. R. (2008). Early childhood education: Issues and developments. New York: Nova Science Publishers. Top of Form Jackman, H. L., Beaver, N. H., & Wyatt, S. (2015). Early education curriculum: A child's connection to the world. Bottom of Form Selmi, A. M., Gallagher, R. J., & Mora-Flores, E. (2015). Early childhood curriculum for all learners: Integrating play and literacy activities. Read More