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Early Childhood Curriculum

The Child Development & Student Research Center (CDC) strives to create an environment of learning for young children between ages two and five. As a laboratory of the Psychology department, the CDC also educates undergraduate students in child development. The foundation of the curriculum is three pronged: developmentally appropriate practices, scaffolded learning opportunities, and research based assessment/screening tools. Children participate in small groups activities that promote understanding through art, science, dramatic play, music, literacy and language projects. Long term projects  are developed with the children in the project approach of Reggio Emilia.  These long term projects are derived from the campus community and the interests of the children. The CDC uses Handwriting without Tears as an additional tool to enhance fine motor development and reinforce literacy and math concepts. Teachers utilize technology instruments including IPAD, computers, light tables, projectors, digital cameras, video and internet to enhance and encourage children's experiences within projects and activities.

The CDC staff embrace the following approaches regarding learning with young children:

• Children learn by active involvement in activities.

• Learning occurs individually and is an ongoing process.

• Young children need a variety of experiences in all developmental domains.

• Routines and classroom structure support learning and development.

• Assessment is authentic and documentary.

• Classroom experiences are designed to encourage creativity and individual expression.

• Individual differences in learning require multi-level activities.

• Individual children may require individual education plans to enhance learning potential.

The activity plans are developed by the early childhood staff in consultation with the psychology department faculty. Curriculum objectives are derived from the High Scope Education Research Foundation and the COR Observational Assessment system; the Florida State Standards for preschool educationand The Reggio Emilia Approach. 

Curriculum areas include:

• Social and emotional

• Language and literacy

• Gross motor and fine motor

• Science

• Math

• Music

• Art and creative expression

Social and Emotional Outcomes

Sense of Self

1. shows ability to adjust to new situations
2. demonstrates appropriate trust in adults
3. recognizes own feelings and manages them appropriately
4. stands up for rights

Responsibility for Self and Others:

1. demonstrates self direction and independence
2. takes responsibility for own well being
3. respects and cares for classroom environment and materials
4. follows classroom routines
5. follows classroom rules

Pro-Social Behavior:

1. plays well with other children
2. recognizes the feelings of others and responds appropriately
3. shares and respects the rights of others
4. uses thinking skills to resolve conflicts
5. works collaboratively with others
6. shares and discusses ideas and listens to new perspectives

Language and Literacy Outcomes

Listening and Speaking:

1. hears and discriminates the sounds of language
2. expresses self using words and expanded sentences
3. understands and follows oral directions
4. answers questions about stories read
5. asks questions about stories read
6. actively participates in conversations

Reading and writing:

1. enjoys and values reading
2. demonstrates understanding of print concepts
3. demonstrates knowledge of the alphabet
4. uses emerging reading skills to make meaning from print
5. comprehends and interprets meaning from books and other texts
6. understands the purpose of writing
7. writes letters and words
8. identifies 26 letters and some letter sounds
9. rhymes

Gross Motor Outcomes:

1. demonstrates basic locomotor skills such as running, jumping, hopping, and galloping
2. shows balance while moving
3. climbs up and down
4. pedals and steers a tricycle
5. demonstrates throwing, kicking, and catching skills

Fine Motor Outcomes:

1. controls small muscles in hands
2. coordinates hand-eye movement
3. uses tools for writing and drawing

Scientific Outcomes:

1. observes objects and events with curiosity
2. explores cause and effect
3. classifies objects
4. compares objects
5. arranges objects in a series
6. recognizes patterns and can repeat them
7. approaches problem solving flexibly
8. shows persistence in approaching tasks
9. applies knowledge or experience to a new context
10. records observations, explanations, and ideas
11. engages in simple investigations
12. raises questions/predicts
13. explores objects, materials, and events

Math Outcomes:

1. shows awareness of time concepts and sequence
2. shows awareness of position in space
3. uses one-to-one correspondence
4. uses numbers and counting
5. compares and measures
6. counts from 1-20 and identifies all numbers
7. understands conceptsof less and more

Creative Outcomes:

Art:

1. makes and interprets representations
2. draws lines and circles
3. draws shapes, such as circle, rectangle, square, and triangle, diamond, heart, hexagon
4. sculpts with or without tools
5. draws self-portrait with at least four features
6. uses drawings to convey a story or memory

Drama and Symbolic Thinking:

1. makes believe with objects
2. takes on pretend roles and situations

Music:

1. recognizes and demonstrates some musical terms including tempo, volume, rhythm, and melody
2. sings familiar songs
3. plays simple instruments and cares for instruments

Observation and Screening Tools: Observation and Screening Instruments are utilized to assess children’s developmental progress and ensure teaching practices are implemented that respond to children’s individual growth patterns and learning styles.
COR Observational Assessment Tool: The Child Observation Record (COR) is a research supoorted observation-based assessment tool that includes all areas of development. Children are observed by undergraduate students and teachers. Developmental areas include: initiative, social relations, creative representation, movement and music, language and literacy, and mathematics and science. Observations are ongoing throughout the school year and conclude with a summary at the end of the school year.
Ages and Stages Questionnaire: The CDC uses The Ages and Stages Questionnaire for screening children between the ages of two to five. All children are screened at the start of the school year and then re-screened by the CDC staff during the school year. The ASQ screens children for developmental delays in gross motor, fine motor, personal social, problem solving and communication areas of development. Please see the ASQ Web site for a sample screening.
DECA: For specific social and emotional concerns the CDC utilizes the Devereux Early Childhood Assessment (DECA), published by The Devereux Foundation in 1999. For further information, please visit the DECA Web site.
Literacy Assessment: The CDC utilizes the Phonological Awareness Literacy Screening (PALS) for early literacy skills. This screening is completed on all children entering kindergarten in the following school year. Four-year-old children are screened twice each year in the fall and spring on upper and lower case letter recognition, letter sounds, rhyme, beginning letter sounds, print and word awareness, and name writing. For additional information, visit the  PALS Web site.
References:
Highscope Educational Research Foundation
Developing Early Literacy: Report of the National Early Literacy panel, 2008. A Scientific Synthesis of Early Literacy Development and Implications for Intervention, National Institute for Literacy.
Developmentally Appropriate Practices, revised edition, 2009
Curriculum Alignments with Florida State Standards for preschool Education:

• http://www.fldoe.org/earlylearning/pdf/vpkedstandard.pdf
• http://www.teachingstrategies.com/content/pageDocs/Florida_Alignment_Fours_May_2005.pdf
• http://www.highscope.org/file/Assessment/StateAlignments/FL_KDI_CORAlignment.pdf

Center for Social and Emotional Learning: http://csefel.vanderbilt.edu/

University of South Florida:Technical Assitance Center for Social and Emotional Interventions http://www.challengingbehavior.org/do/pyramid_model.htm