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Curriculum that Matters
October 15, 2007
Never work just for money or for power. They won't save your soul or help you sleep at night.
-Marian Wright Edelman
-Marian Wright Edelman
“Many people tend to think of curriculum as the activity they describe in little boxes with time blocks or subject areas. In early childhood programs, this might mean a daily arts and crafts project, some music, and a story to read. Some take it further and plan for learning centers or interest areas, which might include materials and activities around a topical theme or school readiness concern. The daily chores of living together �" greeting, eating, playing, cleaning up, and going to the bathroom are seen as things limiting our time for 'real curriculum'.
“For young children, curriculum is everything that happens, including the transitions, spills, spats, and naps. Hopefully, engaging projects that continue over time are part of the curriculum as well, but projects are only part of the complex story of what is being learned in our programs. Remember that your environment, interactions, food, spiritual and physical energy are all included in what you offer as curriculum.
“Have teachers write out their daily schedules for children. Then, pass out sheets of colored sticky dots and ask them to put a green dot beside everything on the schedule that is child-initiated, designed, or directed. Put blue dots beside the times that represent 'holding patterns' �" transitions that involve changing, ending, or waiting. Wherever there are teacher-directed or dictated times, add a red dot. When you're done, discuss what you discover. Any surprises? Whose needs are reflected in the blue and red dots? Are you satisfied with the general quality of how the day is designed to meet children's needs?”
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Comments (3)
Displaying All 3 CommentsDECS
Whyalla Norrie, Australia
I love the dot idea for helping teachers reflect on what they do; very visual. I am just completing some preliminary research around children's voice in the early years and the dot strategy has helped identify where children are or are not being heard in planning activities in which they are expected to participate. The transition aspects revealed much about how long children spend time waiting for an adult to direct them.
Fairfield, CA, United States
I love this definition of curriculum and the sticky dot strategy for looking at it. Margie, I hope you are reading this! I should have read this earlier as Anne Stonehouse and I are just coming out with a book to be published next month by Teacher College Press called Making Links in which we discuss the concept of curriculum in much this same way.
Janet Gonzalez-Mena
United States
As always, Margie Carter has offered another insightful suggestion for helping teachers think about their work with children. I love it and will use it. I've used her other dot idea--have teachers place dots high on walls of the classroom where a conflict occurs. At the end of the week, notice if there is a cluster of dots in any one area. It may reveal a problem with the setup of the environment.
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