THE CREATIVE CURRICULUM

The fourth edition of The Creative Curriculum for Preschool is written by Diane Trister Dodge, Laura J. Colker, and Cate Heroman.  Together they have created a structural framework for curriculum, and they allow each teacher to make it their own.  It rests on a firm foundation of research and responds to new requirements for addressing academic content.  The curriculm involves how children develop and learn, the learning environment, what children learn, the teacher’s role and the family’s role

This blueprint is based on the theories and research of Maslow, Erikson, Piaget, Vygotsky, Gardner and Smilasky. All of these people bring valid and interesting views to the table on how children learn and develop.  Our teacher’s job is to understand all the different aspects of a child’s growth and development.  This helps our staff understand the best way to set up a classroom to create a thriving environment for learning and positive behavior.  It also allows our staff to be creative in their approach to teaching.

Our curriculum understands that each child is different; therefore, it is our goal to create curriculum that is both age appropriate and individually appropriate based on the child.  Not all 3 year olds have the same skill sets, talents, life experiences, cultural background, languages, needs, or knowledge base, nor do they learn the same way.  Teachers have the task of meeting each student where they are at.

As a result of the diversity each classroom has, The Creative Curriculum offers 50 objectives based on a developmental continuum.  This gives our teachers a full picture of each child’s learning and a road map for tracking children’s progress.  This continuum allows four stages of growth per objective.  For example, objective number forty-six states that the child “Demonstrates knowledge of the alphabet.” See the developmental continuum for this objective below:

Objective                 Forerunners                  I.                           II.                        III.

46. Demonstrates knowledge of the alphabet

Participates in songs and fingerplays about letters Points out print in environment e.g., name on cubby, exit sign

Recognizes and identifies a few letters by name e.g., points to a cereal box and says, “That’s C like in my name”

Recognizes and names many letters e.g., uses alphabet stamps and names the letters—“D, T, M”

Beginning to make letter-sound connections e.g., writes a big M and says, “This is for Mommy”

In addition to these 50 objectives, we have added 10 of our own in a spiritual column.  Such objectives include, “Participates in prayer by sitting quietly,” or “Sees the Bible as a valuable book.”
Implementing any curriculum takes commitment and flexibility.  Our teachers are committed to teaching effectively by creating a classroom where all children can thrive.