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Everything that happens within the classroom.
We view curriculum as “everything that happens within the classroom” regardless of the age of the child – from our youngest infants through school age children.

Play and investigation are central to our program as the means by which cognitive learning, socialization and creativity develops.

Children are given the opportunity to make choices, express ideas and theories, and act upon their understandings within a well-defined learning environment. Within each classroom a variety of materials and media are available for the children to graphically represent their knowledge and understanding and express their ideas.

The Creative Curriculum for Infants, Toddlers, and Twos

To support this learning the infant/toddler staff at Kids-Play, Inc. use The Creative Curriculum for Infants, Toddlers, and Twos in conjunction with Ohio’s Infant Toddler Guidelines as a foundation for their learning experiences.

The Creative Curriculum for Infants, Toddlers, and Twos has been described as:

A comprehensive curriculum that helps teachers create the very best program for children under age 3.
     Infants, toddlers, and twos grow and flourish when their interactions are nurturing, consistent, and loving, and if the experiences they have are appropriately challenging.
     In a responsive environment, children learn to trust others and to explore their surroundings. They make discoveries and develop a sense of themselves as competent learners and caring human beings.
The curriculum helps teachers thoughtfully observe children and use what they learn to be responsive to children’s interests and needs. It enables teachers to be intentional about the experiences they offer infants, toddlers and twos while retaining the flexibility to be responsive to the changing needs and abilities of young children.
 

The Creative Curriculum for Preschool

For our preschoolers, we use The Creative Curriculum for Preschool in conjunction with the State of Ohio Department of Education Early Learning Content Standards to facilitate the learning experiences.

The Creative Curriculum skillfully balances current demands for outcomes and accountability with what we know about the vital role of play in children’s learning. Early childhood practice is unique – it must reflect good child development principles while integrating content and skill development.

Children are given the opportunity to make choices, express ideas and theories, and act upon their understandings within a well-defined learning environment.
     Within each classroom a variety of materials and media are available for the children to graphically represent their knowledge and understanding and express their ideas.
     As children make discoveries, solve problems and answer their own questions, teachers reflect on this process, provide new experiences and ask provoking ‘next step’ questions to help the children move to the next level of investigation.
By reflecting on the children’s work, teachers are able to assess, document and communicate the story of the learning.

References

Dodge, D.T. , Rudick, S. & Berke, K. (2006). The Creative Curriculum for Infants, Toddlers & Twos. (2nd Ed) Washington, D.C.: Teaching Strategies, Inc

Dodge, D.T., Colker, L.J. & Heroman, C. (2002). The Creative Curriculum for Preschool. (4th Ed)
Washington, D.C.: Teaching Strategies, Inc