Creative Curriculum Alignment (for 3-Year-Olds)
| Creative Curriculum Alignment (for 3-Year-Olds) | ||
|---|---|---|
| Head Start Domain Element | Examples of Objectives and Dimensions from the Creative Curriculum for Preschool | Examples from the Creative Curriculum for Preschool |
| Receptive language: the ability to comprehend or understand language | 8. Listens to and understands increasingly complex language 8a. Comprehends language 8b. Follows directions |
|
| Expressive language: the ability to use language | 9. Uses language to express thoughts and needs 9a. Uses an expanding expressive vocabulary 9b. Speaks clearly 9c. Uses conventional grammar 9d. Tells about another time or place 10. Uses appropriate conversational and other communication skills 10a. Engages in conversations 10b. Uses social rules of language |
|
| Source: Teaching Strategies, 2012. | ||
In classrooms that use curricula designed by individuals, parents should also have the opportunity to know whether the curriculum is consistent with the mission and goals of the program and the extent to which it aligns with or supports standards used in the state or local community. Regardless of the type of curriculum, this requires that the teachers and program administrators plan for and implement intentional communication about the curriculum. Information about the selected curriculum model or approach should be included in official program documents such as a family handbook, written curriculum guide or overview, or program websites. Teachers can provide parents with examples of standards that are being used in their classrooms and point out how they relate specifically to the activities that are planned for the children. Some teachers create classroom or hallway displays that indicate how an activity is related to a particular standard or group of standards.
See the annotated list of “Websites for Creating Classroom Blogs” at the end of this chapter for examples of the way in which programs describe or explain their approaches to curriculum.