Curriculum Content
Decisions about “what to teach” are a major determinant in choosing and writing curriculum; they are influenced by what children should know and be able to do, the degree to which children and teachers share control, and how learning should be organized and managed (Biber, 1977). Historically, school districts and programs operated independently, decisions were made locally, and teachers typically had a significant voice in the process of choosing curriculum content. In publicly funded schools and programs today, those decisions are increasingly centralized and driven by state and federal standards and conditions attached to funding streams.
Choosing what children should learn is a values-driven process, as the choices made represent what the community, state, or country thinks is worth knowing. Over time, as society changes, our ideas about what is important evolve as well. In the early days of our country, curriculum included the study of literature, philosophy, writing, grammar, history, science, math, Latin, modern languages, art, music, and rhetoric (debate, public speaking).
After the progressive movement in the early decades of the twentieth century, social priorities shifted to include practical knowledge, skills, and citizenship as part of the curriculum (Dewey, 1903). This was the beginning of vocational and career education as part of the curriculum: Older boys learned carpentry, metalworking, and auto mechanics, while girls might study home economics (cooking and sewing, among other things). Gardens were a common feature in the schoolyard. Learning about “community helpers,” and block and dramatic play, became a valued part of the kindergarten curriculum because of the possibilities for learning about and acting out real-life roles (Shapiro & Biber, 1972).
With the publication of A Nation at Risk in 1983, which described a “rising tide of mediocrity,” priorities shifted almost entirely away from “undemanding and superfluous high school offerings.” The report quoted survey results that described what the American public wanted curriculum to include:
More than 75 percent of all those questioned believed every student planning to go to college should take 4 years of mathematics, English, history/U.S. government, and science, with more than 50 percent adding 2 years each of a foreign language and economics or business. The public even supports requiring much of this curriculum for students who do not plan to go to college (National Commission on Excellence, 1983). The public response to this report ultimately led to the writing of state academic standards and the No Child Left Behind legislation of 2001.
Many believe that this development has occurred at the expense of other valuable parts of the curriculum, especially the arts and physical education. Advocates for these curriculum areas point to an increasing body of research that documents the ways in which the arts (Chapman, 2005, 2007; Jalongo, 2002; Whitfield, 2009) and physical education (Prosser & Jiang, 2008; Smith & Lounsbery, 2009; Tremarche, Robinson, & Graham, 2007) support cognitive functioning and academic performance. Early childhood educators, as discussed in Chapter 1, continue to fight for curriculum content that is developmentally appropriate and balances children’s interests and experiences with what adults think they need to know. As we explore different curriculum options later in this chapter, consider how the question of “what’s worth knowing” can vary significantly from one curriculum to another. Think about how the experiences children bring to the early childhood education setting will vary by culture and circumstances. Look for indications about how each curriculum responds to this challenge.
Implementation
“An official curriculum is meaningless unless it is translated by teachers into an operational curriculum” (Posner, 2004, p. 191). The delicate dance of choosing and acting out strategies that ensure desired learning in real preschool and school settings may be the hardest part of teaching. Research shows that perhaps the best predictor of high-quality education is the skill with which curriculum is implemented (Copple & Bredekamp, 2009). All decisions about the technical aspects of implementing curriculum that we mentioned at the beginning of this section must be made with respect to the context and culture of the classroom, school, and community.
As we look at different early childhood curricula, imagine implementing them yourself. What strategies and recommendations for implementing ideas and activities make the most sense to you? What important skills do you already have and what do you need to learn?