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?