Currículo

Sistema de aprendizaje de prekindergarten The InvestiGator Club®

◀ Volver a los currículos Comparar con otro currículo

Resumen

El Sistema de aprendizaje de prekindergarten The InvestiGator Club® es un currículo integrado creado para preparar a los niños para kindergarten en todas las áreas de desarrollo. El Kit de recursos del sistema incluye componentes clave básicos que se utilizan durante todo el año, y materiales específicos por contenido distribuidos en siete conjuntos de materiales de investigación temáticos.

Resumen de la evaluación del currículo

  • Promueve prácticas docentes basadas en la investigación en todos los dominios del Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés), especialmente en los dominios de Lengua y Comunicación y Lectoescritura.
  • Proporciona una secuencia de experiencias de aprendizaje que se basa progresivamente en el conocimiento y las habilidades de los niños.
  • Especifica las metas de aprendizaje apropiadas para el nivel de desarrollo en todas las actividades curriculares.
  • Promueve la evaluación continua del aprendizaje de los niños.
  • Proporciona una serie de estrategias y recursos específicos para promover la participación de los padres y la familia.
  • Ofrece capacitación estandarizada integral y materiales para apoyar la implementación.
  • Incluye indicaciones específicas para prolongar el aprendizaje de los niños en todas las actividades.
  • Incluye orientación específica sobre cómo apoyar el desarrollo y el aprendizaje de los niños que aprenden en dos idiomas (DLL, sigla en inglés).
  • Proporciona adaptaciones específicas para niños con discapacidades, sospechas de retraso u otras necesidades especiales.
  • Se alinea moderadamente con el ELOF pero carece de una orientación exhaustiva en los siguientes subdominios: Relación con los Adultos, Relación con Otros Niños y Funcionamiento Emocional.
  • Incluye una orientación limitada sobre cómo integrar plenamente las culturas y lenguas maternas de los niños y las familias en las interacciones, el entorno de aprendizaje y las experiencias de aprendizaje.
  • Carece de amplias oportunidades para el juego iniciado por los niños, actividades basadas en los intereses del niño y las actividades que promueven la exploración abierta.
Website: https://www.investigatorclub.com

Detalles

Costo del currículo

Sistema de aprendizaje de prekindergarten The InvestiGator Club® 2018: $3,299 por conjunto de materiales

Costo del desarrollo profesional

Los costos para el desarrollo profesional in situ y en línea 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.

Disponibilidad en otros idiomas

Sistema de aprendizaje de prekindergarten The InvestiGator Club® en español, 2018: $3,299 por conjunto de materiales

Algunos materiales para las familias en el conjunto de materiales en inglés se proporcionan en español.

Rango de edad objetivo

Programas preescolares basados en el centro para niños de 3 a 5 años

Materiales del currículo revisados por evaluadores

Todos los materiales del Sistema de aprendizaje de prekindergarten The InvestiGator Club® se compraron a finales de 2017 y se revisaron a principios de 2018. Entre estos materiales se encontraban:

  • Guía de recursos para maestros,
  • 7 conjuntos de materiales de investigación temáticos,
  • conjunto de materiales de evaluación e intervención,
  • guía de implementación para el moderador,
  • cuaderno de trabajo de implementación para el participante,
  • biblioteca profesional,
  • otros materiales del sistema (p. ej. Guía de bienvenida a la familia, conjunto de materiales sobre el alfabeto).

*Una versión más reciente y actualizada del currículo (Sistema de aprendizaje de prekindergarten The InvestiGator Club® 2018) se publicó después de esta revisión y ya está disponible.

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 The InvestiGator Club® PreKindergarten Learning System (InvestiGator PreK). An evaluation funded by the publisher, without a comparison group, suggests children in InvestiGator PreK classrooms make gains in literacy, math, science, social studies, oral language, fine arts, and music outcomes. However, this study is not included in the rating, because it was not published in a peer-reviewed journal. More rigorous research is needed in order to establish evidence for positive effects of InvestiGator PreK on children's learning outcomes.

Criterio 2

Currículo basado en la investigación

El currículo proporciona contenido basado en la investigación y las 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, proporciona contenido rico, 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. Un currículo basado en la investigación se centra en contenido y habilidades específicas por dominio y es apropiado para el nivel de desarrollo, los cuales contribuyen al desarrollo de los niños a largo plazo en cada dominio.

Three star rating graphicEvidencia moderada

Approaches to Learning: InvestiGator PreK promotes research-based teaching practices to support children's approaches to learning, including behavioral self-regulation and executive functioning. For example, the Teacher Guides offer guidance on classroom organization, effective classroom management strategies, and multiple ways to support children during transitions throughout the day. The Teacher Resource Guide describes how to establish positive rules and consistent routines. Learning experiences based on stories in which the curriculum's characters (e.g., Manny Salamander, Bruno Buzzbee) face a dilemma and portray a range of feelings foster the development of emotional, behavioral, and cognitive self-regulation skills. The daily schedule includes opportunities for children to choose Learning Centers that support their behavioral regulation (e.g., taking turns, following directions). However, aside from the abovementioned stories, InvestiGator PreK does not provide direction on how to support children's emotional regulation. The Social and Emotional Development Kit is offered by the publisher for an additional cost, or as part of the The InvestiGator Club® Just for Threes Learning System (Just for Threes) curriculum. This kit provides guidance on how to support children's emotional regulation. An additional limitation is that the curriculum lacks ample opportunities for child-initiated play, activities based on children's interests, and those that promote open-ended exploration.

Social and Emotional Development: InvestiGator PreK promotes research-based teaching practices in this domain, such as establishing an emotionally supportive environment. The Teacher Resource Guide includes related guidance in the "Social Emotional Development" and "Establishing a Community of Learners" sections. For example, these sections suggest teachers create a climate of kindness and generosity, speak respectfully to children, and respond to them with sensitivity and patience. The curriculum offers structured opportunities for teachers to use language to foster social and emotional development (e.g., stories and discussion about the curriculum's characters). Daily routines and activities, as described in the Teacher Guides, offer many formal and informal opportunities for children to practice social interaction and relationship skills with their teachers and other children (e.g., Opening Circle Time, Small Group, and Learning Centers). However, the curriculum provides limited guidance on how to build secure, trusting adult-child relationships. Additionally, InvestiGator PreK lacks an intentional sequence of learning experiences to promote social and emotional learning and guidance on how to support children as they learn to regulate their emotions. However, this is provided in the Social and Emotional Development Kit, offered for an additional cost or as part of the Just for Threes curriculum.

Language and Communication: InvestiGator PreK consistently promotes research-based teaching practices to support children's language and communication skills. Daily routines and activities (e.g., Opening Circle, Small Group, Learning Centers) provide many ongoing opportunities for rich oral language experiences as well as formal and informal opportunities for children to engage in social conversations with adults and peers. Whole-group literacy lessons offer daily opportunities for interactive read-alouds using dialogic reading, a research-based practice for promoting children's oral language development. To support children's vocabulary development, the curriculum suggests ways to use theme-related vocabulary throughout the day. In addition, Everyday Literacy and Small Group times incorporate learning experiences which use the sounds of language to develop children's phonological awareness.

Literacy: The curriculum consistently promotes research-based teaching practices to support learning in this domain, including concepts of print, emergent writing skills, and alphabet knowledge. Daily Routines, Learning Centers, Everyday Literacy, as well as Small and Whole Group Literacy activities provide varied and meaningful opportunities for children to discuss, use, and make print materials. For example, the curriculum offers activities such as Reading and Writing Learning Centers, shared reading of Flapboards and theme-based books, and shared writing. Activity plans for read-alouds include multiple strategies for developing critical literacy skills (e.g., asking questions about letters, words, signs, and labels; modeling reading conventions; and retelling to aid comprehension).

Mathematics Development: The curriculum promotes research-based teaching practices to support children's development of mathematical concepts and skills. Daily lesson plans for Small Group and Whole Group include intentionally planned math learning activities, and Quick Minutes suggest ways to incorporate learning about numbers and counting throughout the day. The curriculum provides guidance on how to introduce children to key mathematical skills and concepts and offers many opportunities for practice (e.g., Quick Minutes, Learning Centers). In addition, it promotes a mathematically rich learning environment (e.g., manipulatives, blocks) and math vocabulary is introduced explicitly and utilized in suggested math learning activities. While some learning experiences offer opportunities for children to use math for a purpose (e.g., counting snacks, measuring the height of each plant), most math experiences do not involve everyday problems during routines and play, or engage children in activities that promote inquiry and creative invention.

Scientific Reasoning: The curriculum promotes research-based teaching strategies to support children's development of scientific reasoning. InvestiGator PreK provides hands-on science learning experiences through Science Center, Small Group, and Investigation Launches that facilitate the development of inquiry skills, such as making observations, asking questions, and gathering information. For example, the first unit focuses on what it means to investigate, and each subsequent unit has one central investigation that follows the same structure: look and ask, try it and try it again, think about it, and make meaning. Throughout these experiences, children are encouraged to document and share their findings (e.g., share verbally, draw a picture). A limitation is that many science activities, even within the Science Learning Center, have specific instructions for children to follow, leaving little room for teachers to build on children's previous experiences and interests or facilitate open-ended investigation.

Perceptual, Motor, and Physical Development: The curriculum promotes research-based teaching strategies to support children's development in this domain. The Teacher Resource Guide and Many Languages, One Classroom provide guidance for creating safe indoor and outdoor areas that promote children's movement and physical activity. Curriculum resources (e.g., Quick Minutes related to Music, Gross Motor Skills, and Outdoor Play) describe activities that foster the development of locomotor and gross motor skills. The curriculum also supports fine motor development through daily experiences in the Learning Centers, such as Writing, Math, and Art. The Teacher Guides offer specific guidance for health and nutrition in the Daily Routines. Quick Minutes offer the only direction for physical activity, and teachers may or may not choose to use Quick Minutes in this domain. Thus, the frequency of moderate to vigorous activity and opportunities to practice new physical skills is unclear. In addition, the curriculum lacks guidance on how teachers can intentionally scaffold the development of children's physical skills (e.g., suggestions for modeling or specific feedback).

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: InvestiGator PreK clearly identifies 10 developmental domains: Language Development, Literacy, Mathematics, Science, Creative Arts, Social and Emotional Development, Approaches to Learning, Physical and Mental Health, Social Studies, and Technology. Each Teacher Guide provides detailed guidance for daily lesson plans and learning activities to support children's development in these domains.

Sequence: The curriculum provides a sequence of learning experiences that progressively builds children's knowledge and skills as they move through the developmental progressions in each of the seven ELOF domains. The Teacher Guides provide multiple, related opportunities for children to explore or learn concepts and skills in each domain. However, the curriculum lacks guidance on how to individualize the sequence of learning experiences based on children's individual strengths and needs.

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 the curriculum materials in relation to the ELOF domains and sub-domains indicates that InvestiGator PreK is mostly aligned with the ELOF. The learning experiences described in the Teacher Guides support children across the majority of ELOF sub-domains, and the Learning Centers (e.g., Reading, Math, Technology) also provide opportunities for children to practice domain-specific skills. Even so, Relationships with Adults, Relationships with Other Children, and Emotional Functioning are not fully covered within InvestiGator PreK. However, the publisher offers a separate Social and Emotional Development Kit for an additional cost or as part of the Just for Threes curriculum. The addition of these materials fully addresses Relationships with Other Children and Emotional Functioning. Additionally, the sub-domain Operations and Algebraic Thinking is not fully covered. While there are suggested learning experiences to support children's understanding of simple patterns, the curriculum lacks support for developing children's understanding of addition and subtraction.

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 specifies measurable, developmentally appropriate goals for children's learning and development that are integrated throughout the curriculum. Within the Teacher Guides, learning goals are specified in relation to each of the Learning Centers and Small and Large Group activities, and the learning activities support children in making progress toward these learning goals. However, the curriculum lacks guidance on how to use the learning goals with diverse children or how to adjust the learning goals to individualize learning experiences based on strengths and needs.

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 embedded throughout the materials for teachers to observe, document, and reflect on children's development. Each of the Teacher Guides provides suggestions for observing, recording anecdotal notes, and collecting representations of children's learning in small-group, whole-group, and individual settings. The PreKindergarten Assessment and Intervention System includes authentic and performance assessment tools, such as Assessment Cards, Anecdotal Notes Forms, and Narrative Progress Forms. In addition, the Teacher Guides offer some guidance on when to use the Assessment Cards. For example, "Do children attempt to use new vocabulary and grammar in speech, or do they need prompting? Use Assessment Card 6 to assess this skill and to implement intervention strategies." The curriculum provides some general support in the form of reflective questions that assist teachers in using assessment to inform planning (e.g., What can I do each day to reinforce these skills? How can I meet with these few children on a regular basis to reinforce these skills?). Even so, there is no specific guidance on how to use this information to inform curriculum planning.

Standardized and Structured Assessment Instruments: InvestiGator PreK encourages programs to use the publisher's structured assessment instrument (Assessment Cards) included in the PreKindergarten Assessment and Intervention System. The curriculum describes how assessment tools should be age-appropriate but does not discuss the importance of assessment instruments that are valid, reliable, or individually, linguistically, or culturally 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: The Teacher Resource Guide offers strategies for communicating with families (e.g., have an "open-door policy," weekly newsletters, and the Bruno Buzzbee Mail Poster). The curriculum provides a Family Welcome Guide that includes information on topics such as child development, the daily classroom routine, and the curriculum's characters. In addition, teachers are encouraged to gather information about the children from their families using the At-Enrollment Family Survey. The At-Enrollment Survey, family letters, and other materials are available in English and Spanish. Though Many Languages, One Classroom suggests ways to communicate in linguistically responsive ways (e.g., establish a Language Advisory Community), the book is part of the professional development library and not referenced in any other curriculum materials. In addition, the curriculum does not provide specific guidance on how to communicate in culturally responsive ways.

Engaging Families: InvestiGator PreK provides specific guidance on how to engage parents and families in program activities and how families can extend learning at home. For example, the Teacher Resource Guide describes how to host a "Welcome to the Club Family Night," and each Teacher Guide describes theme-based activities for "Family Investigation Nights" and "Investigation Celebrations." Additionally, the Teacher Resource Guide offers a list of other ways to involve families, such as making a special snack with children. The curriculum includes some considerations on how to engage diverse parents and families. For example, the Teacher Resource Guide suggests inviting parents to share their culture or ancestral heritage with the class. To extend learning at home, each unit includes a small take-home book related to the theme. Both the take-home books and instructions are provided in English and Spanish. Though some guidance is provided in Many Languages, One Classroom, there is limited consideration embedded within the curriculum for how to engage parents from diverse cultures, parents who speak languages other than English and Spanish, or parents who 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.

Three star rating graphicEvidencia moderada

Professional Development: InvestiGator PreK provides a 2.5-hour implementation webinar as well as materials for programs to conduct a one- or two-day on-site implementation training. The Implementation Facilitators' Guide notes that the training can be self-guided or led by an outside facilitator. The curriculum developer offers a large number of ongoing professional development opportunities for an additional cost. Examples of topics include, but are not limited to, Developmentally Effective Approaches to Teaching and Learning, Center-Based Learning for the Preschooler, and Literacy and Learning for English Language Learners (ELLs). In addition, the website for teachers includes a number of free bulletins that include research-based information and practices on specific topics (e.g., Young Children and the Environment: Building a Connection, Inspiring Good Behavior). Upon request the publisher offers customized workshops. A limitation is that ongoing trainings are only provided on-site.

Curriculum Materials to Support Implementation: InvestiGator PreK provides materials to support implementation, including the Teacher Resource Guide, Teacher Guides for each of the seven units, a PreK implementation webinar, and Implementation Facilitator Guide, Participant Workbook, and DVD. The Teacher Resource Guide includes an overview of the curriculum as well as general information on program philosophy, classroom environment and management, and the role of the family. The Teacher Guides offer detailed lesson plans with step-by-step instructions for activities and guidance for teacher-child interactions. The Implementation Facilitator Guide, Implementation Participant Workbook, and DVD help programs organize their implementation efforts and support teachers to understand the curriculum. A limitation is that the professional development library (e.g., Many Languages, One Classroom) is not referred to in any of the other curriculum materials.

  • Fidelity Tool: InvestiGator PreK does not include a fidelity tool.

Criterio 9

Interacciones y experiencias de aprendizaje

El currículo promueve experiencias de aprendizaje e interacciones valiosas para apoyar el desarrollo entre los dominios. 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. A medida que los niños exploran activamente su entorno de aprendizaje al manipular objetos e investigar conceptos, los maestros interactúan con ellos para ampliar su exploración, pensamiento y comunicación. El currículo les ofrece a los niños numerosas oportunidades para participar en la exploración práctica y les proporciona a los maestros orientación sobre cómo extender la exploración, el pensamiento y la comunicación de los niños. 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 Teacher Resource Guide describes the importance of hands-on exploration for children's learning (e.g., "Children need a learning environment that allows them to initiate active exploration with materials and make choices about their own activities). The Teacher Guides describe a variety of Learning Centers (e.g., Science, Art, Sand and Water) with open-ended materials that promote hands-on exploration. A limitation of the learning centers and activities described in the Teacher Guides is that they do not provide children with ample opportunities to actively engage in open-ended exploration. All activities, including Learning Centers and Investigation Station, are structured and give specific directions about what children are to do with the materials. Children have little opportunity to engage with materials in open-ended ways or create and experiment with materials.

Interactions That Extend Children's Learning: The Teacher Guides offer specific guidance embedded throughout curriculum materials and examples of ways to extend children's learning throughout the day. Lesson plans for Opening Circle Time, Choices, and Small Group Activities include opportunities for brainstorming and discussions. They use open-ended questions as prompts. For example, during Opening Circle, teachers invite children to share what they would like to investigate about construction and use a web to record their ideas. In addition, scripts for Flapboarding and other structured activities provide prompts to extend children's exploration, thinking, and communication (e.g., "Guide children to use their senses to describe the apple. What does the apple look like? What does an apple feel like?").

Individualization: The Teacher Resource Guide provides general guidance on how to individualize learning experiences for all children. Additionally, the Teacher Guides offer more specific supports for children who have disabilities, suspected delays, or other special needs, as well as children who are DLLs, using callout boxes (e.g., Differentiation: Inclusion, ELL) in the lesson plan margins. For example, to support DLLs in a matching activity, the curriculum suggests the teacher give step-by-step directions by pointing to a picture on the list and saying, "Find this [block] in the basket; put it on your list." The assessment chapter encourages teachers to consider what assessment data reveal about children's needs and use the Teacher Guides to select the most appropriate lessons and "choices" during daily routines (e.g., Opening Circle, Small Group, Whole Group) based on those data.

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: InvestiGator PreK includes specific guidance on how to design a well-organized, engaging indoor environment. The Teacher Resource Guide describes how to select and arrange furnishings, display children's work, store materials, and establish Learning Centers with materials to promote flexible learning opportunities. It also outlines principles for designing the outdoor environment (e.g., include both structure and exploration, promote large-group, small-group, and independent play). Some additional support for setting up the environment is embedded in the Teaching Guides. A limitation is that specific guidance on ensuring that children's home languages and cultures are included in the physical environment is provided only within the professional development resource, Many Languages, One Classroom (e.g., "In the Block Area offer accessories… representing the different languages/cultures of the classroom."), but this resource is not referenced within the Teacher Resource Guide or Teacher Guides. In addition, the Teacher Resource Guide and Teacher Guides offer limited guidance on creating accessible physical environments for children with specific disabilities or special needs (e.g., children who are visually impaired should be seated close to print materials; a child in a wheelchair must be able to navigate all areas of the classroom safely and easily).

Learning Materials: InvestiGator PreK includes specific lists of learning materials that are developmentally appropriate and foster open-ended exploration. The Teacher Resource Guide presents a list of suggested materials for each of the Learning Centers and specific guidance for organizing and labeling materials (e.g., "Label each container with both a word and a picture describing the contents."). The lessons in the Teacher Guides list learning materials to be used in specific learning activities and instructions for their use. The curriculum provides some guidance for ensuring that the learning materials meet the individual needs of children with disabilities or other special needs. For example, "Differentiation: Inclusion" callout boxes may describe ways to adapt materials for accessibility. Many Languages, One Classroom articulates how to select learning materials that authentically represent the cultures, ethnicities, and home languages of children in the program.

Schedule and Routines: The curriculum provides guidance on how to establish a daily schedule and developmentally appropriate routines. The Teacher Guides include sample daily schedules for half- and whole-day programs. The Teacher Guides also describe daily routines (e.g., Start Your Day, Health, Transitions) as well as "Explicit Lessons” (e.g., Opening Circle, Everyday Literacy, Small Group) that occur throughout the day. For example, the curriculum suggests using "Start Your Day" to share special events, display children's work, and discuss safety. Opening Circle might focus on domain-specific content such as oral language, literacy, or gross motor development. The curriculum, however, lacks discussion on how to adjust schedules and routines based on children's needs and backgrounds.

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: The curriculum provides limited guidance for working with culturally and linguistically diverse families and children. For example, an ELL callout box in a Teacher Guide encourages teachers to be aware of children's cultural communication differences. It explains that, in some cultures, calling attention to oneself may be considered overly assertive and suggests that teachers invite children to share with a partner rather than the whole group. However, the curriculum lacks further guidance on how to engage in culturally responsive interactions with children and families.

Learning Experiences: InvestiGator PreK offers minimal guidance on how to provide learning experiences that build on children's and families' traditions, cultures, values, and beliefs. Many Languages, One Classroom describes some practices that acknowledge diverse cultures and ethnicities. For example, the Language Advisory Committee might collect recipes from the different cultures represented in each classroom to use for lesson plans, and teachers might ask family members to demonstrate how to play traditional children's games from their culture. In addition, some of the ELL callout boxes identify ways children can share their cultures as part of activities (e.g., children share pictures of clothing worn in their home countries). However, the activities and Learning Centers in the Teacher Guides lack specific guidance on how to plan learning experiences that authentically build on children's cultures. One of the curriculum's characters (JT Gator) knows a lot about traditions and customs of people around the world and acts as a gateway to experiences that relate to diverse cultures. However, the learning experiences set around this character do not build on the cultures or languages of children in the group.

Learning Environment: The curriculum provides general guidance on selecting materials that reflect children's cultures and ethnicities. For example, Many Languages, One Classroom suggests asking families to equip the dramatic play area with authentic items from their homes, neighborhoods, or countries of origin or to send in games from their home countries. A limitation is that such guidance is limited to Many Languages, One Classroom, and this professional development resource is not referenced anywhere else in the curriculum.

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.

Three star rating graphicEvidencia moderada

Scaffolding Strategies: The curriculum provides specific guidance that is embedded throughout the curriculum on how to support the development and learning of children who are DLLs. Each Teacher Guide includes ELL callout boxes that identify strategies specific to individual learning activities (e.g., allow DLLs to use total physical response to answer questions related to the story). In addition, Many Languages, One Classroom describes daily support, such as using key word lists for each theme, including visual aids, and narrating play and activities.  

Home and Tribal Languages: The curriculum provides general guidance on how to incorporate children's home languages into the learning environment. Many Languages, One Classroom offers suggestions such as labeling materials in children's home languages, using books in different languages to introduce and reinforce themes and concepts, and incorporating children's home languages in classroom activities. The curriculum includes some materials (e.g., Flapboard stories) in English and Spanish, and the Teacher Guides identify some ways to incorporate English and Spanish into daily activities (e.g., introduce the Word of the Week and record the day of the week in Spanish and English). However, the curriculum lacks specific guidance for incorporating home languages other than English and Spanish in classroom activities. Tribal languages are not addressed.

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.

Four star rating graphicEvidencia completa

Teaching Practices and Interventions: The curriculum provides guidance on how to embed teaching practices and other interventions in daily routines and activities to support the learning of children with disabilities, suspected delays, or other special needs. Each Teacher Guide offers "Differentiation" and "Differentiation: Inclusion" callout boxes that describe ways to individualize instruction and scaffold learning for children who have special needs. Some examples include guidance such as, if a child has difficulty holding or manipulating a marker or pencil, offer hand-over-hand assistance, or if children are language-delayed, ask simple, specific questions to help them tell about themselves.

Learning Environment: InvestiGator PreK provides specific guidance that is embedded throughout many of the curriculum materials to ensure the physical environment and learning materials are accessible to children with disabilities, suspected delays, or other special needs. The Teacher Resource Guide gives a few examples of modifications to the physical environment, while the "Differentiation" and "Differentiation: Inclusion" callout boxes in the Teaching Guides include specific suggestions for how teachers may need to add or modify learning materials to meet individual children's 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.

Two star rating graphicEvidencia mínima

Individualization Based on Interests: InvestiGator PreK describes Learning Centers as child-directed activities that encourage children to explore areas of interest. However, the curriculum does not offer support on how to plan learning experiences that build on individual children's interests. Learning experiences (including Learning Centers) are pre-planned, without guidance on how to modify them based on individual children's interests.

Individualization Based on Strengths and Needs: The curriculum provides guidance on how to make learning experiences responsive to individual strengths and needs. The Teacher Resource Guide offers general guidance such as asking teachers to reflect on what skills present the biggest challenge for their class and what they can do to reinforce these skills. Each Teacher Guide includes specific scaffolding suggestions for children at different developmental levels through "Differentiation" callout boxes. For example, in a gardening activity, children at more advanced levels of development are encouraged to try writing their plant name on signs using a word list as a model.