Currículo

Innovaciones: El currículo integral para bebés y niños pequeños

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Resumen

Descripción del currículo

Innovaciones: El currículo integral para bebés y niños pequeños proporciona un enfoque basado en la aplicación de la teoría del desarrollo infantil a las experiencias cotidianas. El currículo se organiza en torno a las principales tareas del desarrollo que experimentan los niños a medida que aprenden y crecen. Cada tarea de desarrollo incluye "Planes de posibilidades", caracterizados por redes de experiencias de aprendizaje adecuadas a la edad.

Resumen de la evaluación del currículo

  • Promueve interacciones, rutinas y experiencias de aprendizaje para apoyar el desarrollo y aprendizaje de los bebés y niños pequeños en todos los dominios del Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés).
  • Ofrece secuencias de las experiencias de aprendizaje para construir progresivamente los conceptos y las habilidades de los niños en todos los dominios.
  • Proporciona orientación y herramientas para respaldar la observación y documentación continuas.
  • Incluye un rango de estrategias y recursos para comunicarse y lograr la participación de las familias.
  • Ofrece capacitación estandarizada integral y materiales para apoyar la implementación.
  • Fomenta una amplia oportunidad para que los bebés y niños pequeños participen en el movimiento, el juego y la exploración activa.
  • Proporciona una orientación limitada en las áreas de Razonamiento y Resolución de Problemas y Pensamiento Matemático Emergente.
  • Proporciona una orientación limitada sobre cómo integrar las culturas de los niños y las familias en las interacciones, el entorno de aprendizaje y las experiencias de aprendizaje.
  • Carece de metas de aprendizaje medibles y apropiadas para el nivel de desarrollo.
  • Carece de orientación sobre los instrumentos de evaluación estandarizados y estructurados.
  • Carece de orientación sobre cómo garantizar que las rutinas diarias, las experiencias de aprendizaje y el entorno físico sean apropiadas individualmente para los niños con discapacidades, sospechas de retraso u otras necesidades especiales.
Website: https://www.gryphonhouse.com/books/category/innovations

Detalles

Cost of Curriculum

Innovaciones: Desarrollo de bebés y niños pequeños: $39.95

Innovaciones: El currículo integral para bebés: $39.95

Innovaciones: El currículo integral para niños pequeños: $39.95

Cost of Professional Development

Innovaciones: Guía independiente para el maestro sobre El currículo integral para bebés: $16.95

Innovaciones: Guía independiente para el maestro sobre El currículo integral para niños pequeños: $16.95

Innovaciones: Guía independiente para el instructor sobre El currículo integral para bebés y niños pequeños: $29.95

Los costos de los talleres de desarrollo profesional no están disponibles públicamente en el sitio web del editor.

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

Los materiales del currículo no están disponibles en otros idiomas.

Target Age

Programas para bebés y niños de 0 a 36 meses basados en el centro

Curriculum Materials Reviewed by Raters

Todos los materiales de Innovaciones: El currículo integral para bebés y niños pequeños se compraron y revisaron en 2018. Entre estos materiales se encontraban:

  • Innovaciones: Desarrollo de bebés y niños pequeños,
  • Innovaciones: El currículo integral para bebés,
  • Innovaciones: El currículo integral para niños pequeños,
  • Innovaciones: Guía independiente para el maestro sobre El currículo integral para bebés,
  • Innovaciones: Guía independiente para el maestro sobre El currículo integral para niños pequeños,
  • Innovaciones: Guía independiente para el instructor sobre El currículo integral para bebés y niños pequeños.

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 Innovations: The Comprehensive Infant and Toddler Curriculum. Rigorous research is needed in order to establish evidence of its positive effects 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.

Four star rating graphicEvidencia completa

Responsive Relationships and Interactions: The curriculum consistently promotes responsive relationships and interactions with infants and toddlers, which research shows are foundational to children's development in all domains. Innovations: Infant and Toddler Development describes the development of attachment, and the curriculum materials provide strategies to build secure, trusting relationships with children. Strategies include engaging in reciprocal interactions, making eye contact, smiling, and sharing in children's discoveries. The curriculum activity books promote sensitive, responsive caregiving (e.g., guidance on how to cope with crying, suggestions to maximize interactions during care routines). Many curriculum activities also offer examples of how to engage children in joint attention (e.g., "Look, a squirrel!" or "You are pointing at the wind chimes, Eric."). Finally, the curriculum encourages teachers to talk with children throughout the day and respond to their vocalizations.

Daily Routines as Opportunities for Learning: Innovations: The Comprehensive Infant and Toddler Curriculum provides guidance on how to establish developmentally appropriate schedules and routines for infants and toddlers. The curriculum recommends using individualized scheduling and interacting with children during basic care routines. It also provides specific guidance on how to support children and families during transitions, arrivals, and departures. While the curriculum states that interactions during daily routines support children's social, emotional, physical, language, and cognitive development, it lacks specific direction or examples of how to engage in these interactions during caregiving routines.

Play and Exploration: The curriculum promotes infants' and toddlers' play and active exploration, which research suggests provide a rich context for learning in all domains. It includes guidance on how to create safe indoor and outdoor environments that support active physical play and exploration. This may include providing climbing equipment, offering loose parts for children to arrange in a variety of ways, and making toys available on low shelves for children's independent choices. In addition, the curriculum suggests providing uninterrupted time for children to explore and play according to their own interests. Finally, the curriculum planning process encourages teachers to observe children's emerging play themes and interests to inform future plans. The webbing approach to curriculum planning allows teachers to plan learning experiences and adjust their plans based on children's individual responses and interests.

Language-Rich Environment and Interactions: The curriculum offers research-based teaching practices to promote language-rich environments and interactions. In particular, the Communication with Parents, Teachers, and Friends chapters provide guidance on how to engage in varied types of talk with infants and toddlers throughout the day (e.g., description, parallel talk, self-talk, expansion, reflective dialogue). In addition, the curriculum offers strategies to build infants' and toddlers' vocabulary, like providing word labels for things in the environment, using pictures to enhance vocabulary, playing word games with children, and adding vocabulary words to curriculum plans. Finally, the curriculum's "Literacy Possibilities" feature several opportunities to support children's engagement in early literacy learning, such as read-alouds, puppet stories, and emergent writing experiences.

Promoting Emotional, Behavioral, and Cognitive Self-Regulation: Innovations: The Comprehensive Infant and Toddler Curriculum promotes research-based teaching practices to support children's emotional, behavioral, and cognitive self-regulation. In particular, the Expressing Feelings with Parents, Teachers, and Friends chapters offer teaching practices to help infants and toddlers begin to regulate their emotions (e.g., labeling and validating emotions, modeling recognition and expression of emotions). These chapters also provide strategies to support children's behavioral regulation (e.g., setting clear limits, teaching social problem-solving, giving children words to use during peer interactions). Finally, the curriculum describes the development of executive function and provides some strategies to facilitate children's cognitive self-regulation (e.g., helping children understand logical consequences for their behaviors, supporting children as they learn to delay gratification).

Facilitating Cognitive Development: The curriculum promotes some research-based teaching practices that facilitate infants' and toddlers' cognitive development. The "Teacher Talk" prompts embedded throughout the curriculum's learning experiences provide examples of how to support cognitive development during play and exploration (e.g., narrating actions, describing objects, asking open-ended questions). Similarly, the learning experiences provide examples of how to embed math language and concepts throughout activities (e.g., counting with children, talking about size). However, the curriculum lacks explicit discussion and learning goals of children's emergent math skills or guidance on how to support those skills during daily routines. The curriculum offers instruction for how teachers can scaffold children's social problem-solving skills (e.g., calling for help, trading, walking away, taking turns, plan-making), but it lacks strategies or learning experiences that support the development of children's problem-solving skills more broadly.

Supporting Physical Development: The curriculum consistently recommends research-based teaching practices to support perceptual, motor, and physical development of infants and toddlers. The curriculum activity books include many varied opportunities for infants and toddlers to practice fine, gross, and perceptual motor skills. For example, the curriculum features several learning experiences for children to practice fine motor skills (e.g., shaking rattles, playing pat-a-cake, turning book pages, nesting cans and boxes) and gross motor skills (e.g., kicking legs with foot rattles, tossing a ball, walking on different textures). The curriculum's "Movement Possibilities" encourage teachers to allow infants and toddlers to practice physical skills and provide support to each child as needed.

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: Innovations: The Comprehensive Infant and Toddler Curriculum identifies the following areas of development: physical, emotional, social, and intellectual, which includes language and cognition. While each of the curriculum's books briefly mention these developmental domains, the curriculum does not describe how the suggested teaching practices and learning experiences support children's development and learning in these areas.

Sequence: The two curriculum activity books provide multiple related learning opportunities for children to explore or learn concepts and skills in all ELOF domains. Each chapter includes several activities, or "Possibilities," which specify an age range (e.g., 0–6 months, 6–18 months, 18–24 months). Taken together, these learning experiences can be used to progressively build children's concepts and skills as they move through the developmental progressions in all domains. The sequences of learning experiences allow for flexibility, as teachers are encouraged to plan and implement learning experiences based on children's interests and development.

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.

Three star rating graphicEvidencia moderada

Alignment with the ELOF: A thorough review of all curriculum materials indicates that Innovations: The Comprehensive Infant and Toddler Curriculum is highly aligned with the ELOF domains and sub-domains. Innovations: Infant & Toddler Development describes child development theory and provides general strategies for how to support children's development and learning in the ELOF domains and sub-domains. The curriculum activity books offer learning experiences to support children's development and learning across the five ELOF domains. However, the curriculum only partially addresses the following ELOF sub-domains: Emotional Functioning (lacks guidance related to expressing care and concern toward others) and Reasoning and Problem-Solving.

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.

Two star rating graphicEvidencia mínima

Learning Goals: Innovations: The Comprehensive Infant and Toddler Curriculum lacks measurable, developmentally appropriate learning goals. The curriculum is organized around six very broad developmental tasks or challenges that children experience as they learn and grow (e.g., "Separating from Parents," "Expressing Feelings with Parents, Teachers, and Friends"). The tasks are broken down into progressions of specific skills and behaviors, which make up the items in the curriculum's assessment instrument (e.g., "Unpredictable daily schedule," "Separation anxiety emerges"). While these developmental tasks and progressions are embedded throughout the infant and toddler curriculum activity books, the learning experiences provide no clear indication of which skills and behaviors they support or how they do so.

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 provides specific guidance and tools for ongoing observation and documentation. It includes strategies for engaging in observation (e.g., keep tools handy, observe a single child for extended periods) as well as tools to support observation (e.g., the "Anecdotal Record" form). In addition, it integrates observation prompts into many of its learning experiences (e.g., "Observe children as they show interest in the barn and props. Watch for emerging play themes that can be supported with additional props."). The curriculum encourages teachers to use their observations to discuss children's development with families and plan experiences based on children's interests and development.

Standardized and Structured Assessment Instruments: Innovations: The Comprehensive Infant and Toddler Curriculum provides structured "Observation/Assessment Instruments" that align with the curriculum's learning goals. However, it offers no evidence that establishes its validity or reliability. The curriculum encourages programs to rely on systematic observations, anecdotal notes, or normative checklists rather than use standardized child development assessment instruments.

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: The curriculum provides strategies and materials for communicating with families. For example, it suggests different methods to share information with families about children's development and learning (e.g., discussing information from assessment, completing a "Communication Sheet" about children's daily experiences). The curriculum also encourages teachers to learn from families in a variety of ways, such as organizing an interview to learn about families' parenting styles and expectations for the child's school experiences. The curriculum provides some guidance on how to communicate in culturally responsive ways (e.g., sharing decision-making, using multiple forms of communication), but lacks support on communicating with families in linguistically responsive ways.

Engaging Families: The curriculum emphasizes the parents' roles as children's first and most important teachers. As such, it provides specific guidance embedded throughout all curriculum materials on how to engage parents and families in children's development and learning. The curriculum activity books feature "Innovations in Parent Partnerships," which provide examples of how families can participate in the program (e.g., sharing materials with the classroom, attending a parent meeting). They also provide a series of "Parent Postcards," which provide useful information on child development and how families can support children's development and learning at home. The curriculum promotes sensitivity to cultural differences when planning events which include parents, but it lacks guidance on how to engage families who speak languages other than English. It also lacks direction on how to engage parents who may 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: One of the curriculum's authors offers comprehensive standardized initial training and ongoing professional development for an additional fee. She provides both introductory and more specialized, advanced workshops for teachers, administrators, and professional development providers on how to implement Innovations: The Comprehensive Infant and Toddler Curriculum. The workshops cover a wide range of content, such as child development, observation and assessment, interactions, and the learning environment. Some of the professional development opportunities reference individualized supports to program administrators and teachers. The curriculum comes with a Trainer's Guide that provides instructions on how to facilitate an eight-hour "Comprehensive Introduction to Innovations: The Comprehensive Infant and Toddler Curriculum" session, as well as 29 modules that can be used with pre- or in-service teachers as either workshops or staff meetings. Finally, the curriculum includes two Teacher's Guides with over 40 hours of self-guided professional development.

Curriculum Materials to Support Implementation: Innovations: The Comprehensive Infant and Toddler Curriculum includes a thorough set of materials to support implementation. Innovations: Infant and Toddler Development provides theoretical and practical information related to infant and toddler development and introduces teachers to the curriculum's approach. The two curriculum activity books provide age-appropriate activity "Possibilities" for infants and toddlers as well as guidance on assessment, parent partnerships, and the learning environment. The two Teacher's Guides provide 38 modules to support teachers in implementing key components of the curriculum.

  • Fidelity Tool: The Teacher's Guides include a "Comprehensive Skills Checklist for Teachers," designed for self-, peer, or performance evaluation. This tool may be used to assess whether teachers implement key teaching practices promoted by the curriculum (e.g., quality teacher-child interactions, ongoing observation, partnerships with parents, learning materials, and curriculum planning).

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: The curriculum provides ample opportunities for infants and toddlers to freely move and actively explore their environment. It includes suggestions related to the environment that encourage movement and active exploration (e.g., offering a variety of materials to foster exploration, providing equipment that allows children to move and climb). In addition, the curriculum describes the value of long periods of uninterrupted time for exploration of the environment. Finally, the various "Possibilities Plans" provide opportunities for children to manipulate objects, investigate concepts, and engage in open-ended exploration (e.g., exploring shakers, feeling a texture board, manipulating play dough, playing peek-a-boo).

Interactions That Extend Children's Learning: Many of the curriculum's resources provide guidance on and examples of how teachers can engage in interactions that extend children's learning. Innovations: Infant and Toddler Development offers general strategies for supporting children's exploration, communication, and thinking (e.g., expanding on children's ideas, describing what is going on in a child's world). Furthermore, the activity instructions and "Teacher Talk" comments throughout the "Possibilities Plans" include specific strategies, open-ended questions, and other prompts that teachers can use to spark children's thinking and encourage them to communicate (e.g., modeling different ways to use objects, narrating what children are doing, describing objects, discussing cause and effect, asking simple questions for children to respond to).

Individualization: Innovations: The Comprehensive Infant and Toddler Curriculum provides a general approach for individualizing learning experiences for all children. The curriculum planning process encourages teachers to observe children's development, interests, and emerging play themes and plan learning experiences based on this information. It also promotes "webbing," whereby teachers plan learning experiences but are prepared to adjust based on children's responses. However, the curriculum does not specify how to ensure learning experiences are culturally and linguistically responsive or inclusive of children with 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 offers specific guidance on how to design well-organized, engaging indoor and outdoor environments. The curriculum activity books include "Innovations in Environment," which offer guidelines for how to set up the physical space in ways that promote exploration (e.g., space to climb, open-ended materials) and support children's development in the ELOF domains (e.g., spaces for children to play side-by-side, places for toddlers to scribble, write, and read books). The Teacher's Guides offer a reflective tool for teachers to evaluate important classroom elements that make up the environment. The curriculum recommends using images of families and cultures represented in the group of children as well as those not represented. It also invites parents to record lullabies, songs, and other oral language traditions in children's home languages to add to the physical environment. The curriculum lacks guidance on how to ensure the physical environment is accessible to children with disabilities, suspected delays, or other special needs.

Learning Materials: The curriculum activity books include specific guidance on selecting learning materials that are developmentally appropriate and foster open-ended exploration (e.g., making toys that encourage action rather than passive watching, providing multisensory toys, offering toys that have a variety of uses). They also provide specific examples of appropriate learning materials for infants and toddlers (e.g., shaker bottles, boxes, sorting toys, dress up props, blocks, books). Finally, the curriculum provides direction for how to provide learning materials that authentically represent children's cultures (e.g., clothing, dolls) and home languages (e.g., books). The curriculum lacks guidance on how to provide or adapt learning materials for children with disabilities, suspected delays, or other special needs.

Schedule and Routines: Innovations: The Comprehensive Infant and Toddler Curriculum provides minimal guidance on establishing flexible schedules centered around children's caregiving routines. It offers the following directions: allow children to follow their own schedules, learn about their schedules, notice patterns in their schedules, and interact with children during routines. However, the curriculum does not describe how teachers should do these things, nor does it provide any specific examples of how to support children's development and learning in the context of caregiving routines.

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: Innovations: Infant and Toddler Development discusses the importance of cultural context for child development and child-rearing. It provides general principles to promote family-centered and culturally inclusive classrooms (e.g., respecting families' ideas, acknowledging families' strengths, and sharing in decision-making about their child's education). It also includes examples of how teachers consider cultural differences in specific situations, such as responding to biting and supporting a child who is not talking.

Learning Experiences: The curriculum describes how culture affects the behaviors and perspectives of children, parents, and teachers. As such, culture sets the context for children's caregiving routines and learning experiences. However, the curriculum lacks guidance on how to ensure that caregiving routines and learning experiences build on families' traditions, cultures, beliefs, and values.

Learning Environment: The curriculum includes limited guidance on providing learning materials that portray society's diversity and authentically represent the cultures and ethnicities of children and families. The curriculum activity books briefly mention that pictures and photos should depict diverse family structures and cultures, representing those of children in the group as well as those that are not. They also suggest cultural remembrances, such as clothing or gifts, as ways to validate children's diverse families. Finally, they suggest providing dolls that represent a variety of ethnicities. However, the curriculum does not provide any further guidance or specific examples on how to provide learning materials that reflect children's cultures or society's diversity.

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: Innovations: Infant and Toddler Development provides some strategies on how to support the development and learning of infants and toddlers who are dual language learners (DLLs). For example, it recommends collaborating with parents to support the home language, using both English and children's home languages, and providing books or audio recordings of fingerplays and rhymes in children's home languages. However, the activity books do not provide specific instruction on how to support the development and learning of children who are DLLs. The curriculum does not address how to support the development and learning of children who are learning tribal languages.

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: The curriculum offers minimal guidance on how to embed intentional teaching practices in daily routines and learning experiences to support the development and learning of children with disabilities, suspected delays, or other special needs. Innovations: Infant and Toddler Development includes one example of how teachers may understand and support a child who is not talking. Through this example, the curriculum offers some specific strategies to support a child who is not talking, such as adult and peer support and collaboration with families or other specialists. However, the curriculum lacks comprehensive guidance or additional examples on how to support the development and learning of children with disabilities, suspected delays, or other special needs.

Learning Environment: The curriculum lacks guidance on how to ensure the physical environment and learning materials are accessible to children with disabilities, suspected delays, or other special needs.

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: The curriculum provides general guidance on how to plan learning experiences around children's interests. Innovations: The Comprehensive Infant Curriculum discusses how curriculum webs encourage open-ended planning that allow teachers to adjust their plans according to infants' responses and interests. Innovations: The Comprehensive Toddler Curriculum guides teachers to begin the curriculum-planning process with observations of children's emerging play themes, interests, and preferences in order to individualize experiences to match children's interests. However, these curriculum activity books do not provide prompts or contain suggestions on how to select or tailor activities based on children's interests.

Individualization Based on Strengths and Needs: The curriculum includes general guidance on how to plan learning experiences that are responsive to individual children's strengths and needs. Innovations: The Comprehensive Infant Curriculum discusses how teachers can use observation and assessment to match learning experiences to children's developmental levels. Innovations: The Comprehensive Toddler Curriculum guides teachers to begin the curriculum planning process with observations of children's emerging development. Curriculum activities provide suggested age ranges, but they lack specific scaffolding strategies to support children at different developmental levels or guidance on how to tailor learning experiences based on individual children's strengths and needs.