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Two dimensions typically measured when quality is discussed are process variables (e.g. the nature of children’s interactions with adult caregivers) and structural variables (e.g. adult-child ratios, group size and teacher training and knowledge). Heightened awareness of early development has turned the attention of policy-makers and practitioners to the content or curriculum of preschool programs.
So far, no particular curriculum model has been proven to be more effective than any other; however, scholars and major national organizations have identified the following key aspects of an effective curriculum model:
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Children are cognitively, physically, socially and artistically active and engaged.
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Curriculum goals are clearly defined, shared and understood by all adults who have a stake in children’s learning.
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Teachers have frequent, meaningful interactions with children.
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The curriculum is based on evidence that is developmentally, culturally and linguistically relevant for the children who will experience the curriculum.
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The curriculum builds on children’s prior learning and experiences.
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The curriculum should cover all areas of development, including children’s physical health, well-being and motor development, social and emotional development, approaches to learning, language development, and cognition and general knowledge.
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The curriculum is aligned with learning standards and appropriate assessments.
Children’s needs vary greatly, making it impractical to identify one ideal curriculum model. Nonetheless, curriculum is central not only to the knowledge and skills children gain, but also to the application of particular pedagogical approaches and the nature of teacher/caregiver-child interactions.
Instead, research is needed to determine the conditions under which certain curricula work best for certain children. Starting Strong II, the second report from the Organisation for Economic Co-operation and Development (OECD), summarizes the findings of a comparative review of early childhood education and care programs and policies in 20 countries (including Canada) between 1998 and 2005. It makes two recommendations: 1) that we place well-being, early development and learning at the centre of early childhood education, while respecting the child’s agency and natural learning strategies; 2) that we develop with stakeholders broad guidelines and curricular standards for all early childhood education services.
Even though prevailing approaches in the U.S. and Canada may be different at some levels, the critical element that runs across all discussions of effective preschool programs is the need for a skilled, reflective and responsive early childhood workforce to establish preschool programs as early learning environments.
See also...
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