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The staff at Children’s Garden of Learning has spent much
time exploring curriculum theory. We have consulted with experienced
 professionals,
visited many nationally accredited programs and researched much
curriculum literature. The curriculum at Children’s Garden
of Learning is dynamic and ever changing. Our curriculum will continue
to grow and change along with the most up-to-date research on early-childhood education.
From our studies of education theorists like Piaget, Dewey, Vygotsky,
and most recently, the phenomenal work done by the educators at
the Reggio Emilia Schools in Italy, our daily curriculum has emerged
and will continue to evolve as we explore, discover, propose ideas,
and make choices and decisions in order to build a better understanding
of the world in which we live. The Reggio Emilia approach has inspired
us:
- To let the children take the lead, guiding the teachers in
choosing the classroom environment that is then carefully prepared
by the teachers.
- To believe that “Children are strong, rich, and capable”.
“All children have potential, curiosity, and interest in
constructing their own learning” (Gandini).
- To focus on each child in relation to other children, the family,
the teacher, and the community rather than on each child in isolation.
Vygotsky has convinced us that we form ourselves through our interaction
with peers, adults, and things in the world around us.
- To foster children’s intellectual development though
a focus on representation using a variety of different avenues:
words, movement, drawing, painting, building, sculpture, dramatic
play, and music. Children have access to many materials in order
to discover and communicate what they know, understand and wonder
about.
- To design and use physical space to encourage encounters, communication,
and relationships. Every corner and every space has an identity
and a purpose, and is valued and cared for by children and adults.
Children deserve beautiful spaces in which to spend their days.
- As teachers to work with the children as a partner, nurturer,
and guide. Together, teachers and children will explore long and
short-term projects.
- As teachers to constantly listen to and observe the children
in order to discover what intrigues the children at that point
in time. Teachers will use this knowledge to plan the curriculum,
prepare the school environment and proceed with their teaching.
- To engage in continuous discussions with each other, the children,
and the parents in order to extend children’s learning.
Teachers see themselves as researchers, preparing documentation
of their work with children. This documentation serves many purposes;
it makes parents aware of their children’s experiences and
allows the teachers to better understand children. Documentation
helps teachers evaluate their own work and exchange ideas with
other educators. Documentation also shows children that their
work is valued.
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