| Creative Curriculum Learning Areas and Objectives | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Area of Learning | Learning Objectives | ||||||||
| Social/Emotional | Regulate own emotions and behavior Establish and sustain positive relationships Participate cooperatively and constructively in group situations |
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| Physical | Demonstrate: Traveling skills Balancing skills Gross motor/manipulative skills Fine motor strength and coordination |
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| Language | Listen to and understand increasingly complex language Use language to express thoughts and needs Use appropriate conversational and other communication skills |
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| Cognitive | Demonstrate positive approaches to learning Remember and connect experiences Use classification skills Use symbols and images to represent something not present |
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| Literacy | Demonstrate phonological awareness Demonstrate alphabet knowledge Demonstrate knowledge of print and its uses Comprehend and respond to books and other texts Demonstrate emergent writing skills |
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| Mathematics | Use number concepts and operations Explore and describe spatial relationships and shapes Compare and measure Demonstrate knowledge of patterns |
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| Science and technology | Use scientific inquiry skills Demonstrate knowledge of the characteristics of living things Demonstrate knowledge of the physical properties of objects and materials Demonstrate knowledge of the earth’s environment Use tools and other technology to perform tasks |
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| Social studies | Demonstrate knowledge of self Show basic understanding of people and how they live Explore change related to familiar people or places Demonstrate simple geographic knowledge |
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| The arts | Explore the visual arts Learn musical concepts and expression Learn dance and movement concepts Explore drama through actions and language |
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| English-language acquisition | Demonstrate progress in listening to and understanding English Demonstrate progress in speaking English |
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| Source: Teaching Strategies (2010) | |||||||||
Assessment
Assessment in the Creative Curriculum is conceived as an ongoing process of documenting observations and progress available in a fully integrated online platform. Color-coded charts describe incremental progress for each of the thirty-eight objectives with examples, so that teachers will be able to match their observations with a reporting process that helps them communicate growth over time to parents. For example, to assess counting, benchmarks include the following:
- Verbally counts, not always in the correct order (says, “one, two, ten” as she pretends to count).
- Verbally counts to 10, counts up to 5 objects accurately, using one number name per object (counts to 10 when playing hide and seek; counts out 4 scissors and puts them on the table).
- Verbally counts to 20; counts 10 to 20 objects accurately; knows the last number, knows how many in all; tells what number comes next (1 to 10) in order by counting (counts to 20 while walking across the room; counts 10 plastic worms and says, “I have ten worms”); when asked, “what comes after six?” says “one, two, three, four, five, six, seven . . . seven”).
- Uses number names while counting to 100; counts 30 objects accurately; tells what number comes before and after a specified number up to 20 (counts 28 steps on the way to the cafeteria; when asked what comes after sixteen, says, “seventeen”) (Teaching Strategies, 2010, p. 109).
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