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. (Refer to Section 1304.21 of the Program Performance Standards.)
This philosophy for example, "...supporting infants' healthy
development" is accompanied by general goals for children served
by the Early Head Start program.
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. While Early Head Start programs may
choose to purchase a curriculum, this set of materials should complement
the program and parent's beliefs, and be individualized to meet the
needs of children enrolled in the program. (Refer to Section 1304.21(c)(1)).
In addition, if the curriculum does not encompass all aspects of health
and address all relevant Program Performance Standards, then it must be
expanded and adapted.
According to the Head Start Program Performance Standards, curriculum
is a written plan. To design an appropriate plan and subsequent set of
experiences for children under three, staff must have a solid understanding
of child development and experience in applying this knowledge to programs
serving infants and toddlers. Understanding and respecting individual
differences among children is critical to the successful implementation
of planned and unplanned experiences for infants and toddlers. Staff must
have respectful relationships with children and their parents to gather
key information about routines, such as feeding, and any cultural practices
associated with these routines. An example of planning related to routines
is making a sipper cup available during mealtime to assist a child in
transitioning from a bottle. The younger the child, the more that planning
will focus on infant needs and routines rather than activities.
While staff must have a written plan, individuals implementing planned
experiences for children under three should be ready to adapt this plan
and their expectations to better meet the needs of the child during the
actual experience. For example, if a child is tired, he/she may not respond
as if rested. In light of a child's lack of sleep, a caregiver may
decide not to introduce the child to an activity, or to limit the amount
of time they spend supporting the child's engagement in the activity.
Helping parents to recognize opportunities to engage children in activities,
which in turn will support their role as primary teacher and nurturer,
is also essential to the implementation of a curriculum for children under
three. (Refer to section 1304.21(a)(2).)
Developing a curriculum that continuously meets the needs of children
from birth to three is an important task for any Early Head Start program.
For more information on curriculum in Head Start and Early Head Start,
please refer to the Head Start Bulletin on curriculum published
in March 2000. Additional resources are listed on p. 40 of this Bulletin.
Sarah Semlak is a consultant for Zero to Three, T: 202-638-1144.
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.
