Chapter 9

Chapter 9:
Planning the Children’s Program
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis

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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Curriculum
Curriculum is an all encompassing plan for learning
which includes:
• Individual and group activities
• Physical care routines
• Supportive relationships
• Transitions
• Daily routines
• Physical environment

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Foundations of Curriculum
The curriculum that you select, design and
ultimately implement should be clearly linked to
your:
• Program Vision
• Program Mission
• Values of the program and local community

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Developmentally Appropriate
Practice
• NAEYC Position Statement published in 1987,
revised in 1997 and 2009
• DAP advises that all curriculum for young children
should be based on:
○ Knowledge of child development
○ Knowledge of individual children’s strengths, needs,
and interests including those with special needs
○ Knowledge of social and cultural contexts of the local
community

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Four Goals of Multicultural Anti-Bias
Education (Derman-Sparks & Edwards 2010)
• Developing positive personal and group identities
• Seeing similarities and differences including
differing abilities as aspects of human diversity
• Identifying unfairness, and recognizing that
unfairness hurts
• Confronting bias by speaking up and having the
skills to act against prejudice or discriminatory
actions

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Strategies for Promoting
Multicultural Sensitivity
• Educating families about the importance of building
children’s self-esteem
• Helping children explore their own culture through
family and school activities
• Training families and teachers to assess their own
multicultural competence
• Supporting the development of skills needed to
promote multicultural understandings
• Promoting intense teacher education focused on
multicultural anti-bias education

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Standards & Curriculum
• Program Standards: Expectations for the quality of
the program.
• Content Standards: What a child should be able to
do within an academic area, such as mathematics.
• Benchmarks: The knowledge and skills a child should
have by a given time in school.
• Performance Standards: Quality levels of
performance within a given benchmark.

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Program Goals: General statements of
what the program hopes to achieve
• Should address children’s acquisition of knowledge,
skills, dispositions, and feelings
• Identified child outcomes should be
developmentally appropriate and logically
sequenced, so that children build knowledge on
previously acquired skills (Copple & Bredekamp,
2009).

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Organizing the Curriculum
Curriculum is typically organized in one of two
different ways:
1. Separate Concepts & Skills
○ Content area (Math, Science, Social Studies) or
developmental domain (cognitive, fine motor, gross
motor)
2. Integrated Approach
○ Topic driven engagements where content areas are
integrated.
○ Careful attention is given to providing authentic learning
experiences through thematic planning or projects

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Designing Teaching Strategies
• The selection of appropriate teaching strategies
should be based on DAP guidelines and the nature of
the content to be learned.
○ Teacher-Directed Activities are commonly selected to
facilitate learning of specific knowledge and skills.
○ Child-Initiated Activities are commonly used to provide
opportunities for children to apply knowledge and construct
understanding of relationships among knowledge and skills.
DAP advises that both approaches work well for different kinds
of learning and children benefit from both child initiated activities,
and teacher facilitated instruction.

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Appropriate Computer and
Interactive Media Use
• Computers do not typically match the way young
children under the age of 3 learn
• Computer technology and interactive media can
provide enriching learning experiences for children
3 and older
• Follow NAEYC’s 2012 Position statement:
Technology in Early Childhood Programs Serving
Children from Birth through Age 8

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Appropriate Computer Use
• Effective and appropriate computer/interactive
media has these benefits:
○ Children learn about technology
○ Provides opportunities for children to easily
manipulate objects (spatial awareness)
○ Provides low stakes opportunities for problem-
solving skill development
○ Allows teachers to meet the diverse needs of
students, including those with special needs

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Facilitating Classroom Transitions
• Begin the day with a positive tone.
• Provide a consistent daily routine.
• Provide warning prior to a transition.
• Maintain realistic expectations for children’s behavior.
• Provide adequate choices when appropriate.
• End the day pleasantly and calmly.

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Facilitate Emotional Literacy &
Social Competence
• Empower children by helping them feel successful.
• Read stories that discuss emotions.
• Extend children’s vocabulary of “feeling” words.
• Help children make inferences about expressions,
body language, and tone of voice.
• Create a safe place for children to express their
emotions.
• Build a sense of community and belonging

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Other Curriculum Supports
• Effective programs have given significant thought
to the following curriculum supports:
– Child Grouping
○ adult-child ratio
– Scheduling
○ Fixed and flexible schedules
– Staff planning and implementation responsibilities

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Trends and Issues
• The Standards Movement
• An emphasis on increased intentionality in teaching
• The growing Achievement Gap
• Increased numbers of children with special needs in
inclusive settings
• Growing diversity of the United States and dual-
language learners

Chapter 9

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Chapter 9