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Curriculum Decision Making:
Dimensions to Consider
Jessica Francis and Kaitlin Northey
National Institute for Early Education Research
NIEER.ORG
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Introductions
• Please share:
– Your name
– Your job title
– What brought you to this session?
– What curriculum are you using/are you
interested in using?
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The Current Preschool Context
• Heightened understanding
of young children’s abilities
• Rising preschool
enrollment
• Increasing use of
accountability standards and
Quality Rating and Improvement
Systems
• Many curriculum options and
lack of guidance for choosing
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“The National Research Council (2001) warns
that . . a piecemeal approach can result in a
disconnected conglomeration of activities and
teaching methods, lacking focus, coherence, or
comprehensiveness.” (NAEYC/NAECS-SDE Position Statement)
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This Presentation
• Decision-Making Framework
• Examining Curriculum Selection Resources
– (Being a critical consumer)
• Closing Discussion
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Decision-Making Framework
• Research base
• Theoretical orientation
• Comprehensive domains of learning
• Opportunities for differentiated instruction
• Coherent assessment system
Other Things to Consider:
Professional development model
Specific materials and space
Related services
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RESEARCH BASE
• Developed using research-based child
development principles
• Evaluated with rigorous research methods
• Published by peer-reviewed journal or some
other reputable source (i.e. department of
education)
• Considers fidelity of implementation
• Associations with children’s learning
outcomes
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RESEARCH BASE CONT’D
• Do you know the research base for your
current curriculum?
• Is there evidence to support its
effectiveness?
• Report out in groups.
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THEORETICAL ORIENTATION
• Clear theoretical framework
• Objectives, activities, materials, daily
routine, and environment logically flow
from the theory
• Definition of play and the teacher’s role in
play
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THEORETICAL ORIENTATION, CONT’D
• Take some time to reflect on the theoretical
framework for your current curriculum, and
how it affects the environment, materials,
teacher’s role, etc.
• Report out to the whole group.
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Domains of Learning
• Comprehensive or focused?
• Integrated or specific activities by domain?
• Emphasis on oral language development, higher order thinking, and problem solving or on discrete skill learning?
* Aligned with state standards?
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DOMAINS OF LEARNING CONT’D
• Take time to reflect on the learning domains
and integration addressed in your current
curriculum.
• Emphasis on oral language development,
higher order thinking, and problem solving
or on discrete skill learning?
• Report out to the whole group.
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DIFFERENTIATED INSTRUCTION
• Age range
• Dual Language Learners
• Culturally sensitive
• Inclusive of children with varied
social/emotional/cognitive/physical needs
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DIFFERENTIATED INSTRUCTION
CONT’D
• Take time to reflect on the opportunities for
differentiated instruction within your
current curriculum.
• Discuss areas where it is effective and
where it falls short.
• Report out to the whole group.
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COHERENT ASSESSMENT SYSTEM
• Consistent with learning objectives and state expectations
• Includes constrained and unconstrained skills
• Provides insight into individual children
• Informs teachers’ practices
• Communicates with parents and future teachers
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COHERENT ASSESSMENT SYSTEM CONT’D
• What type of assessment system is used
with your current curriculum?
• What are the positives and negatives?
• What can you do to ensure it is
implemented as intended?
• Report out to the whole group.
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Other Things to Consider
• Professional development model
• Specific materials and space
• Related services
– Parent programs
– Transitions
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Being a Critical Consumer
Find your curriculum on the resources
provided.
• What criteria were used to rate your
curriculum?
• How do these criteria differ from what we
discussed?
• Why do you think that might be? (hint:
what is the purpose of the resource?)
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• What surprises you?
• What questions does this raise for you?
• Does the curriculum that you currently use /
plan to use align with the curriculum
components most important to you?
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How has your perspective on
choosing a curriculum changed?
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Resources
• Preschool Curriculum Consumer Report; The
National Center on Quality Teaching and
Learning (NCQTL), 2010.
• Matrix Comparing Comprehensive Curricula;
Excerpted from Seattle Preschool for All Action
Plan, 2014 (http://murray.seattle.gov/wp-
content/uploads/2014/05/AttachmentAthruE.pdf)