Currículo

Sistema InvestiGator Club® de aprendizaje solo para niños de 3 años

◀ Volver a los currículos Comparar con otro currículo

Resumen

El sistema de aprendizaje The InvestiGator Club® solo para niños de 3 años es un año completo de instrucción específicamente para niños de 3 años. Este currículo está diseñado para ayudar a los niños a desarrollar habilidades de preparación, fomenta el crecimiento cognitivo, físico y emocional y sirve como puente para el Sistema de aprendizaje de prekínder The InvestiGator Club®. Los materiales del currículo del Sistema de aprendizaje The InvestiGator Club® solo para niños de 3 años también se pueden comprar como un suplemento para el Sistema de aprendizaje de prekínder The InvestiGator Club®.

Resumen de la evaluación del currículo

  • Promueve prácticas de enseñanza 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 Enfoques de Aprendizaje, Desarrollo Social y Emocional y Lenguaje y Comunicación.
  • Se alinea completamente con los dominios y subdominios del ELOF.
  • 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 estrategias y recursos específicos para promover el compromiso de los padres y las familias.
  • Ofrece capacitación estandarizada y materiales integrales para respaldar la implementación.
  • Incluye indicaciones específicas para prolongar el aprendizaje de los niños en todas las actividades.
  • Proporciona adaptaciones específicas para niños con discapacidades, sospechas de retraso u otras necesidades especiales en algunos materiales del currículo.
  • Carece de secuencias de experiencias de aprendizaje que progresivamente fomentan el conocimiento y las habilidades de los niños en los dominios de las Matemáticas, el Razonamiento Científico, y Desarrollo Perceptual, Motriz y Físico.
  • Carece de amplias oportunidades para el juego iniciado por los niños, las actividades basadas en los intereses del niño y las actividades que promueven la exploración abierta.
  • Incluye orientación limitada sobre cómo apoyar el desarrollo y el aprendizaje de los niños que aprenden en dos idiomas (DLL, sigla en inglés).
  • Carece de orientación sobre cómo integrar plenamente las culturas y las lenguas maternas de los niños y las familias en las interacciones, el entorno de aprendizaje y las experiencias de aprendizaje.
Website: https://www.investigatorclub.com

Detalles

Costo del currículo

The InvestiGator Club® solo para niños de 3 años 2018: $1,886 por aula

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

The InvestiGator Club® solo para niños de 3 años 2018 estará disponible en español.

Todos los 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 años

Materiales del currículo revisados por evaluadores

Todos los materiales del sistema de aprendizaje The InvestiGator Club® solo para niños de 3 años se compraron a finales de 2017 y se revisaron a principios de 2018. Entre estos materiales se encontraban:

  • Guía del maestro sobre Solo para niños de 3 años,
  • Guía de recursos para maestros,
  • conjunto de materiales investigativos Vamos a investigar,
  • conjunto de materiales para el desarrollo social y emocional,
  • conjunto de materiales para evaluación e intervención de prekínder,
  • otros materiales de recursos del sistema (p. ej., tarjetas de idioma oral, juegos al aire libre y tarjetas para el aprendizaje creativo, guías de bienvenida para la familia)

*Después de esta revisión se publicó una versión más reciente y actualizada del currículo (The InvestiGator Club® solo para niños de 3 años 2018) y ahora 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® Just for Threes Learning System (Just for Threes). Research is needed in order to establish evidence for positive effects of Just for Threes 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: Just for Threes consistently promotes research-based teaching practices to support children's approaches to learning, including emotional and behavioral self-regulation and executive functioning. For example, the Let's Investigate Teacher Guide offers guidance on classroom organization, such as sample whole-day and half-day schedules 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 the curriculum's characters (e.g., Manny Salamander, Bruno Buzzbee) center around stories and discussions that foster the development of emotional, behavioral, and cognitive self-regulation skills. The Building Social and Emotional Skills Activity Guide provides additional guidance on supporting children as they learn to regulate their emotions. For example, it offers social coaching prompts (e.g., Validate children's emotions, follow with neutral words, and offer solutions, letting children choose the one that works for them). The daily schedule includes opportunities for children to choose learning centers that support their behavioral regulation (e.g., taking turns, following directions). A limitation is that, though learning centers allow for some open-ended exploration, there are limited opportunities for child-initiated play and activities based on children's interests.

Social and Emotional Development: Just for Threes consistently promotes research-based teaching practices in this domain. The Teacher Resource Guide provides guidance focused on establishing an emotionally supportive environment in the "Social Emotional Development" and "Establishing a Community of Learners" sections. For example, the curriculum suggests teachers create a climate of kindness and generosity, speak respectfully to children, and respond to them with sensitivity and patience. The Building Social and Emotional Skills Activity Guide (part of the Social and Emotional Development Kit), as well as the units Marvelous Me! and Let's Investigate, include intentionally sequenced learning experiences that promote social and emotional learning and support teachers in using language to foster children's social and emotional development. 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).

Language and Communication: Just for Threes 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) include many ongoing opportunities for rich oral language experiences as well as formal and informal opportunities for children to engage in verbal interactions with adults and peers. For example, lessons in the Marvelous Me! unit provide prompts (e.g., What sounds do you think we will hear on our walk? Where should we go to hear lots of sounds?) that guide teachers on how to engage children in extended discourse. 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 provides guidance on how to use theme-related vocabulary throughout the day. In addition, Everyday Literacy and Small Group times incorporate learning experiences from the Extension Activities and Marvelous Me! unit which use the sounds of language to develop children's phonological awareness.

Literacy: The curriculum promotes research-based teaching practices to support learning in this domain. Opening Circle, Learning Centers, Everyday Literacy, as well as Small Group 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 trade books, and dictation. Activity plans for read-alouds include strategies for developing critical literacy skills, such as asking questions about letters, words, signs, and labels; modeling reading conventions; and retelling to aid comprehension. However, the curriculum included less evidence for planning literacy experiences based on rich and engaging content or children's existing knowledge, skills, and interests. An additional limitation is that most of the curriculum's learning experiences that support alphabet knowledge are isolated activities rather than embedded in meaningful contexts.

Mathematics Development: The curriculum promotes research-based teaching practices to support children's development of mathematical concepts and skills. Lesson plans for Small Group and Whole Group (e.g., Extension Activities) include intentionally planned math learning activities. Quick Minutes, and Choices from the Let's Investigate Teacher Guide are embedded as Whole Group activities, which may also be used to incorporate learning about numbers throughout the day. The curriculum provides guidance on how to introduce children to key mathematical concepts and offers many opportunities to practice mathematical skills and concepts (e.g., Quick Minutes, Learning Centers). In addition, it promotes a mathematically-rich environment (e.g., blocks, manipulatives), 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. Just for Threes provides hands-on science learning experiences through Science Center, Small Group, and Whole Group activities that facilitate the development of inquiry skills, such as making observations, asking questions, and gathering information. For example, the Just for Threes Teacher Guide weekly lesson planners include science learning experiences from the Let's Investigate Teacher Guide (e.g., Science Quick Minutes, Science Choices) as well as learning experiences from the Just for Threes Teacher Guide (e.g, Extension Activities, Marvelous Me! unit). Through the Let's Investigate unit, children learn a process for investigating—look and ask, try it, and try it again, think about it, and make meaning. Throughout science learning 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 provides guidance for creating safe indoor and outdoor areas that promote children's movement and physical activity. Curriculum resources (e.g., The Outdoor and Creative Play Learning Cards, More InvestiGator Club Songs, Chants, Rhymes and Games, Quick Minutes) 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 Let's Investigate Teacher Guide offers some specific guidance for health and nutrition in the Daily Routines section, as do some lessons in the Just for Threes Teacher Guide. Even so, teachers may or may not choose to use Quick Minutes that focus on activities in this domain, and the curriculum does not discuss how to use the Outdoor and Creative Play Learning Cards. 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: Just for Threes 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. The Just for Threes Teacher Guide provides guidance for daily lesson plans and learning activities to support children's development in these domains. Detailed guidance for some activities is found in the Let's Investigate Teacher Guide, Social and Emotional Development Kit, and Outdoor and Creative Play Cards.

Sequence: In some developmental domains, Just for Threes provides a sequence of learning experiences that progressively builds children's knowledge and skills as they move through the developmental progressions. For example, in the domains of Approaches to Learning, Social and Emotional Development, Language and Communication, and Literacy, the Let's Investigate and Just for Threes Teacher Guides describe a variety of learning experiences that build children's conceptual knowledge and skills over time. However, learning experiences in the domains of Mathematics, Scientific Reasoning, and Perceptual, Motor, and Physical Development do not appear to build on each other from less to more complex over time nor reflect children's developmental progressions. For example, in the domain of Mathematics Development, there is a clear progression in some skills but not others. In addition, 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.

Four star rating graphicEvidencia completa

Alignment with the ELOF: A thorough review of all the curriculum materials in relation to the ELOF domains and sub-domains indicates Just for Threes is fully aligned with the ELOF. The learning experiences described in the Just for Threes and Let's Investigate Teacher Guides, Social and Emotional Development Kit, and Outdoor Creative Play and Learning Cards support children in each of the ELOF sub-domains. Additionally, learning centers (e.g., Reading, Math, Technology) provide opportunities for children to practice domain-specific skills.

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. Within the Teacher Guides, learning goals are specified in relation to each of the Learning Centers and Small and Large Group activities. 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 Let's Investigate Teacher Guide includes specific guidance for teachers to observe, document, and reflect on children's development. It 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 assessment tools (e.g., Anecdotal Notes and Narrative Progress forms) and performance assessment tools, such as Assessment Cards. In addition, the Let's Investigate Teacher Guide gives some direction 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 guidance in the form of reflective questions that assists 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?) However, this guidance is not embedded throughout all curriculum materials. The Just for Threes Teacher Guide and Social and Emotional Development Kit lack direction on how to observe, document, and reflect on children's development. An additional limitation is that there is no specific guidance on how to use assessment information to inform curriculum planning.

Standardized and Structured Assessment Instruments: Just for Threes 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 Family Welcome Guides that include 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. However, the curriculum lacks guidance on how to communicate with parents and families in culturally and linguistically responsive ways.

Engaging Families: Just for Threes 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 the Let's Investigate Teacher Guide includes 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. Many Languages, One Classroom, a resource included with The InvestiGator Club® PreKindergarten Learning System (InvestiGator PreK), offers some suggestions on how to engage culturally and linguistically diverse families (e.g., prepare foods from the children's home cultures and invite families in to share them; ask children's family to sit and converse with children in their own languages). However, Just for Threes lacks guidance on 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: The curriculum developer provides standardized initial training and ongoing professional development opportunities. The curriculum includes a one-hour Implementation Training webinar as well as materials for programs to conduct a one- or two-day on-site implementation training. The Facilitators' Implementation 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 provide 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 trainings for Just for Threes appear to be part of InvestiGator PreK trainings, and materials specific to Just for Threes (e.g., Just for Threes Teacher Guide, Social Emotional Development Kit) may not be fully addressed. In addition, training is only available in an on-site format.

Curriculum Materials to Support Implementation: Just for Threes provides materials to support implementation, such as the Teacher Resource Guide, Just for Threes Teacher Guide, Let's Investigate Teacher Guide, and the Implementation Facilitator Guide, Participant Workbook, and DVD. The Teacher Resource Guide provides general information on program philosophy, classroom environment and management, and the role of the family. The Just for Threes Teacher Guide offers 30 weekly plans for Opening Circle, Everyday Literacy, Small and Whole Group, and Closing Circle Time, as well as extension activities; songs, chants, rhymes, and games; and book suggestions. The weekly plans reference lesson plans from the Let's Investigate Teacher Guide, and lesson plans describe how to implement learning experiences, list required materials, and articulate teaching practices. The Implementation Facilitator Guide, Participant Workbooks, and DVD help programs organize their implementation efforts. A limitation is that the Teacher Resource Guide, Implementation Facilitator Guide, and Participant Workbooks do not address implementation of Just for Threes; they specifically reference the materials in InvestiGator PreK.

  • Fidelity Tool: Just for Threes 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 Let's Investigate Teacher Guide describes 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, hands-on 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 Just for Threes and Let's Investigate Teacher Guides, as well as the Social and Emotional Development Kit, offer specific guidance and examples of ways to use teacher-child interactions 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 Small Group, children investigate their shadows by moving their bodies closer and further to the wall, and teachers ask questions such as, "How does your shadow change?" In addition, scripts for Flapboarding and other structured activities provide prompts to extend children's exploration, thinking, and communication (e.g., encourage children to feel the objects and talk about what they notice. Help them sort and group items that feel the same. As children sort, ask, "Why do you think this one goes in this pile?").

Individualization: The Teacher Resource Guide provides general guidance on how to individualize learning experiences for all children. Additionally, the Let's Investigate Teacher Guide offers 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 Marvelous Me! unit offers a few ELL callout boxes, as well (e.g., encourage ELLs to use the four key "taste" words and to add to their descriptive language with gestures). Even so, the Just for Threes Teacher Guide, Social and Emotional Development Kit, and Outdoor Creative Play and Learning Cards lack guidance on how to individualize learning experiences for children with disabilities, suspected delays, or other special needs. Overall, the curriculum lacks guidance on how to individualize learning experiences for children from diverse cultural backgrounds.

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: Just for Threes offers specific guidance on how to design a well-organized, engaging indoor environment and some guidance for setting up the outdoor 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). In addition, the Teacher Resource Guide and Let's Investigate Teacher Guide provide limited direction on creating an accessible physical environment for children with specific disabilities or special needs. However, the curriculum lacks guidance on how to include children's home language and cultures into the physical environment.

Learning Materials: Just for Threes includes specific lists of learning materials for Learning Centers and learning experiences. 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 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, and the Social and Emotional Development Kit and Outdoor Creative Play and Learning Cards offer some suggestions as well (e.g., providing an adaptive ball or slightly deflated ball can assist children with limited physical abilities). However, the curriculum lacks guidance on 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 Let's Investigate Teacher Guide offers sample daily schedules for half- and whole-day programs. This Teacher Guide also describes daily routines (e.g., Start Your Day, Health, Transitions) as well as "Explicit Lessons" (e.g., Opening Circle, Everyday Literacy, Small Group) that are embedded across the weekly plans in Just for Threes. The sample daily schedules show times designated for Clean Up, Transitions, Outdoor Play (for whole-day programs), Snack, and Bathroom. However, the Just for Threes Teacher Guide does not include these samples in the Lesson Planner. In addition, the curriculum 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, the Social and Emotional Development Kit Activity Guide reminds teachers to make sure children are aware of the other perspectives of children from diverse backgrounds and cultures. However, the curriculum lacks further guidance on how to engage in culturally responsive interactions with children and families.

Learning Experiences: Just for Threes lacks guidance on how to provide learning experiences that build on children's and families' traditions, cultures, values, and beliefs. One of the curriculum's characters (JT Gator) is fascinated by geography, culture, and travel, 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 his character do not build on the cultures or languages of children in the group.

Learning Environment: The curriculum suggests some children's books (e.g., Be My Neighbor, Abuela) and includes some materials (e.g., Vocabulary and Oral Language Cards) that reflect children and families from diverse cultures and ethnicities. However, the curriculum lacks guidance on selecting and using materials that authentically represent the cultures and ethnicities of children in the group.

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.

Two star rating graphicEvidencia mínima

Scaffolding Strategies: The curriculum provides some specific guidance on how to support the development and learning of children who are DLLs. Some lessons in the Let's Investigate Teacher Guide and Marvelous Me! unit include ELL callout boxes that identify strategies specific to individual learning activities (e.g., an English-speaking partner can lead a learner of English in doing each movement; use the Rosalita Word poster to support words in print). However, the guidance on how to scaffold the development and learning of children who are DLLs is not embedded in parts of Just for Threes Teacher Guide, (e.g., Extension Activities) Social and Emotional Development Kit, and Outdoor Creative Play and Learning Cards.

Home and Tribal Languages: The curriculum provides some materials (e.g., Flapboard stories) in English and Spanish and the Teacher Guides identify some ways to incorporate English and Spanish (e.g., introduce the Word of the Week and record the day of the week in Spanish and English). However, Just for Threes lacks guidance on how to authentically incorporate children's home languages into learning experiences and daily interactions. While not part of Just for Threes, the publisher includes Many Languages, One Classroom in InvestiGator PreK. It describes some ways to incorporate children's language into the classroom (e.g., 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). 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.

Three star rating graphicEvidencia moderada

Teaching Practices and Interventions: Some of the materials in the Just for Threes curriculum (also included as part of the InvestiGator PreK curriculum) provide 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. The Let's Investigate Teacher Guide includes "Differentiation" and "Differentiation: Inclusion" callout boxes that describe ways to individualize instruction and scaffold learning for children who have special needs. For example, it suggests that 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. In addition, the Outdoor Creative Play and Learning Cards offer inclusion prompts for each activity. However, lessons in the Just for Threes Teacher Guide (e.g., Marvelous Me! unit, Extension Activities) do not provide teaching practices and other interventions to support children with disabilities, suspected delays, or other disabilities.

Learning Environment: Just for Threes provides specific guidance in some 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. The "Differentiation" and "Differentiation: Inclusion" callout boxes in the Let's Investigate Teacher Guide include specific suggestions for how teachers may need to add or modify learning materials to meet individual children's needs. However, the activities within the Just for Threes Teacher Guide and Social and Emotional Development Kit lack guidance to ensure that the physical learning 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.

Two star rating graphicEvidencia mínima

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

Individualization Based on Strengths and Needs: The curriculum provides some support 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 are the most challenging for children to master and what might be done to reinforce those skills. The Let's Investigate Teacher Guide includes some 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 the name of their plant on signs using a word list as a model. However, the Marvelous Me! unit and other Just for Threes materials lack guidance on how to make learning experiences responsive to individual strengths and needs.