DETAILED EXPLANATION of Early Childhood Education Curriculum:

a.) Montessori: is an educational approach characterized by an emphasis on independence, freedom within limits, and respect for a childs natural psychological, physical, and social development.

Year Founded/Started: 1907, Maria Montessori opened her first classroom, the Casa dei Bambini, or Childrens House, in a tenement building in Rome.

Proponent: Dr. Maria Montessori, an Italian physician and educator (1870-1952). Dr. Maria Montessori developed her educational philosophy as a result of her observations of the way children naturally learn. Montessori found that the children needed very little persuading to do everyday tasks, puzzles or other interesting activities which allowed them to not direct their energy toward destructive behaviors. She described the ages from three to six as a particularly sensitive time during which young children are especially attuned to acquiring knowledge from and about their environment. To enrich their experience, Dr. Maria Montessori developed a "prepared environment", of child sized furniture and material, to adapt to the surroundings to the child's natural size and behavior. This helped the children to feel relaxed and comfortable which created a will to learn. Through this interaction and experience, the children developed an extraordinary high level of intellectual and social ability at young ages.

Area of Focus: An educational approach characterized by an emphasis on independence, freedom within limits, and respect for a childs natural psychological, physical, and social development. Focused on mixed age classroom, with classrooms for children ages 21/2 or 3 to g years old by far the most common, students choice of activity from within a prescribed range of options, uninterrupted blocks of work time, ideally three hours, a constructivist or discovery model where students learn concepts form working with materials, rather than by direct instruction, specialized educational materials developed by Montessori and her collaborators, freedom of movement within the classroom and a trained Montessori teacher.

Philosophy it followed: To aid life, leaving it free, however, to unfold itself, that is the basic task of the educator.

Role of the teacher: The teacher plays a vital role in putting the Montessori method into practice. As the previous sections have discussed, the teacher needs to know about the method, including its history and its special terms, be aware of the typical growth and development of children, and be able to implement the ideas, materials, and techniques of the method when working with students. The teacher as: a) a guide - Montessori teachers goal is to guide and facilitate, not force her/his own ideas of what students should learn, and when. Acting as a guide for the students involves more than using certain words and a particular tone. It also involves awareness, attitude, body language, and actions that reflect the principles of the Montessori method. The role of the teacher is to guide the student to positive kinds of behavior. The teacher can choose from a number of appropriate guidance strategies like these: redirecting reviewing time-out and sitting-out more responsibility strategy meeting with the parent. Montessori believed that it is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience". The Montessori teacher demonstrates key behaviors to implement this child-centered approach: Make children the center of learning because, as Montessori said, The teachers task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child (Dr. Montessori's Own Handbook). Encourage children to learn by providing freedom for them in the prepared environment. Observe children so as to prepare the best possible environment, recognizing sensitive periods and diverting inappropriate behavior to meaningful tasks. Prepare the learning environment by ensuring that learning materials are provided in an orderly format and the materials provide for appropriate experiences for all the children. Respect each child and model ongoing respect for all children and their work. Introduce learning materials, demonstrate learning materials, and support childrens learning. The teacher introduces learning materials after observing each child.

Principles of the Curriculum: The Montessori approach is designed to support the natural development of children in a well-prepared environment. Five basic principles fairly and accurately represent how Montessori educators implement the Montessori method in many kinds of programs across the United States. These principles include: 1. respect for the child, 2. the absorbent mind, 3. sensitive periods, 4. the prepared environment, and 5. Auto education.

b) High Scope: early childhood education approach, used in preschool, kindergarten, childcare, or elementary school settings.

Year founded/started: Developed in Ypsilanti, Michigan in the 1960s

Proponent: As director of special services in the Ypsilanti (Michigan) public school district, David Weikart became increasingly interested in the academic performance of a number of at-risk children from poor neighborhoods.

Area of Focus: Identifies an observable child behavior, reflecting knowledge and skills in areas such as, language and literacy, math, creative arts, and physical development.

Philosophy it followed: The philosophy behind HighScope is based on child development theory and research, originally drawing on the work of Jean Piaget and John Dewey. Since then, the HighScope Curriculum has evolved to include the findings of ongoing cognitive-developmental and brain research. In its teaching practices, the HighScope Curriculum draws upon the work of developmental psychologist and educator Lev Vygotsky, especially the strategy of adult scaffolding supporting children at their current developmental level and helping them build upon it in a social setting where children have opportunities to choose materials, ideas, and people to interact within the projects they initiate. The adults working with the children see themselves more as facilitators or partners than as managers or supervisors.

Role of the teacher: A teacher is supposed to act as a facilitator - High/Scope is a child driven program where the teacher plans the daily routine around the wants/interests of the children. Dittos are not allowed. The teacher follows a daily routine - circle time, small groups, music and movement, planning, work time, recall followed by a family style lunch, nap, play time. While the teacher does maintain discipline and must make a lot of teacher made items, boards, etc, it is the child who learns through active play.

Principles of the Curriculum: The HighScope Preschool Curriculum includes defined teaching practices that enable adults to create effective early childhood programs. These practices are discussed in detail in HighScope training and publications. Threetopics are particularly important for teachers who want to strengthen their programs adult-child interaction,classroom layout and materials, and the daily routine: a) Adult-Child Interaction - Adult-child interaction is the process of working alongside children and communicating with them both verbally and nonverbally to encourage learning. A keystrategy for adult-child interactionis sharing control with children. Additional strategies include supporting children's play, using encouragement instead of praise, and taking a problem-solving approach to conflict; b) The Classroom - HighScope settings are divided into interest areas stocked with a stimulating range of materials designed for specific types of play, for example, house area, art area, block area, small toy area, computer area, reading and writing area. Materials are arranged in consistent places and the shelves are tagged with child-friendly labels so that children can get out and put away materials themselves. The classroom's organization also helps children understand how the world is organized, and concepts like more, less, same, different, large, small, in, out, in front of, etc; c) The Daily Routine - In HighScope programs there is a consistent framework for the day that provides abalanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large-group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. The most important segment of the daily routine is the plan-do-review sequence, in which children make choices about what they will do, carry out their ideas, and reflect upon their activities with adults and other children.

c) Bank Street, employs a child-centered education program focusing on diversity of curriculum.

Year founded/started: 1916

Proponent: Lucy Sprague Mitchell

Area of Focus: Primarily focused on how children learn or develop thru interaction approach, the emphasis is on educating the whole child-emotionally, socially, physically and intellectually in an experience-based, interdisciplinary and collaborative setting. Students are offered active educational opportunities in areas that develop cognitive, emotional, physical and social growth. Learning often includes more than one subject and in groups, allowing that children learn at various levels and using different methods.

Philosophy it followed: Learn by doing is the Bank Street philosophy. That children can become lifelong learners by interacting with the environment around them, including other people, different places and various things, and then interpret what they've just experienced. Students are offered myriad opportunities in which to do this -- blocks, dramatic play, puzzles, field trips and lab work. Bank Street is an experienced-based, interdisciplinary, and collaborative education. There is an emphasis on educating the whole child - the intellectual, emotional, and physical aspects of the person. One of the most important organizing principles of education at Bank Street is that in order for children to learn in school and to become lifelong learners, they must interact with their environment (people, places, and things) and interpret their experience, experiential education: carefully designed and executed educational experiences that are reconstructed and reflected upon in a variety of ways through talking, drawing, building, and acting; constructivism: the idea that a child makes discoveries from his or her own observations, explorations, and experiences, and then uses all of them to construct understanding. Constructivists say that the child is the "maker of meaning"; ownership of learning: because a student is directly involved with the environment and with assorted learning experiences, he or she feels more invested and more excited about learning.

Role of the teacher: Teachers that use the Bank Street approach are aware of the whole child, their engagement with the world and their interests. A moment at free play when children pretend to deliver the mail can become a whole unit on the postal service, how our mail gets to us, how to write a letter, mapping a route and so on. It may even include a field trip to the local post office. The curricula can be individualized based on the childrens interests and stage of development. The children are allowed to learn through interaction. Using their knowledge of child development, teachers set up the classroom, mindful that children come to pre-school with diverse learning styles. Teachers observe the children in various settings in order to learn more about each child. By recording observations and reflecting on patterns, teachers can create environments that nurture the whole child and encourage active participation. Through open, supportive approaches to problem-solving, teachers promote a sense of fairness and create a sense of community that helps children gain confidence. By fostering integrated, dynamic approaches to curriculum, teachers provide concrete opportunities for children to play, explore, experiment, and recreate their experiences. Knowledge of each child, based on observation and responsive care and engagement enables teachers to build partnerships and to communicate effectively with parents.

Principles of the Curriculum: Engaging actively with the environment is essential to the human motivation. As children grow, they construct more and more complex ways of making sense of the world; In order to learn in school and to become a lifelong learners, children must interact with their physical and social environments and interpret their experiences with them; Growth and maturing involve conflict. Program Characteristics: a) Materials include teacher-made and parent-made items as well as child-made, that relate to the childs own world; b) As children go about their work, they move and talk freely; c)Children responds to functional environment of written labels, messages, job charts, and other signals that tell them where things are, the events of the day, the choices they have available, therefore symbols become meaningful; d)They learn how to attack problems and how to express there thoughts and feelings; e) Adults relate to each child as a person and as a learner; and f) Central themes of study begins with self and family then extends to community and the world. Curriculum: A unit that might take as long as one month in more traditional curriculums might last as long as three months in Bank Street. Curriculum areas: Social Studies, Art and Shop, Music, Spanish and French, Library, Science, Physical Education, Math, and Literacy.

d) Head Start: a program of the United States Department of Health and Human Service that provides comprehensive early childhood education, health, nutrition, and parent involvement services to low-income children and their families.

Year founded/started: 1965

Proponent: Jule Sugarman

Area of Focus: The Head Start program is designed to increase access to early childhood education and improve school readiness for low-income children. Rigorous evidence shows that Head Start meets short-term school readiness goals, but there is room to improve its capacity to decrease school readiness gaps. In order to understand Head Starts effectiveness and the program improvements needed to reduce inequities in school readiness, the diversitydatakids.orgpolicy equity assessment considersHead Starts logic, capacity and research evidence within the programs historical and present context.

Philosophy it followed: Helping people. Changing lives. Building Communities. The programs services and resources are designed to low-income children and their families. The program's services and resources are designed to foster stable family relationships, enhance children's physical and emotional well-being, and establish an environment to develop strong cognitive skills. Role of the teacher: Teachers are the most important and influential part of Head Start. They have the most interaction with the children, so they are admired and respected by the different families and their children. They are able to explain to a parent what is helpful to the child, or what the child needs to work on. They see the child progress under their influence and assistance over the years that the child is involved in the Head Start program. Since teachers have such a significant role in the development of the child, they need to be trained in a certain manner.

Principles of the Curriculum: Defining curriculum for infants and toddlers is a challenge for professionals in the fields of child development and early childhood education. Curriculum for children under three is often described as everything they do. And curriculum in Early Head Start is discussed in terms of a program's philosophy, or a common set of beliefs that is shared by parents and staff. Children's goals, which relate to their development and overall well-being, are drafted by staff and parents working together. Whether the program offers home- or center-based services, or a combination of the two, children's goals should drive the development of planned experiences, the roles of staff members and parents, as well as the materials and equipment that will be provided to support goals. Developing a curriculum that continuously meets the needs of children from birth to three is an important task for any Early Head Start program. The following is a list of questions that an Early Head Start program may want to consider when designing or evaluating their curriculum: 1. What is the overall philosophy for the program? How does this philosophy relate to the services to children? (For example, the program's philosophy might include community collaboration, which may translate to the involvement of representatives from various agencies, such as early intervention, in the delivery of services to children.) 2. What are the major program goals that drive the Early Childhood and Education Services? (For example, to support parents in their role as "primary teacher;" to promote children's overall development, to provide children with safe environments.) 3. How are parents involved in the development of the program philosophy and goals for Early Childhood Services? How is information passed along as new families enter the program? (Is there a parent committee that specifically focuses on Early Childhood Services in the program? Are there materials that describe early childhood services and an orientation available to new parents?) 4. How are goals for children developed? (Is information from screening, assessment, and ongoing observations of children's development used to formulate goals? Are parents included in the selection of goals to be addressed?) 5. How do staff members gather feedback from parents on their impression of the experiences during home visits or through notes or conversations before, during, or after center-based experiences? How are changes made to the services based on the child's and parents' reactions? The Head Start Program Performance Standards define curriculum as a written plan that includes: Goals for children's development and learning; Experiences through which they will achieve the goals; Roles for staff and parents to help children to achieve these goals; and Materials needed to support the implementation of a curriculum.The plan must also be based on the Program Performance Standards and sound Child Development Principles.

e) Waldorf: a humanistic approached to pedagogy based on the educational philosophy of the Austrian philopsher Rudolf Steiner, the founder of anthroposophy.

Year founded/started: 1919

Proponent: Rudolf Steiner

Area of Focus: Distraction free-education. The children will start with basic movements and tools and ultimately build larger rojects on their own like a four-legged stool. Waldorfs approach caters to paying attention to learning, instincts and the world tough skills to teach in the distracted era of texting, friending and tweeting. Waldorf or Rudolf Steiner education is based on an anthroposophical view and understanding of the human being, that is, as a being of body, soul and spirit. The education mirrors the basic stages of a child's development from childhood to adulthood, which in general reflects the development of humanity through history from our origin, far back in past times up to the present. The central focus for the Waldorf teacher is the development of that essence in every person that is independent of external appearance, by instilling in his/her pupils an understanding of and appreciation for their background and place in the world, not primarily as members of any specific nation, ethnic group or race, but as members of humanity and world citizens. Thus, the Waldorf kindergarten cultivates and works in support of the pre-school child's deep, inborn natural attitude, belief and trust in and basic reverence for the world as an interesting and good place to live in. The goal of Waldorf or Rudolf Steiner education is to enable students as fully as possible to choose and, in freedom, to realize their individual path through life as adults. While anthroposophy forms the philosophical and theoretical basis of the teaching methods used in Waldorf schools and is reflected in the attitudes of many Waldorf teachers and in the general structuring and orientation of Waldorf education during the different stages of development, anthroposophy is not taught as such to the students in the overwhelming majority of Waldorf schools world wide.

Philosophy it followed: Waldorf or Rudolf Steiner education is a unique form of education from preschool through high school, which is based on the view that the human being is a being of body, soul and spirit. The specific methods used in Waldorf schools come from the view that the child develops through a number of basic stages from childhood to adulthood. The Waldorf curriculum is specifically designed to work with the child through these stages of development. Anthroposophy holds that the human being is fundamentally a spiritual being and that all human beings deserve respect as the embodiment of their spiritual nature. This view is carried into Waldorf education as striving to develop in each child their innate talents and abilities. Waldorf schools operate in a non-discriminatory way, without regard to race, gender, ethnicity, religion or national origin.

Role of the teacher: Education is a cultural affair. Waldorf schools pursue a holistic, child-centered ideal; to maintain and engender creative capacities within children. It does this via art -not that the goal is to be an art school, but to permeate the curriculum with artistic activity. This means that all Waldorf educators must be artists; that all their teaching activity, regardless of subject taught, is filled with living artistry. The teachers present a variety of subjects to the children. Each subject forms a different organ of perception and mode of consciousness within the children. Within the classes the actual activity of teaching and learning occurs. The results or effect of the teaching and learning forms within the students what we might characterize as a living educational body, which then goes out with the children into the world.

Principles of the Curriculum: Rudolf Steiner was very interested in the spiritual dimension of the education process and developed many ideas for educating children and adults that incorporated it. Waldorf schools emphasize the teaching of the whole childhead, hands, and heart. This is the way Steiner envisioned such education when he planned his school: Insightful people are today calling for some form of education and instruction directed not merely to the cultivation of one-sided knowledge, but also to abilities; education directed not merely to the cultivation of intellectual faculties, but also to the strengthening of the will....but it is impossible to develop the will (and that healthiness of feeling on which it rests) unless one develops the insights that awaken the energetic impulses of will and feeling. A mistake often made...is not that people instill too many concepts into young minds, but that the kind of concepts they cultivate are devoid of all driving life force. This dedication to teaching the whole childhead, hands, and heartappeals to many teachers and parents. Waldorf education, like the other programs we have discussed, operates on a number of essential principles: a) Anthroposophy - the study of the wisdom of man, is a basic principle of Waldorf education. It is derived from the Greek: anthros man and sophia wisdom. It offered a step-by-step guide for spiritual research. Anthroposophical thinking, could permit one to gain a new understanding of the human beingbody and spirit. It is Anthroposophy is a personal path of inner spiritual work that is embraced by Waldorf teachers; it is not tied to any particular religious tradition; b) Respect for Development - Waldorf education is based squarely on respect for childrens processes of development and their developmental stages. Individual childrens development determines how and when Waldorf teachers introduce curriculum topics. Respecting childrens development and the ways they learn is an essential foundation of all early childhood programs; c) Eurythmy - art of movement, which makes speech and music visible through action and gesture and enables children to develop a sense of harmony and balance. Thus, as they learn reading, they are also becoming the letters through physical gestures. Every soundspeech or musiccan be interpreted through gesture and body movement; for example, in learning the letter o, children form the letter with their arms while saying the sound for o. In the main-lesson books that are the childrens textbooks, crayoned pictures of mountains and trees metamorphose into letters M and T, and form drawings of circles and polygons that become the precursor to cursive writing. Mental imagery for geometrical designs supports the fine-motor skills of young children. Rhythm is an important component of all these activities. Rhythm (i.e., order or pattern in time) permeates the entire school day as well as the school year, which unfolds around celebrating festivals drawn from different religions and cultures; d) Nurturing Imagination - Folk and fairy tales, fables, and legends are integrated throughout the Waldorf curriculum. These enable children to explore the traditions of many cultures, thus supporting a multicultural approach to education. They also enrich the imaginative life of the young child and promote free thinking and creativity.

f) Reggio Emilia, an educational philosophy focused on preschool and primary school.

Year founded/started: 1970

Proponent: Loris Malaguzzi

Area of Focus: The aim of this approach is teaching how to make them useful in everyday life. The program is based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.

Philosophy it followed: The keyword of this method is foster education, from the tender age, promoting the best possible integration among childrens. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are believed knowledge bearers, so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. The Reggio Emilia philosophy is based upon the following set of principles: a) Children must have some control over the direction of their learning; b) Children must be able to learn through experiences of touching, moving, listening, and observing; c) Children have a relationship with other children and with material items in the world that children must be allowed to explore; d) Children must have endless ways and opportunities to express themselves.

Role of the teacher: The role of teacher is a caretaker, not a leader. They have a constructionist view when teaching at the schools. In this way the teacher does not spoon feed the children knowledge, but helps the children create their own knowledge. Reggio Emilia teacher does the following: a) The teacher is more of a guide then a leader. The student is in charge of the direction they want to go and the teacher only enables the child to explore the way they wish to explore. The role of a teacher allows a child to interact easily between the classroom, home and the community. They have to inform the parents about what the child is learning. The teacher has to be creative with the projects the children are working on; in order for the students to explore in ways they want. The teacher has to be organized with the classroom and material in order to help the students achieve what they want to achieve. The teacher must make the classroom accessible to all students and make accommodations for the ones who need it. A teacher has to be the spark that inspires the children in the classroom. Above all, the teacher must help the students solve their problems and provide the least stressful environment possible. Educators have to make children aware that respect for their similar is important because everyone is a legal subject and part of a group. Teacher dont lock their view on children, the pedagogue or the learning process. The world and its people are always changing and thats why they are against set programs and methods. The teacher's role within the Reggio Emilia approach is complex. Working as co-teachers, the role of the teacher is first and foremost to be that of a learner alongside the children. The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to. Within such a teacher-researcher role, educators carefully listen, observe, and document children's work and the growth of community in their classroom and are to provoke, co-construct, and stimulate thinking, and children's collaboration with peers. Teachers are committed to reflection about their own teaching and learning.

Principles of the Curriculum: The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. The foundation of the Reggio Emilia approach lies in its unique view of the child. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires. The child is also viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice. This role also extends to that of a researcher. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding. Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the teachers, and the community rather than on each child in isolation. Instead of following a set agenda, the Reggio Emilia approach encourages teachers to let a childs interests guide the curricula. Teachers are trained to recognize a childs interests and create on-going projects that stimulate a childs curiosity.

1. If you are to establish your own preschool, which curriculum model would you adopt? Why?

Operating a preschool program since SY 2000, it is deepest goal to address the particular characteristic of the preschooler as an explore. Our school has to explore all possible curriculums that will help our preschool learners. As an educator I have to do everything to get ready for this very great adventure. Based on my readings, I would like to choose Reggio Emilia approach, because it encourages exploration and focuses on the importance of community and self-expression. Open-ended and child-led, students learn through art, projects, and activities that reflect their ideas and interests.

2. Analyze the different curriculum above. What similarities do you find common in these models?

Similarities:

A Shared Vision. They share a similar commitment to high-quality early education that changes the lives of early childhood learners and families.

HighScope - The HighScope Curriculum uses a carefully designed approach called active participatory learning. Children learn actively by having hands-on experiences with their surroundings, and learning is supported through consistent daily routines and well-organized classrooms. HighScope takes an academic slant with planned experiences in the basic subjects of math, reading, and science. It is based on past and current child development research. This curriculum, which can be found in a lot of community-based programs, such as the local church or YMCA, revolves around a concept of active participatory learning, holding that children learn best through hands-on experiences with people, materials, events, and ideas.

Bank Street - This developmental approach is based on the educational philosophy of John Dewy. The focus of Bank Street preschools is on a child's mental, social, emotional, and physical growth. In these programs, the child is an active learner and gains knowledge about the world through experience. Students set the learning pace, and the teacher serves as a guide. Comparable to play-based learning, the Bank Street approach teaches lessons through hands-on activities, such as building blocks, puzzles, clay, and dramatic play. Advocates hold a child-centered philosophy and believe that children are active learners, explorers, experimenters and artists and benefit from a diverse curriculum. The system stresses the importance of materials in the classroom and views the teacher as a facilitator of learning. This method aims to help children make sense of the world around them by studying multiple aspects of social studies.

Montessori - This approach, is child-centered, with teachers serving as guides. In the Montessori school, play is a childs work and children learn at their own pace. There are special Montessori toys called manipulatives that are self-corrective; this means that a child knows if they assembled a puzzle correctly, for example, based on the toy fitting together, not because someone showed the child how to do it. In Montessori programs its really the teachers job to help the kids find their way into the materials, a lot of which look like puzzles that engage the child at this level. Kid work at whatever level they are working at. The focus on letting children learn at their own pace also affects how classrooms are arranged, with children ages three, four and five all being in the same room. Children generally have the same teacher for those three years, allowing close teacher-student relationships to develop. The mixed-age aspect also encourages older children to help the younger children, which helps build their self-esteem.

Waldorf - Teachers must be Waldorf certified. This play-based approach is characterized by a predictable structure, providing children with a dependable routine, such as certain days of the week for set activities like baking or gardening, as well as mixed-age classrooms with the same teacher for multiple years. There is an emphasis on creative learning, reading, singing, acting Its great for kids who want that predictability, but there is creativity there. There is also an emphasis on cooperation, and the setting generally appears like a homewarm and friendly, with wooden toys and natural materials. What stands out about Waldorf is its stance against traditional grading systems and exclusion of media in the curriculum. Waldorf does not include media (computers, videos or electronics of any kind) and also does not involve academics, which means no homework, tests, handouts or even desks. Children are introduced to formal reading skills in the first grade. The programs are all-weather and children spend a lot of time outdoors.

Reggio Emilia - The overall philosophy is that kids are really encouraged to explore. The teachers are there to help them explore. Reggio Emilia schools are known for a project-based approach, which many preschool programs have borrowed. In a project-based curriculum, lessons are based on the interest of the students. If children playing outside encounter a flower and start to ask the teacher questions about how it grows, instead of directly answering the questions, the teacher encourages the group to find out together. The class may then build a garden and learn all that entails, while acquiring other important premath, prereading concepts. Another example would be setting up a restaurant in the classroom based on the classs interest in playing in the kitchen. As Wana explains, projects become child-originated and teacher-framed. Reggio Emilia programs are also known for documenting what children do, taking photos, making videos, writing observations. Then children and teachers can review what theyve done throughout the year.

4) The first years of life are important because what happens in early childhood can matter in a lifetime. Explain this K-12 tagline which particularly refers to kindergarten.

Early childhood is a critical time. These early, formative years serve as the foundation for all of lifes later endeavors. If, as a society, we fail to meet the needs of our young children, it is not just the children who suffer. We as a society suffer as well. Their success is our success. In early childhood, extreme poverty, abuse, or neglect can weaken developing brain architecture and permanently set the bodys stress response system on high alert. Providing stable, responsive, nurturing relationships in the earliest years of life can prevent or even reverse the damaging effects of early life stress, with lifelong benefits for learning, behavior, and health. The focus of the K+12 program of providing supportive and positive conditions for early childhood development is more effective and less costly than attempting to address the consequences of early adversity later. The K+12 program identifies and supports children and families who are most at risk for experiencing toxic stress as early as possible will reduce or avoid the need for more costly and less effective remediation and support programs down the road. The K+12 policies, are directed toward early care and education, child protective services, adult mental health, family economic supports, and many other areas, can promote the safe, supportive environments and stable, caring relationships that children need. Toxic stress experienced early in life and common precipitants of toxic stresssuch as poverty, abuse or neglect, parental substance abuse or mental illness, and exposure to violencecan have a cumulative toll on an individuals physical and mental health. The more adverse experiences in childhood, the greater the likelihood of developmental delays and other problems. Toddlers who have secure, trusting relationships with parents or non-parent caregivers experience minimal stress hormone activation when frightened by a strange event, and those who have insecure relationships experience a significant activation of the stress response system. Providing supportive, responsive relationships as early in life as possible can prevent or reverse the damaging effects of toxic stress.

Including Kindergarten in the basic education program points out that readiness falls along a continuum throughout childhood and the school years, rather than at any single point in time. Readiness is a process, with many phases, rather than a singular event, or switch. The negative effects of poverty are pervasive, cumulative, and increase with age. Children who are raised in poverty show a negative impact even when they are born healthy and free of medical problems. They tend to show gradual declines in mental, motor, and socio-emotional development; they have poorer quality relationships with their caregivers; and they are more likely to exhibit anxious attachment. In preschool, they are more likely to have problems getting along with other children and functioning on their own. By the time they start school they are more likely to need special education services and as they progress through school they are more likely to be held back. Children growing up in poverty are, as a rule, exposed to more risk factors than children growing up in middle-income households. The environment of poverty is characterized by exposure to cumulative, adverse, physical and social stressors. The housing is noisier, more crowded, and of lower quality. People living in poverty experience elevated levels of family turmoil, greater child-family separation, and higher levels of violence.

The K+12 program of the Department of Education is a perfect program, to make sure children enter kindergarten ready and eager to learn. Early Childhood Development Programs are a good start for many children. The impact of early intervention is long-lasting, especially when there is follow-up throughout the elementary school years. The early childhood years are critically important: The stronger the foundation built in the first few years of life, the greater the likelihood of long-term success and happiness. Poverty has an insidious and pervasive impact on this development, weaving through many areas of the childs life: It limits their access to developmental stimulation and heightens their exposure to stressin their physical as well as their psychological environment. It carries a cost for society as well. Early intervention can help. Research has found two strategies that are particularly effective: home visiting, to educate parents; and high-quality early childcare and education. When these two strategies are bundled and child and family support extends through the elementary school years, long-term success is even more likely. The earlier the intervention begins, the more likely it is to be effective and the greater the return on investment.