33 Conclusion
While some planned curriculum activities might be based on a teacher’s knowledge of age-appropriate developmental milestones, other activities might be prompted by children’s interests or ideas, while other activities might be suggested by the children’s families. To plan meaningful curriculum teachers are encouraged to utilize the curriculum planning cycle. Through careful observation, documentation and interpretation teachers collect evidence and gather artifacts that prompt inquiry as to what children know and need. With that information teachers can reflect, plan and implement effective curriculum so that children can thrive as they master the major developmental milestones and meet school readiness goals and objectives.
To ensure high-quality practice, teachers should consider incorporating daily routines, structured and unstructured activities, as well as space for self-discovery. Curriculum should be designed to encourage children to explore their classroom environment, socialize with others, and challenge themselves to reach new levels. As suggested by NAEYC, when planning curriculum teachers should consider using an assortment of materials that are appropriate to each child’s age and stage of development. Well -planned curriculum considers each child’s individual needs and includes adaptations for children with special needs and disabilities. Lastly, for curriculum to be truly meaningful and engaging it should be reflective of each child’s cultural background and home-lifepractices. [1]
- NAEYC. (n.d.). 3 Core Considerations of DAP. Retrieved from https://www.naeyc.org/resources/topics/dap/3-core-considerations ↵