The National Association for the Education of Young Children (NAEYC) defines curriculum as “the means by which a society helps learners acquire the knowledge, skills, and values that that society deems most worth having.”
The comprehensive curricular framework promoted by the Division for Early Childhood (DEC) includes four elements: assessment; scope and sequence; activities and intervention strategies; and progress monitoring. A curriculum framework is a dynamic system that should guide all aspects of a high quality program.
DEC Recommended Practices
DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.
Minnesota Early Childhood Indicators of Progress (ECIPs)
The ECIPs are Minnesota’s early learning standards. Revised and expanded in 2016, these standards are a framework for a common set of developmentally appropriate expectations for children ages birth to kindergarten, within a context of shared responsibility for helping children meet these expectations. The ECIPs are aligned to the Minnesota Kindergarten Academic Standards.
The Role of Curriculum Models in Early Childhood Education
This ERIC-digest brief gives a general overview of what curriculum is, defines some of the major models, and discusses the importance of curriculum.
Minnesota Early Childhood Indicators of Progress - REVISED
Minnesota revised their early learning standards, known as the “Early Childhood Indicators of Progress,” in 2016. These standards outline what children should know and do from age birth through five years old. The following domains are included within the standards: physical and movement development; language, literacy, and communications; cognitive; mathematics; scientific thinking; social systems; approaches to learning; the arts; and social and emotional development.
Choosing a Preschool Curriculum. National Center on Quality Teaching and Learning (June, 2012)
This document provides information on choosing a preschool curriculum and implementing that curriculum.
The authors of this research provide an overview of high-quality curricula and a list of questions to consider when choosing a curriculum model.
Using Developmentally Appropriate Practices (DAPs) as framing, this resource illustrates how curriculum is one of five integral components in effective preschool teaching.
A brief research article on curricula, problems with curricula, and benefits of implementing a standards-based curriculum.
Although some of the information provided is specific to Pennsylvania’s early childhood programming, this document also provides quality definitions and descriptions of curriculum, assessment, and connection between the two.
This report provides information and guidance to help programs select high quality, research-based preschool curricula that best fit with the strengths and needs of their participating children and teachers. It offers guidance on 13 components of effective and comprehensive curriculum, and offers ratings on 14 comprehensive curricula.
Cambridge University Press. This book on early childhood curriculum covers the gamut of choosing an appropriate curriculum, planning to implement that curriculum, methods of implementation, assessing children’s learning based on what the curriculum is teaching them, and the research on which these ideas are based.
Topics in Early Childhood Special Education, 29(1), 53-61.
This article reviews the most effective approaches for improving outcomes for children and families. It also discusses the differences that exist between evidence-based practices and the practices of EI/ECSE educators. Methods for improving implementation are provided.
Early Childhood Curriculum: Planning, assessment, and implementation. McLachlan, C., Fleer, M., & Edwards, S. (2013). Cambridge University Press.
This book on early childhood curriculum covers the gamut of choosing an appropriate curriculum, planning to implement that curriculum, methods of implementation, assessing children’s learning based on what the curriculum is teaching them, and the research on which these ideas are based.
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