The Creative Curriculum is a research based system designed to provide an optimal learning environment for infants, toddlers, twos, and preschoolers.
The Theory behind the Curriculum
Erickson’s Theory of Emotion & Learning
Piaget’s Theory of Logical Thinking & Reasoning
Vygotsky’s Theory of Social Interaction & Learning
Gardner’s Theory of Multiple Intelligences
Smilansky’s Theory of Children Play & Learning
Infants, Toddlers, and Twos
The infant and toddler curriculum uses 38 objectives for development and learning. These objectives cover all areas of child development and content learning and define knowledge, skills, and behaviors that are critical to children’s future success in school and in life.
In addition to the 38 objectives for development and learning, the preschool curriculum is based on five fundamental principles:
- Positive interactions and relationships with adults are an essential component of an optimal learning environment.
- A child’s success in school is directly related to the strength of their social and emotional skills.
- Intentional play activities provide children with rich learning experiences.
- A well planned physical environment is the foundation of an optimal learning environment.
- The positive relationships teachers build with the families they serve are an integral part of an effective learning environment.
By creating a classroom climate rich in language, materials, and learning opportunities, the Creative Curriculum for Preschool provides children with the opportunity to investigate and explore things that interest them. These explorations support the critical thinking skills and social/emotional development so crucial for school readiness.
If, when you enter one of our classrooms, it appears that all the children are doing is playing, we are achieving our goal. The value of play based learning should never be underestimated; in fact, play is such an integral part of a child’s development that the United Nations lists it as right for all children. “The child shall have full opportunity for play and recreation which should be directed to the same purpose as education; society and the public authorities shall endeavor to promote the enjoyment of this right” (United Nations, 1996, p.1).