How should curriculum be implemented?
Other curricula are flexible or cross-compatible with one another to varying degrees, using similar equipment and learning materialssuch as items for art, dramatic play, blocks, or music activitiesbut perhaps organizing and using them in different ways. Sometimes there are particular elements of the curriculum that require special attention, such as the aesthetics of a Reggio Emilia or Waldorf classroom. But with many early childhood curricula, changing from one curriculum to another means devoting resources to professional development of staff to implement the new curriculum as well as those changes that can reasonably be made with the equipment and materials already on hand.
In short, curricula can vary widely in the degree to which practical decisions are affected by their characteristics. But all currricula that are effective and stand the test of time are based on strong conceptual elements, including (1) vision and mission, (2) research and theoretical base, (3) stakeholders, (4) curriculum content, and (5) implementation. We’ll discuss these conceptual elements in more detail next (Goffin & Wilson, 2001; Jaruszewicz, 2005).
Vision and Mission
Typically, early childhood programs are guided by a particular vision statement that clearly articulates what the program wants to achieve and a mission statement that succinctly describes how it will do so. The vision and mission of individual programs can be quite different (see Figure 2.1). One program might emphasize literacy, for example, while another focuses on the arts. Although they are both working toward the same purposeto provide high-quality care and education for young childrentheir methods can vary considerably. Theoretically, all decisions made for the program, including choice of curriculum, should be consistent with the articulated vision and mission.