BEST PRACTICES FOR PLANNING CURRICULUM FOR YOUNG …

BEST PRACTICES FOR PLANNING CURRICULUM FOR YOUNG CHILDREN

California Department of Education

Sacramento, 2016

Publishing Information

The Integrated Nature of Learning was developed by the Early Education and Support Division, California Department of Education. This publication was edited by Faye Ong, working in cooperation with Laura Bridges Nieuwenhuyse, Child Development Consultant. It was designed and prepared for printing by the staff of CDE Press, with the cover designed by Tuyet Truong. It was published by the Department of Education, 1430 N Street, Sacramento, CA 95814. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

? 2016 by the California Department of Education All rights reserved.

ISBN 978-0-8011-1776 Reproduction of this document for resale, in whole or in part, is not authorized.

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For information about publications and educational resources available from the California Department of Education (CDE), visit or call the CDE Press sales office at 1-800-995-4099.

Notice

The guidance in The Integrated Nature of Learning is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

BEST PRACTICES FOR PLANNING CURRICULUM FOR YOUNG CHILDREN

California Department of Education

Sacramento, 2016

CONTENTS

A Message from the State Superintendent of Public Instruction ....................................................................vi Acknowledgments...................................................................... vii Introduction ..................................................................................1 Part I. Play, Learning, and Curriculum: How They Fit Together .................................................................3

How Young Children Learn: What Science Reveals ................... 4 Play as a Context for Building Knowledge ................................. 9 Integrated Curriculum ...............................................................14 Learning Occurs in Relationships ..............................................16 How Teachers Support Children's Active Meaning-Making ......19 Part II. Early Childhood Curriculum: A Broad Definition ...........22 Curriculum Occurs Throughout the Day .................................. 24 Play Spaces as Curriculum ....................................................... 25 Daily Routines as Curriculum ................................................... 29 Interaction and Conversation as Curriculum ........................... 32 Contexts for Written Plans ....................................................... 36 Part III. Reflective Planning ........................................................42 A Cycle of Observing, Documenting, and Interpreting ............ 43 Observe and Reflect................................................................. 44 Document to Hold in Memory.................................................. 46 Interpret the Documentation ................................................... 48

iv | The Integrated Nature of Learning

Part IV. Curriculum That Reflects Children's Lives ....................51 Dynamic.................................................................................... 52 Co-Constructed........................................................................ 53 Responsive ............................................................................... 54

Part V. Assessment ....................................................................58 Documentation as Ongoing Interpretation of Learning ........... 59 Documentation and Periodic Standardized Assessment ........ 60

Glossary ......................................................................................64 References ..................................................................................66

| v Contents

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