3.1.3 Curriculum / Learning Outcomes

Kostelnik (1993) has defined and discussed the term "developmentally appropriate program (DAP)", which is used to describe many early childhood education practices. She debunks some of the myths about DAP that include these misconceptions.

* · that there is only one way to implement DAP'S

* · that DAP'S are unstructured

* · in DAP'S , the expectations of children are low

* · that academics have no place in DAP

* · that DAP'S are inappropriate for culturally diverse students.

Dunn & Kontes (1997) report on the effectiveness of this DAP approach. They report that students are under stress when academic content is introduced too early. They also report that students in DAP programs show better cognitive development.

What Should Young Children be Learning?

Lilian Katz, (1987) Director of the ERIC Clearinghouse on Elementary and Early Childhood Education, has summarized the Learning and Teaching that best serves young children. She begins by helping us to understand the nature of child development at this age and their need for learning through interaction. She also suggests there are four dimensions of learning for young children.

* · knowledge, consisting of facts, concepts, ideas, vocabulary and stories

* · skills, including physical, social, counting and drawing skills

* · dispositions, such as curiosity, friendliness, cooperation, and creativity

* · feelings, of competence, belonging, and security.

Katz discusses the counterproductive use of standardized tests at this age and the danger of introducing academic work too early. She also suggests that teachers use a variety of teaching methods.

Bredekamp et al (1992) have presented the curriculum guidelines developed by the National Association for the Education for Young Children, (NAEYC) and the National Association of Early Childhood Specialist in State Departments of Education. (NAECS/SDE)

Active, engaged, meaningful learning occurs through a constructivist approach to learning, where the children construct meaning from structured learning experiences (North Central Regional Education Laboratory, n.d.) Curriculum and assessment should be coordinated and integrated with this developmentally appropriate approach.

For more on schools being ready, go to:

3.1.1     Kindergarten

3.1.2     Instruction

3.1.4     Student Assessment

3.1.5     School Social Climate

3.1.6     School Physical Environment

3.1.7     Involving Parents

3.1.8     Early Prevention

3.1.9     Poverty

3.1.10   Special Needs

3.1.11   Support from School District, Ministry and Other Agencies

3.1.12   Monitoring Progress

For more on parent, agency and community efforts, go back to the Introduction to this Essay.

See also:

* - Developmentally Appropriate Programs (ERIC Digest)

* - Developmentally Appropriate Practice: What Does Research Tell Us? (ERIC Digest)

* - Developmentally Appropriate (Part of an Internet Essay)

* - What Should Young Children be Learning? (ERIC Digest)

* - Active, Engaged, Meaningful Learning (Part of an Internet Essay)