Creative curriculum for preschool spanish edition

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To be eligible for discounts, please enable JavaScript for your browser. Powered By Discount Ninja. Measurable learning goals focus on skills, behaviors, and knowledge that are observable; developmentally appropriate learning goals are consistent with well-established developmental progressions. Teachers should be able to use a curriculum's learning goals to individualize learning experiences for all children, such as children from diverse cultures, children who are dual language learners DLLs , children who are tribal language learners, and children with disabilities or other special needs.

It also describes how to use the learning goals when working with children with disabilities or children who are DLLs. The objectives are integrated throughout many of the curriculum's materials. For example, the Intentional Teaching Cards specify objectives and provide learning experiences to support children's progress towards these goals.

The curriculum provides guidance on ongoing child assessment. Ongoing child assessment is a process of gathering information to understand and support children's development over time. Information gathered through observation and documentation helps inform curriculum planning, teaching, and individualizing for all children. Ongoing child assessment can also be used to periodically complete standardized and structured assessment instruments to evaluate children's developmental progress.

Ongoing Observation and Documentation: The curriculum provides a four-step process for ongoing observation and documentation: 1 Observing and Collecting Facts, 2 Analyzing and Responding, 3 Evaluating, and 4 Summarizing, Planning, and Communicating.

The curriculum also stresses the importance of regularly assessing children's development and using this information to plan instruction. The curriculum promotes parent and family engagement. Parent and family engagement is a collaborative and strengths-based process through which early childhood teachers, families, and children build positive and goal-oriented relationships.

It is a shared responsibility of families and staff that is built on mutual respect for the roles and strengths each has to offer. The curriculum provides culturally and linguistically responsive strategies to communicate with families and to engage families in children's learning. Communicating with Families: Volume 1: The Foundation provides a range of communication strategies that encourage both learning from and sharing information with families.

Some curriculum resources specify the importance of translating materials for families who do not speak English and of understanding the backgrounds of families with whom you work. Engaging Families: The curriculum provides multiple resources to support parent and family engagement. The Learning Games are activities for families to do at home with their children, available in both English and Spanish. The Letters to Families provide information about the interest areas and studies, such as suggested vocabulary and activities, to extend children's learning at home.

Other suggestions for family engagement were inviting families to volunteer in the program or participate in classroom activities, and these suggestions included consideration of families' diverse needs e.

The curriculum offers professional development and materials to support implementation and continuous improvement. Professional development includes gaining the knowledge and skills required for effective implementation of a curriculum. Standardized training procedures include initial and ongoing training to support education staff as they learn to implement a curriculum with fidelity. Standardized training procedures provide consistent content and delivery methods across training sessions. Curriculum materials to support implementation include resources that come with a curriculum to help education staff understand how to use it.

The materials may also include resources to help education managers and coaches support education staff to implement the curriculum effectively.

One is a hour introduction to the learning objectives, and the other is a two-hour exploration of the curriculum. Initial in-person trainings are offered at an additional cost. Ongoing professional development opportunities include a range of courses, offered both online and in person at an additional cost.

Some training topics include supporting domain-specific learning in the classroom and effectively implementing interest areas. Finally, the publisher offers to work with programs to customize trainings based on program needs.

The curriculum offers six volumes to support teachers as they implement the curriculum e. Finally, the Daily Resources provide teachers with detailed guidance on what to do each day e.

The curriculum promotes rich learning experiences and interactions to support development across domains. Rich learning experiences support and extend children's knowledge, understanding of concepts, and skills across domains. As children actively explore their learning environment by manipulating objects and investigating concepts, teachers interact with them to extend their exploration, thinking, and communication.

The curriculum offers children ample opportunities to engage in hands-on exploration and provides teachers with guidance on how to extend children's exploration, thinking, and communication.

Rich learning experiences should be culturally and linguistically responsive and inclusive of children with disabilities, suspected delays, or other special needs. Active Exploration: The curriculum provides ample opportunity for preschoolers to actively engage in hands-on exploration. The curriculum highlights the importance of children having time for free, unstructured play daily.

Volume 2: Interest Areas provides many suggestions for how to set up the environment with open-ended learning materials that promote hands-on exploration. Some of the structured activities in the Intentional Teaching Cards and Teaching Guides also invite children to manipulate objects and investigate concepts.

Interactions That Extend Children's Learning: Many of the curriculum's resources provide guidance and examples on how teachers engage in interactions that extend children's exploration, thinking, and communication. For example, the Intentional Teaching Cards and Book Discussion Cards provide examples of open-ended questions and prompts that teachers can use to spark children's thinking and encourage them to describe, explain, predict, and brainstorm.

Individualization: The curriculum provides specific guidance on how to individualize learning experiences for all children. Many of the structured activities include suggestions for including children with disabilities or other special needs and scaffolding strategies to support children who are DLLs.

The curriculum suggests that teachers consider the family and community cultures as they plan learning experiences, but it provides fewer specific examples and supports for embedding children's cultures within learning experiences throughout the curriculum materials. The curriculum provides guidance on how to set up rich learning environments and developmentally appropriate routines. Rich learning environments are nurturing spaces that support the development of all young children.

The curriculum provides guidance on how to design developmentally appropriate schedules, routines, and indoor and outdoor opportunities for choice, play, exploration, and experimentation. Learning environments include age-appropriate equipment, materials, and supplies. They also reflect home cultures and are flexible to support the changing ages, interests, and characteristics of a group of children over time.

Environment: Volume 1: The Foundation and Volume 2: Interest Areas provide specific guidance on how to establish well-organized, engaging indoor and outdoor environments that promote active exploration and support children's development across domains. The curriculum includes some specific guidance on how to include children's home languages and cultural artifacts in the physical environment.

Universal design principles are discussed to ensure the physical environment is accessible for children with disabilities or other special needs. Learning Materials: The Volumes provide guidelines on how to select developmentally appropriate learning materials for interest areas and support children's development in specific domains.

The Intentional Teaching Cards and Teaching Guides offer suggestions for learning materials to use in specific activities. The curriculum provides some guidance for ensuring that the learning materials authentically represent the cultures, ethnicities, and home languages of children in the program and meet the unique needs of children with disabilities or other special needs.

Schedule and Routines: Volume 1: The Foundation describes large group time, small group time, choice time, transitions, and daily routines e. It also includes specific guidelines for setting up a daily schedule and sample schedules. The Beginning of the Year Teaching Guide and some Intentional Teaching Cards help teachers introduce children to the daily schedule and routines. There is some consideration of adjusting schedules and routines based on individual children's needs e.

The curriculum supports cultural responsiveness. Cultural responsiveness is a strengths-based approach to teaching and caregiving rooted in respect and appreciation for the role of culture in children's learning and development. A culturally responsive curriculum prompts teachers to learn about each child's strengths, abilities, experiences, and interests as developed within the child's family and culture.

The curriculum provides guidance on how to modify and enhance curriculum plans and materials to build on these strengths, abilities, experiences, and interests with the goal of incorporating each child's culture into the classroom. Interactions: The curriculum provides guidance about culturally responsive ways of interacting with diverse children and families.