CURRICULUM

How I Believe Children Learn

Young children learn through relationships. Children need to feel safe and supported to be open to taking risks and processing new information. This happens through (1) routine: consistent and predictable flow of the day every day; (2) environment: a yes space that is safe and meets their needs; and (3) care giving: a safe and unconditional secure base they know they can come back to and count on.

When children know what to expect, they are more willing to explore and be curious about the world around them; they aren’t worried about their basic needs getting met. Children need to know that they have an adult- a secure base- that they can always come back to unconditionally as they explore and learn about their world.

Children learn through their interactions- with other humans and materials alike. They are constantly taking in information on how the world works. Every interaction, every experience, everything they see is catalogued as they make sense of their world and how things work; as they learn how human interactions and communication happen. They are learning both explicit and implicit rules of their world. We don’t see behavior as “bad” – children are resourceful and will react to their environment to get their needs met. Children’s behavior is just their way of communicating what they need. If you can help them find another way to meet their needs, the behavior will change.

My Role As An Educator

It is my job as an educator to connect with and know the children I work with. It is my responsibility to know where the children are developmentally- what skills have they mastered and what are they working on; to know what the children are interested in- who loves to build for hours and who needs a lot of space to run; and it’s m job to know who they are as people- how do they best communicate, what are their likes and dislikes, how do they engage best. My job is to provide a child with a secure base and create an environment for them individually to explore and thrive in. I strive to be an adult that can provide clear expectations and model positive communication so children can find healthy ways to meet their needs. I want to be an adult that can offer new materials and experiences for children to explore and make sense of. I stay present so I can help children engage and build on their current skills to the next level. If children can leave my care with a secure sense of self and a curiosity for learning and life, knowing that they are loved, then I know I have done my job.

What Curriculum Looks Like Here

The environment is my second teacher. I strive to create a space that meets the children’s needs and interests; a yes space.  want the space to be a place that children can access what they want went they want it; a place that has materials that interests them and challenges them; a place that has the materials and the space for them to create and problem solve. Furniture will be their size, toys and routine materials (i.e. meal time supplies) will be accessible so they can create autonomy and participate to their fullest throughout the day. I see children as capable of taking on their own learning; my job is to set the environment for what they need, observe their work and interests, and through my interactions scaffold their learning. Both inside and outside I work to maintain consistent areas of play so that all children’s interests are covered and children have the opportunity to practice skills across all the developmental domains. These areas include: dramatic play, reading, gross motor, sensory play, fine motor/manipulatives, building.

Many/most of the materials you will find in the play areas are open-ended meaning there is typically not one thing you can do with them or one way you can engage. Open-ended materials are loose parts, recycled goods, every day items, etc.. They allow children to engage they way they want to and the way they need to skill wise. It gives opportunities for children to grow their imagination, practice planning and problem solving skills, and engage in critical thinking. It really fosters children’s interested and love for learning when they have control over their play and it’s not a directed activity with a lot of directions/rules to follow.

So how do I decide what loose parts and random pieces are out on our shelves? I follow the children’s interests! I spend a lot of time observing and documenting (mainly through photos) what they children are working on and what is engaging them. With all of that data in mind every month  reflect on the interests and needs (developmental, social, sensory, personalities) of the group and brainstorm ideas/materials that might be engaging as well as support them in their skill development. Once the new materials are out, I begin the observe, document, plan, implement process again! If you are curious and want to read more on the curriculum process here, feel free to look at the California infant/toddler curriculum framework: http://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf

Messy Play

It is important to note that we do believe that sensory play is a cornerstone in child development. Exposure to different materials stimulates children’s sense of touch, smell, taste, sight, and hearing; it allows children to use their whole bodies to learn. Sensory play supports language development, fine and gross motor skills, cognitive growth, and problem solving skills; as well as helping many children learn self-regulation skills.

Documentation and Assessment

I spend a lot of time on the floor with our kiddos. I want to know them and who they are as individuals and I want to be able to share that with you! As mentioned above, I do photograph the kids through the day to capture their interests, their skills, and their work. I do post these photos to brightwheel so even though you aren’t here, you can feel connected to what your kiddos are into. I also print the pictures and make a memory book for each of the kiddos that are yours to keep when graduating the program!

I also use these photos to help me in assessments.I am are trained in using the assessment tools DRDP (desired results developmental profile) as well as the ASQ (ages & stages questionaire). I will be looking to use the DRDP and a tool I’ve created- a Developmental Snap Shot- to share with you what I am noticing in your child’s development and how I am trying to support your child in our time together. For more information on the DRDP, feel free to look at: http://www.cde.ca.gov/sp/cd/ci/documents/drdp2015infanttoddler.pdf).

ENVIRONMENT