Expectations
A high-quality comprehensive early childhood curriculum emphasizes global, integrated learning across all areas of development (NAEYC/NAECS/SDE, 2003). However, our knowledge of how children grow and develop across each of the individual developmental domains (cognitive, social-emotional, physical, creative) affects the expectations we have for children of different ages in each of these areas. For example, we don’t expect toddlerswho, at this stage of development prefer to play on their ownto interact with a group of children during play. We might however, be concerned about a kindergarten-aged child who doesn’t play with others, since by this age children have typically developed a preference for play with peers (Copple & Bredekamp, 2009).
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Materials
Adults who work with young children rely on instructional materials and strategies, or “tools of the trade,” that support children’s needs and interests. Early childhood classrooms or child-care settings usually have basic furniture, equipment, and learning materials specifically designed for small children. Some curricula specify exactly what materials are needed; others provide general guidelines or suggestions.
Some early childhood materials, such as puzzles, are constructed to be used for very specific purposes (in this case, developing fine-motor coordination and matching a shape with a corresponding space). But the designs of these materials will vary according to the age of the child for whom they are intended. For example, toddler puzzles typically have fewer, larger pieces, some even with knobs on them, while puzzles designed for older children would have many more pieces and be smaller in size.
Similarly, blocks intended for toddlers will be large enough to be handled easily and might be made of foam or cardboard, while kindergarteners might have access to a large selection of wooden blocks of all sizes and shapes as well as a selection of accessory items, like small people and vehicles, to be used with them.
As children acquire language and an interest in reading and writing, the amount and kinds of paper and writing implements increase as well. Once children gain the ability to talk and move about, they will gradually become more interested in activities like easel painting, drawing with crayons and markers, and manipulating a large variety of materials that help them to acquire the fine motor skills they will need for writing. Their interest in reading and writing continues to develop as the curriculum exposes them to many different kinds of stories and nonfiction books. While reading and writing become a more prominent element of curriculum in the later part of early childhood, materials of all kinds that children can handle and manipulate remain an important feature throughout.