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               Curriculum: A type of supporting structure, which attracts you to have opportunities to explore and     

     experience your world in a loving, supportive, safe and secure way along with guidance from adults, peers and        

     other family members, which is a relationship-based approach involving all parties help in your developments.

     A care giver's role is to involve a responsive plan (discussed later in the book) from using this curriculum.

               A curriculum can be seen as a constructive and caring model where friendships are made, cultures are 

     respected and learning comes from exploring and having positive experiences with open and reciprocating 

     communication (a lot of big words for you, don't worry; I can help by using a lot of fun and a little bit of   

     scaffolding to learn these big ol' words)!

               A piece of material to help care givers and other adults develop curriculum and its responsive planning, 

     is by using a Early Learning and Development Guidelines (ELDG) for example, the areas of development,    

     materials, safety measures and general learning experiences of you, infants and toddlers.

             How to use the information:

     * Is it true that babies need routine to develop a sense of security?

     Approaches to Learning - birth to 4 months, page 11; yes babies need routine for security and trust to know 

     what to expect.

     *During play time at the daycare center, my one-year-old will take a toy away from another child just because 

     he wants it; is this normal behavior and what can I do at home as well as have the care teacher do at school? 

     Social Development - 9-18 months, page 34,   #2; Interaction with peer: ability to respond/engage with

     others;yes, it is a behavior and the teacher and you can learn to be ready to intervene and verbalize the 

     conflict and resolution (e.g. "Kelsey, she is sad that you took the toy from her. Let's give her the toy and 

     find you another one.")

     Remember the ELDG is only a guideline; each child is unique and will develop at her own time.

                                    Curriculum Planning Cycle

Team Approach: use information and insight from: your family and their culture, the 

center's colleagues and early care professionals in your life.

Team building strategies: reciprocal relationships using respect, cooperation, negotiation 

with using on-going communication and "I Wonder" questions with you.

How the cycle is used for you from the adults in your life:

#Observe - to watch your actions and behaviors

#Access and plan - the care person will decide if there is a need or interest to work on

#Implement - What and how to deal with the plan from what your actions are conveying

*Reflect and think - what happens and why a child behaved a certain way

*Revise and implement to the responses from you and with your care giver

Example (using all the domains):

You, Keegan are trying to learn to pedal the daycare center's tricycle. The observation 

states that you can push the bike by scooting both of your feet (large motor skills; 

physical) simultaneously, but not by putting both feet on the pedals; just your left one.

Emotionally: you are huffing and frowning your face, but still you keep trying.

Language: you use nice and complete sentences, "Look, Miss Tonya; I can almost ride the 

bike!"

Cognitive: You know that if you keep practicing you will be able to pedal with both feet, 

since you have the balance using your feet and arms to keep the bike from falling!

"Only where children gather is there any real chance of fun!" Mignon 

McLaughlin, journalist and author

        Access & Plan: Keegan you are balancing very well and you seem interested. The playground a big, clutter-free

        space and your peers are encouraging you to learn.

       Implement: I will visit with your parents the idea of letting you practice before the day begins along with

       your parents.      

       During this time, I will let you use your favorite red colored tricycle and the helmet with all the stickers

       on it. To   set the stage I will play the C.D. from the movie, "Cars." I might have to support you with a little

       scaffolding in putting my hand on the foot that does not like to be on the other pedal and imitate the

       circular motion to get you going (curriculum 8 - relationship-based approach).

        Reflect: "I Wonder": if you practice at home?   Do you have a tricycle at home? If you really enjoy learning 

        to ride or is it peer pressure?

       Revise and Implement: A responsive routine to                            watch again the actions to see if there is 

       anything to change to make your experience                              more pleasure to learn.   Your  parents and I will 

       give you time and   room to explore and transition from pushing the tricycle to having you   pedal the tricycle,

       and we will only intervene if we feel   something is unsafe or   you do not feel secure. We will not forget to 

       hug you, give you a "High-5,"and tell you how proud we are of you Keegan (curriculum 4 - responsive and

       relationship-based planning)!

                                                             "Hugs can do great amounts of good especially for children." 

                                                                                         Diana Princess of Whales  

                                                 Keegan, do I need to help you or revise page 2? Did you find all the items?

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