Currículo

Frog Street niños pequeños

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Resumen

Descripción del currículo

Frog Street niños pequeños ofrece experiencias y materiales de aprendizaje para apoyar el desarrollo y el aprendizaje de los niños pequeños. Este currículo está organizado en torno a 13 Guías de actividades temáticas que incluyen opciones para las actividades semanales y los centros de aprendizaje.

Resumen de la evaluación del currículo

  • Se alinea completamente con el Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés).
  • Especifica las metas de aprendizaje adecuados al desarrollo a lo largo de las actividades curriculares.
  • Ofrece un proceso y herramientas para la observación y documentación continuas.
  • Proporciona estrategias y recursos para fomentar el compromiso de las familias.
  • Ofrece capacitación estandarizada integral y materiales para apoyar la implementación.
  • Incluye apoyo sobre cómo garantizar que el entorno físico sea accesible a los niños pequeños con discapacidades, sospechas de retraso u otras necesidades especiales.
  • Promueve la individualización basada en las fortalezas y necesidades de los niños.
  • Promueve algunas prácticas docentes basadas en la investigación para apoyar el desarrollo y el aprendizaje de los niños pequeños en todos los dominios del ELOF.
  • Ofrece alguna orientación sobre cómo los maestros pueden participar en interacciones que amplían el aprendizaje de los niños.
  • Ofrece oportunidades limitadas para el juego, la exploración y las actividades iniciadas por los niños en función de los intereses de los mismos.
  • Carece de una secuencia completa de experiencias de aprendizaje en algunos dominios.
  • Carece de indicaciones sobre cómo establecer un horario flexible centrado alrededor de las rutinas diarias de los niños pequeños.
  • Carece de una orientación integral sobre cómo integrar las culturas y lenguas maternas de los niños y las familias en las interacciones, el entorno de aprendizaje y las experiencias de aprendizaje.
Website: http://www.frogstreet.com/curriculum/toddler/

Detalles

Cost of Curriculum

Frog Street niños pequeños (solo en inglés): $999.99

Cost of Professional Development

Capacitación para la implementación de Frog Street niños pequeños y ofertas de cursos adicionales: $2,750 por lugar para cada capacitación in situ

Precios introductorios del webinario: $950 por lugar para un webinario en vivo de tres horas; $750 por lugar para un webinario en vivo de dos horas; $500 por lugar para un webinario en vivo de una hora

Coaching: $3,500 por lugar por día (costos mínimos de tres días $10,500)

Comuníquese con el editor para obtener la información más actualizada sobre los costos del currículo y las ofertas actuales de desarrollo profesional.

Availability in Other Languages

Frog Street niños pequeños (bilingüe): $1,199.99

Target Age

Programas para niños pequeños de 18 a 36 meses basados en el centro

Curriculum Materials Reviewed by Raters

Todos los materiales de Frog Street niños pequeños se compraron y se revisaron en 2018. Entre estos materiales se encontraban:

  • Bienvenido a Frog Street niños pequeños,
  • Herramienta de observación del aula para el administrador de Frog Street niños pequeños para la fidelidad del currículo,
  • 13 guías de actividades,
  • 80 tarjetas de actividades con imágenes,
  • CD de planificación y evaluación,
  • recursos adicionales para el aula (p. ej., pósteres, CD, objetos didácticos manipulables, libros infantiles),
  • portal en línea.

Evaluación y valoraciones

¿Qué significan las valoraciones?

  • Four star rating graphic Evidencia completa
  • Three star rating graphic Evidencia moderada
  • Two star rating graphic Evidencia mínima
  • One star rating graphic Sin evidencia

Criterio 1

Base empírica para los resultados del niño

La evidencia empírica de la investigación demuestra que el currículo se ha asociado con los resultados positivos del aprendizaje de los niños. El currículo ha sido implementado y estudiado directamente en programas de la primera infancia, y la investigación ha demostrado efectos positivos y significativos en los resultados del desarrollo de los niños. Se han obtenido pruebas de eficacia en estudios de investigación rigurosos, como ensayos controlados aleatorizados o diseños de regresión discontinua. Los estudios de investigación sobre el currículo han incluido de manera óptima varios grupos diversos de niños y maestros.

One star rating graphicSin evidencia

At the time of this review, there are no available published research studies on Frog Street Toddler. Rigorous research is needed in order to establish evidence for positive effects of Frog Street Toddler on children's learning outcomes.

Criterio 2

Currículo basado en la investigación

El currículo proporciona interacciones basadas en la investigación y prácticas de enseñanza para apoyar el desarrollo y el aprendizaje de los niños. Un currículo basado en la investigación es consistente con la investigación acerca de cómo se desarrollan y aprenden los niños. Específicamente, promueve interacciones, prácticas de enseñanza y experiencias de aprendizaje que la investigación ha demostrado que son eficaces para apoyar el desarrollo y el aprendizaje de los niños.

Three star rating graphicEvidencia moderada

Responsive Relationships and Interactions: Frog Street Toddler offers suggestions for how to build secure, trusting adult-child relationships that are foundational to children's development in the Social and Emotional domain and all other domains. For example, Welcome to Frog Street Toddler recommends assigning primary caregivers. The Activity Guides invite caregivers to spend time engaging with children and showing physical affection. The curriculum mentions the importance of being responsive to children's cues and needs, but it lacks comprehensive guidance on how to engage in sensitive, responsive caregiving with toddlers. The curriculum offers many opportunities for teachers to initiate joint attention with toddlers. However, it gives minimal guidance to teachers on how to start a back-and-forth exchange based on the child's focus or interest.

Daily Routines as Opportunities for Learning: The curriculum minimally addresses daily caregiving routines, which are rich opportunities to support toddlers' development and learning in all domains. Welcome to Frog Street Toddler provides limited guidance on how to establish developmentally appropriate schedules and routines for toddlers, such as "follow the same daily schedule" or "tell little ones what is coming next." Additionally, there are only a few examples in the entire curriculum on how to extend children's learning during caregiving routines (e.g., describe actions when changing a diaper or having lunch with little ones; compare real bananas to a photo).

Play and Exploration: The curriculum provides minimal guidance on research-based practices to support toddlers' play and exploration. Welcome to Frog Street Toddler and "Spruce Up Your Space" tips describe how to create an indoor and outdoor environment for active physical play and exploration (e.g., provide plenty of space for physical movement; set up areas of the room with a variety of activities, textures, and materials). The curriculum mentions the importance of free play for children's development and provides some opportunities for open-ended exploration (e.g., painting; building with boxes; exploring shoes). However, many of the suggested activities are teacher-directed and narrowly focus on completing a task in a particular way. Frog Street Toddler does not describe how or when to allow time for child-initiated play throughout the day or how to provide learning experiences based on children's interests, which research shows contribute to toddlers' development in both Approaches to Learning and Cognition.

Language-Rich Environment and Interactions: The curriculum promotes research-based teaching practices to support toddlers' development in the Language and Communication domain, such as using varied types of talk with toddlers (e.g., modeling complete sentences, introducing new words, engaging toddlers in extended discourse). Frog Street Toddler also provides several learning experiences that encourage caregivers to sing songs, recite rhymes, do finger plays, and read books with toddlers. Research demonstrates that these activities support toddlers' emergent literacy skills. The curriculum introduces children to new and interesting vocabulary words each week, but this vocabulary is not based on children's interests or engagement.

Promoting Emotional, Behavioral, and Cognitive Self-Regulation: Frog Street Toddler consistently promotes research-based practices to support toddlers' emotional, behavioral, and cognitive self-regulation. The curriculum gives guidance on how teachers can use emotional coaching to help toddlers understand and manage their emotions. Similarly, Welcome to Frog Street Toddler provides strategies to facilitate the development of emotional and behavioral self-regulation skills, such as discussing basic rules and offering choices to children. Finally, the curriculum offers many activities to support toddlers in developing executive functioning skills (e.g., Simon Says; Stop and Go; acting out rhymes and songs).

Facilitating Cognitive Development: The curriculum promotes some research-based teaching practices to support toddlers' development in the Cognition domain. For example, the curriculum encourages adults to scaffold toddlers' problem-solving skills by modeling strategies, introducing a process (e.g., identifying a problem, generating possible solutions, trying out solutions), and allowing children to solve their own problems (e.g., understanding why a block tower tumbled down, retrieving a ball out of reach). Many of Frog Street Toddler's activities provide prompts for teachers to extend toddlers' learning, such as providing language-rich input about objects or experiences and asking open-ended questions. However, there is less information on how teachers can intentionally support toddlers' cognitive development during play and open-ended exploration. Similarly, the curriculum features several activities that focus on introducing toddlers to math language and concepts, but the curriculum does not specify how to embed math language and concepts into daily caregiving routines (e.g., mealtimes, diapering, toileting).

Supporting Physical Development: Frog Street Toddler consistently promotes research-based practices to support toddlers in the domain of Perceptual, Motor, and Physical Development. For example, the Activity Guides and Photo Activity Cards provide learning experiences to support toddlers' gross and fine motor skills (e.g., jumping, climbing, using paintbrushes, manipulating play dough). Similarly, the Activity Guides and Photo Activity Cards suggest intentional teaching practices to support perceptual understanding and perceptual-motor development (e.g., asking children to name body parts as they stretch, describing textures as toddlers walk on a tactile path). The curriculum includes many varied opportunities for toddlers to practice new physical skills, such as activities inviting toddlers to put on various clothing items or using physical skills during other self-care routines.

Criterio 3

Alcance y secuencia

El currículo incluye un alcance y una secuencia organizados del desarrollo para apoyar el aprendizaje de los niños. El alcance y la secuencia describen en qué se enfoca el currículo y de qué manera los planes y los materiales apoyan a los niños en los diferentes niveles del desarrollo. El alcance se refiere a las áreas de desarrollo abordadas en el currículo; la secuencia incluye planes y materiales para experiencias de aprendizaje que van progresivamente de menor a mayor complejidad, con la meta de apoyar a los niños mientras avanzan a través de las progresiones del desarrollo. Un currículo rico en contenido garantiza que las secuencias de experiencias de aprendizaje incluyan múltiples oportunidades relacionadas para que los niños exploren un concepto o una habilidad con una profundidad cada vez mayor. Las secuencias de experiencias de aprendizaje deben ser flexibles para responder a los intereses, las fortalezas y las necesidades individuales de los niños.

Three star rating graphicEvidencia moderada

Scope: The curriculum clearly identifies five developmental domains: Language Development, Cognitive Development, Social Emotional Development, Physical Development, and Approaches to Learning. Welcome to Frog Street Toddler provides an overview of each learning domain and "What You Can Do" to support children's development in the learning domains. The Activity Guides provide several examples of learning centers and activities to support children's development in each of these areas.

Sequence: Frog Street Toddler provides a sequence of learning experiences that progressively builds children's knowledge and skills as they move through the developmental progressions in Approaches to Learning and, to some extent, in the domains of Language and Communication and Social and Emotional Development. The curriculum lacks clear sequences of learning experiences that support children's Cognition and Perceptual, Motor, and Physical Development. For example, in the domain of Language and Communication, the curriculum includes three Developmental Storybooks that present a story at three different levels, ranging from simple text to more complex vocabulary and sentence structure, which allow teachers to support children with various levels of receptive language and vocabulary. However, many of the activities that support language development and literacy do not progressively increase in complexity across the Activity Guides (e.g., the language activities in Activity Guide: Theme 2 and Activity Guide: Theme 13 focus on reading the same book with very similar prompts).

In the domains of Cognition and Perceptual, Motor, and Physical Development, the curriculum introduces advanced skills and concepts early in the sequence before building foundational knowledge and skills. For example, an early activity in Activity Guide: Theme 2 invites children to draw their family, count their family members, and match blocks to family members in order to practice one-to-one correspondence. For a young toddler, this is quite an advanced skill. It is built on practicing more foundational skills such as counting and identifying quantity. Yet, the text provides minimal activities that focus on counting or identifying quantity leading up to this activity. Similarly, Activity Guide: Theme 1 invites children to do several complex physical tasks without reference to any prior experiences developing more foundational physical skills (e.g., moving balls on the floor with their chins, putting on their shoes without bending their knees). While Frog Street Toddler provides multiple related opportunities for children to explore or learn concepts and skills in all domains, the sequences of learning experiences in some domains do not fully reflect children's developmental progressions.

Criterio 4

Alineación con el Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF)

El currículo está alineado con el Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés). Alinear un currículo con el ELOF determina el grado en que los dominios y subdominios del ELOF se abordan en el currículo. Los currículos que están totalmente alineados con el ELOF son integrales y abarcan todas las áreas de aprendizaje y desarrollo de los niños descritas en el ELOF.

Four star rating graphicEvidencia completa

Alignment with the ELOF: A thorough review of all curriculum materials indicates Frog Street Toddler is fully aligned with the Head Start Early Learning Outcomes Framework (ELOF) domains and sub-domains. The learning experiences described in the Activity Guides and Photo Activity Cards support children's development and learning of skills and concepts presented across all ELOF sub-domains.

Criterio 5

Metas de aprendizaje para los niños

El currículo especifica metas de aprendizaje para los niños. Las metas de aprendizaje del currículo son objetivos para el desarrollo y el aprendizaje de los niños en todos los dominios. Las metas de aprendizaje deben ser medibles y apropiadas para el desarrollo. Las metas de aprendizaje medibles se centran en habilidades, comportamientos y conocimientos que son observables; las metas de aprendizaje apropiadas para el desarrollo son consistentes con las progresiones de desarrollo bien establecidas. Los maestros deben ser capaces de utilizar las metas de aprendizaje de un currículo para individualizar las experiencias de aprendizaje para todos los niños, como para niños de diversas culturas, niños que aprenden en dos idiomas (DLL, sigla en inglés), niños que están aprendiendo lenguas tribales y niños con discapacidades u otras necesidades especiales.

Three star rating graphicEvidencia moderada

Learning Goals: The curriculum provides the Frog Street Toddler Learning Goals, which are developmentally appropriate, measurable goals organized around the curriculum's five developmental domains. The learning goals are integrated throughout the Activity Guides in the sections, "Starting the Day" and "Approaches toward Learning." Additionally, the learning goals for the weekly developmental activities are provided in the Lesson Planner forms located on the Assessment and Planning CD. Generally, the weekly developmental activities support the learning goals. However, the Lesson Planners list multiple activities under a set of learning goals, and at times it is unclear which or how activities support the goals. The curriculum lacks guidance on how to use the learning goals with diverse children or how to modify learning goals for activities in order to individualize learning experiences for all children.

Criterio 6

Evaluación continua del niño

El currículo proporciona orientación sobre la evaluación continua de los niños. La evaluación continua del niño es el proceso de reunir información para comprender y apoyar el desarrollo de los niños a lo largo del tiempo. La información recopilada a través de la observación y la documentación ayuda a programar la planificación curricular, la enseñanza y la individualización para todos los niños. La evaluación continua del niño también se puede utilizar para llevar a cabo periódicamente instrumentos de evaluación estandarizados y estructurados para evaluar el progreso del desarrollo de los niños.

Three star rating graphicEvidencia moderada

Ongoing Observation and Documentation: The curriculum describes how ongoing assessment is a process used to understand children's developmental progress, plan individualized activities, and guide instruction. It includes brief descriptions of observation, anecdotal records, and work samples. The Assessment and Planning CD offers specific tools that can be used to support teachers in observation and documentation, such as Anecdotal Observation Record forms. At the end of each week, the Activity Guides prompt teachers to engage in the assessment process, such as by inviting teachers to select one to two children to observe specific skills during activities from the week. Depending on the particular skills observed, the curriculum may suggest teachers record a written anecdotal observation, take a photograph, place a work sample in a portfolio, or add a dated entry to a developmental checklist.

Standardized and Structured Assessment Instruments: Frog Street Toddler describes and provides a structured assessment tool, the Frog Street Toddler Developmental Checklist, that aligns with the curriculum's learning goals. However, the curriculum lacks guidance on how to choose a standardized and structured assessment instrument that is valid, reliable, and individually, culturally, and linguistically appropriate.

Criterio 7

Compromiso de los padres y las familias

El currículo promueve el compromiso de los padres y la familia. El compromiso de los padres y la familia es un proceso basado en la colaboración y las fortalezas a través del cual los maestros de la primera infancia, las familias y los niños desarrollan relaciones positivas y orientadas a una meta. Es una responsabilidad compartida de las familias y el personal que se construye sobre el respeto mutuo por los roles y las fortalezas que cada uno tiene para ofrecer. El currículo proporciona estrategias cultural y lingüísticamente receptivas para comunicarse con las familias y para involucrar a las familias en el aprendizaje de los niños.

Three star rating graphicEvidencia moderada

Communicating with Families: Welcome to Frog Street Toddler discusses the importance of two-way communication with parents and offers some guidance on how to communicate with families (e.g., the parent bulletin board, parent letters). The Planning and Assessment CD provides materials for communicating with families, including a Toddler Daily Report, All About Me form, and 52 Parent Letters. The Toddler Daily Report and All About Me forms invite parents to share information about their child with the teacher, such as the child's daily routines at home, likes, and dislikes. All forms for communicating with families are translated into Spanish, but no further guidance is provided on how to communicate with families from diverse cultures or who speak home languages other than English and Spanish.

Engaging Families: Welcome to Frog Street Toddler provides some guidance on how to engage families (e.g., invitations to staff training, encouraging use of the school resource library). The 52 Parent Letters provide specific suggestions for how to extend children's development and learning at home (e.g., singing songs in the car; helping children develop self-care skills at home, such as washing hands or serving food during mealtimes). The Activity Guides prompt teachers to share the Parent Letters with parents at the end of each week. The Parent Letters are translated into Spanish, but there is no further guidance on how to engage families who speak languages other than English and Spanish, are from diverse cultures, or whose adult members have disabilities or other special needs.

Criterio 8

Desarrollo profesional y materiales para apoyar la implementación

El currículo ofrece desarrollo profesional y materiales para apoyar la implementación y la mejora continua. El desarrollo profesional incluye la adquisición de los conocimientos y las habilidades requeridas para la implementación eficaz de un currículo. Los procedimientos de capacitación estandarizados incluyen formación inicial y continua para apoyar al personal de educación a medida que aprenden a implementar un currículo con fidelidad. Los procedimientos de capacitación estandarizados proporcionan contenido uniforme y métodos de impartición en las sesiones de capacitación. Los materiales del currículo para apoyar la implementación de los mismos incluyen recursos que vienen con un currículo para ayudar al personal docente a entender cómo utilizarlo. Los materiales pueden incluir también recursos para ayudar a los gerentes de educación y a los instructores a apoyar al personal docente para que implementen el currículo de manera eficaz.

Four star rating graphicEvidencia completa

Professional Development: Frog Street Toddler offers a range of in-person courses, including both initial (Frog Street Toddler Curriculum Implementation) and ongoing (Frog Street Toddler Curriculum Follow-Up) training sessions. Additional courses cover a wide range of content, such as family engagement and how to plan age-appropriate activities in each domain. The curriculum also offers professional learning webinars that can be customized to meet the needs of programs using a pre-webinar questionnaire to identify challenges and share successes.

Curriculum Materials to Support Implementation: The curriculum includes a comprehensive set of materials to support implementation. The online portal houses three introductory videos, which provide an overview of the curriculum materials. Similarly, Welcome to Frog Street Toddler describes the program components and how to use the various curriculum materials. The curriculum features 13 Activity Guides that provide weekly lesson plans. The guides include materials, vocabulary, learning centers, and plans for activities that support children's development in specific domains. They also embed prompts for teachers to implement assessment and family engagement. Frog Street Toddler comes with wall posters to remind teachers of best practices for supporting child development.

  • Fidelity Tool: The curriculum offers the Frog Street Toddler Administrator Classroom Observation Tool for Curriculum Fidelity. Program administrators or coaches can use the tool to assess toddler teachers': sensitivity to children's social and emotional needs; instructional strategies implemented individually or in small groups; classroom environment; and intentionality in supporting learning.

Criterio 9

Interacciones y experiencias de aprendizaje

El currículo promueve experiencias de aprendizaje e interacciones valiosas para apoyar el desarrollo entre los dominios. Para los bebés y los niños pequeños, las experiencias de aprendizaje valiosas tienen lugar en el contexto de un entorno de juego atractivo, de las interacciones y conversaciones con cuidadores y compañeros, y de las rutinas diarias de cuidado. Las experiencias de aprendizaje valiosas apoyan y amplían el conocimiento, la comprensión de los conceptos y las habilidades de los niños en todos los dominios. Los bebés y los niños pequeños se desarrollan y aprenden moviendo libremente el cuerpo y explorando activamente sus entornos de forma abierta. El currículo ofrece a los bebés y niños pequeños numerosas oportunidades para moverse y explorar y les proporciona a los maestros orientación sobre cómo interactuar con los niños para extender la exploración, el pensamiento y la comunicación. Las experiencias de aprendizaje valiosas deben ser cultural y lingüísticamente receptivas e inclusivas para niños con discapacidades, sospechas de retrasos u otras necesidades especiales.

Three star rating graphicEvidencia moderada

Active Exploration: Welcome to Frog Street Toddler discusses how toddlers need space and opportunities to move freely and explore with all of their senses. Some of the suggested learning centers and activities in the Activity Guides allow children to actively explore their environment by providing various objects for filling and dumping or offering several boxes for playing and building. However, many of the activities are more teacher-directed. These invite children to do something very specific, leaving less opportunity for toddlers to engage with the environment in open-ended ways. For example, one activity has toddlers sit in a chair and use their toes to move cotton balls from one bowl to another. In another activity, teachers model how to make a paper chain and children are directed to do the same thing.

Interactions That Extend Children's Learning: Frog Street Toddler provides specific guidance throughout the Activity Guides and Photo Activity Cards on how teachers can engage in interactions that extend children's learning. There are many prompts for teachers to describe objects, narrate what adults and children are doing, ask children questions, and make connections to children's previous experiences. For example, as children manipulate play dough, teachers are encouraged to discuss the dough's texture, color, and smell. Another activity focuses on round objects and invites children to think of other objects that are round. However, some prompts within activities are too advanced for toddlers. For example, an early activity in the curriculum prompts teachers to ask toddlers if they can feel vibrations when talking normally, but not while whispering. Other prompts elicit very specific or limited responses from children which would not extend their exploration, thinking, or communication (e.g., during a painting activity, one prompt asks, "Which yellow color is darker?;" during block play, another prompt reads, "Do the red materials make you think of something red to build?").

Individualization: The curriculum provides some guidance on how to individualize learning experiences for all children. The Activity Guides provide many songs, vocabulary, and prompts in Spanish, but provide no guidance on how and when to use the Spanish translations with children who are dual language learners (DLLs). Welcome to Frog Street Toddler offers a few general tips for working with children with specific needs (e.g., visual challenges, cognitive challenges, speech or language delays). The Activity Guides provide very few adaptations for children with specific needs (e.g., adaptations for two activities in a four-week Activity Guide). Similarly, the curriculum very minimally addresses how teachers can individualize learning experiences for children from diverse cultures, such as inviting them to share about celebrations in their family or offering chants and rhymes from diverse cultures. However, the curriculum lacks comprehensive, in-depth guidance on how to individualize learning experiences for children from diverse cultural backgrounds, children who speak languages other than English and Spanish, or how to modify the majority of activities for children with various types of disabilities, suspected delays, or other special needs.

Criterio 10

Entornos de aprendizaje y rutinas

El currículo proporciona orientación sobre cómo configurar entornos de aprendizaje valiosos y rutinas apropiadas para el desarrollo. Los entornos de aprendizaje valiosos son espacios que fomentan y apoyan el desarrollo de todos los niños pequeños. El currículo proporciona orientación sobre cómo diseñar horarios apropiados para el desarrollo, las rutinas y las oportunidades en el interior o al aire libre que proveen opciones para elegir, jugar, explorar y experimentar. Los entornos de aprendizaje incluyen equipos, materiales y suministros apropiados de acuerdo a la edad. También reflejan las culturas del hogar y son lo suficientemente flexibles como para apoyar los cambios de edad, intereses y características de un grupo de niños a través del tiempo.

Three star rating graphicEvidencia moderada

Environment: The curriculum provides specific guidance on how to design well-organized, engaging indoor and outdoor learning environments. Welcome to Frog Street Toddler provides overarching guidance on how to set up learning centers, and the Activity Guides offer weekly learning centers (e.g., Construction, Discovery, Library and Listening, Sensory Table, Math) to support toddlers' development across all ELOF domains. The Activity Guides also include suggestions to "Spruce Up Your Space," such as setting up areas of the room with a variety of activities, textures, and materials, allowing children to make choices, and providing open and quiet spaces. Welcome to Frog Street Toddler provides some strategies for ensuring the physical environment is accessible to children with specific special needs, but the curriculum lacks guidance on how to include children's home or tribal languages and cultures into the physical environment.

Learning Materials: Welcome to Frog Street Toddler and the learning centers described throughout the Activity Guides offer examples of materials that may support open-ended exploration and inquiry (e.g., blocks, play dough, dramatic play props, stack-and-nest sensory toys). Similarly, the curriculum suggests some manipulatives that could be used for open-ended exploration and inquiry (e.g., balls, beanbags, eyedroppers). Frog Street Toddler provides a few suggested materials for children with specific disabilities (e.g., simple adaptive devices such as pencil grips, clothespins for children with delayed motor development). However, it lacks guidance on how to select learning materials that authentically represent the cultures, ethnicities, and home languages (beyond English and Spanish) of children in the program.

Schedule and Routines: Welcome to Frog Street Toddler provides minimal guidance on how teachers can build a schedule flexibly around children's routines or how to effectively support children's development and learning during caregiving routines. There are some brief suggestions scattered throughout Welcome to Frog Street Toddler, including describing actions while changing a diaper in the "Learning Domains" section; following children's cues rather than a predetermined schedule in the "Nutrition" section; following the same daily schedule in the "Transitions" section. However, they do not offer comprehensive, in-depth guidance for how teachers can establish a daily schedule or fully take advantage of caregiving routines in order to support toddlers' development and learning.

Criterio 11

Receptividad cultural

El currículo apoya la receptividad cultural. La receptividad cultural es un enfoque basado en fortalezas para la enseñanza y el cuidado arraigado en el respeto y aprecio por el papel que desempeña la cultura en el aprendizaje y el desarrollo de los niños. Un currículo culturalmente receptivo les indica a los maestros que aprendan acerca de las fortalezas, habilidades, experiencias e intereses de cada niño según se desarrollan en la familia y la cultura del niño. El currículo proporciona orientación sobre cómo modificar y mejorar los planes y materiales del currículo para aprovechar estas fortalezas, habilidades, experiencias e intereses con el objetivo de incorporar la cultura de cada niño en el aula.

Two star rating graphicEvidencia mínima

Interactions: Welcome to Frog Street Toddler includes a brief section on "Cultural Sensitivity," with very few tips that could be used to build relationships with children and families from diverse cultural backgrounds (e.g., treating people as individuals rather than stereotypes, focusing on similarities and differences without making judgments, modeling respect for others). The Activity Guides occasionally mention the importance of culturally responsive interactions (e.g., being sensitive to cultures in which children making eye contact with adults is not an acceptable practice, talking with families to build an understanding of how their children's culture differs from the teachers' and attempting to reconcile those differences), but provides no guidance on how to use that information to engage in culturally responsive interactions.

Learning Experiences: The curriculum includes only a couple brief examples of providing learning experiences that build on families' cultures. One activity invites children to share about celebrations in their families, with a note for teachers to be sensitive to cultural differences. In addition, there are a few examples of "Cultural Rhymes" in the Activity Guides that may build on families' traditions and culture if they share that particular cultural background. The curriculum lacks guidance on how to engage toddlers in caregiving routines that build on families' traditions, cultures, values, and beliefs.

Learning Environment: Frog Street Toddler offers two suggestions for providing learning materials that reflect children and families from diverse cultures and ethnicities: present a variety of foods for snack and lunch and use books, photographs, and posters that celebrate a wide variety of ethnic groups. Additionally, the curriculum's Literature Library and Photo Activity Cards include books and photos representing children and families from diverse cultures and ethnicities. However, the curriculum lacks any guidance on how to select and use learning materials that authentically represent the cultures and ethnicities of children and families in the program.

Criterio 12

Receptividad lingüística

El currículo apoya la receptividad lingüística. La receptividad lingüística se refiere a las prácticas de enseñanza que apoyan el aprendizaje, el desarrollo y la participación de los niños de diversos orígenes lingüísticos. Incluye apoyos para el desarrollo continuo del idioma del hogar o de las lenguas tribales de los niños, al incorporar auténticamente el idioma de los niños en el entorno de aprendizaje. Además, las prácticas lingüísticamente receptivas pueden facilitar la adquisición del inglés. El currículo proporciona estrategias de andamios cognitivos para apoyar a los niños en cualquier nivel de conocimiento del inglés para participar plenamente en las experiencias de aprendizaje del currículo y el entorno. Para los bebés y los niños pequeños, la receptividad lingüística requiere asociarse con las familias para apoyar intencionalmente el desarrollo y el aprendizaje de los niños que aprenden en dos idiomas (DLL, sigla en inglés). Este proceso incluye el desarrollo de un plan, basado en los idiomas del maestro y la familia, para apoyar el desarrollo del niño de cada idioma, tanto en el aula como en el hogar.

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Linguistic Responsiveness: Frog Street Toddler provides minimal guidance on how to intentionally support the development and learning of toddlers who are DLLs. The Activity Guides provide songs, prompts, and vocabulary in Spanish, but the curriculum lacks guidance on how to intentionally use the Spanish translations or integrate other home or tribal languages into the learning environment, experiences, or routines. In addition, some of the Activity Guides include a suggestion related to children who are DLLS, like using concrete materials to help DLLs understand vocabulary and using words from children's home languages if possible.

Criterio 13

Individualización para niños con discapacidades, sospecha de retrasos u otras necesidades especiales

El currículo proporciona orientación sobre cómo individualizar para los niños con discapacidades, sospechas de retrasos u otras necesidades especiales. La individualización para niños con discapacidades, sospechas de retrasos u otras necesidades especiales incluye proporcionar apoyos más especializados para que los niños accedan y participen en el aprendizaje, las experiencias sociales y las actividades. La orientación del currículo para apoyos especializados abarca prácticas específicas de enseñanza y formas de interactuar con los niños, así como adaptaciones a los horarios diarios, actividades de aprendizaje y el entorno de aprendizaje. La individualización para niños con discapacidades, sospechas de retrasos u otras necesidades especiales permite a todos los niños acceder, participar y prosperar en los entornos de aprendizaje temprano.

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Teaching Practices and Interventions: Welcome to Frog Street Toddler includes general strategies to support children with visual, hearing, or cognitive challenges, delayed motor development, speech or language delays, and behavioral, social, or emotional challenges. Some of these strategies are research-based teaching practices, such as breaking down a challenging task into shorter segments or providing information in a variety of ways (e.g., verbal cues, gestures). In addition, some Activity Guides offer "Adaptations" to modify activities for children with specific disabilities (e.g., describing colors to children with visual challenges by using things they can smell). However, not all Activity Guides include "Adaptations" specifically for children with disabilities or other special needs, and even those that do include only one or two teaching practices for the entire four-week set of activities.

Learning Environment: Welcome to Frog Street Toddler offers a few strategies to ensure the environment and materials are accessible for children with visual, hearing, or cognitive challenges, delayed motor development, speech or language delays, and behavioral, social, or emotional challenges. Suggested strategies include seating a child in order to optimize vision (e.g., consider lighting and glare), using line drawings with minimal background clutter, providing simple adaptive devices, and changing a child's position. In addition, the Activity Guides give specific examples of how to adapt materials for children with specific disabilities or other special needs (e.g., providing wider-grip paintbrushes).

Criterio 14

Individualización basada en intereses, fortalezas y necesidades

El currículo ofrece orientación sobre cómo individualizar en función de los intereses, las fortalezas y las necesidades de los niños. La individualización es un proceso de planificación e implementación de experiencias de aprendizaje que responden a los intereses, las fortalezas y las necesidades de cada niño. Los maestros reflexionan sobre sus observaciones de cada niño y luego planifican las formas más eficaces de apoyar el aprendizaje y desarrollo de cada niño. Cuando las experiencias de aprendizaje se adaptan a los intereses de los niños, son más atractivas y significativas para ellos. Debido a que los niños pueden variar en sus progresiones del desarrollo, también es importante que el currículo apoye a los maestros en la planificación de experiencias de aprendizaje que respondan a las fortalezas y necesidades individuales de los niños.

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Individualization Based on Interests: Frog Street Toddler briefly mentions the importance of activities based on children's interests. It states, "Children are more likely to engage in activities that coincide with their interests...Notice what children are interested in and follow their lead." However, the curriculum does not provide any guidance on how to plan learning experiences that build on individual children's interests. Activity choices are pre-planned and there is no guidance on how to modify them based on individual children's interests.

Individualization Based on Strengths and Needs: Frog Street Toddler provides specific guidance throughout the Activity Guides on how to make learning experiences responsive to children's strengths and needs. All throughout the Activity Guides, a blue, upward arrow indicates a modification for older children and children who have already mastered earlier skills and concepts (e.g., one activity invites all children to identify facial features and emotions, and the arrow prompts teachers to ask the children why they might be sad or happy). Similarly, the Activity Guides offer "Adaptations" for several activities that may target younger children or children with disabilities, suspected delays, or other special needs (e.g., providing clues to children as they search for a musical toy).