ACCESS Curriculum: Children & teachers working together to create curriculum that inspires
The ACCESS Curriculum is co-authored by Dr. Shauna Adams, Dr. Joni Baldwin, Joy Comingore and Dr. Mary Kay Kelly and is based on a decision-making framework that is being implemented at the University of Dayton's Demonstration School, the Bombeck Family Learning Center and other schools in the Miami Valley region. The work reflects years of partnering with teachers who work with young children including those with special learning needs.
The Bombeck Center teachers and administrators have worked with UD's early childhood faculty to implement this curriculum that: (1) uses authentic assessment data to support instructional decisions; (2) encourages high quality teacher-child interactions and is child-centered and play-based; (3) benefits from an emergent negotiated curriculum that incorporates integrated project-based learning; (4) provides children with opportunities to acquire both developmental skills and early learning content; and (5) supports teacher development of in-depth science content knowledge to support child outcomes.
The ACCESS Curriculum is a STEM Curriculum based on the belief that children are unique, capable individuals who are able to construct their own knowledge. It is grounded in early childhood research and theory, and knowledge of early childhood development.
The Bombeck Center teachers and administrators have worked with UD's early childhood faculty to implement this curriculum that: (1) uses authentic assessment data to support instructional decisions; (2) encourages high quality teacher-child interactions and is child-centered and play-based; (3) benefits from an emergent negotiated curriculum that incorporates integrated project-based learning; (4) provides children with opportunities to acquire both developmental skills and early learning content; and (5) supports teacher development of in-depth science content knowledge to support child outcomes.
The ACCESS Curriculum is a STEM Curriculum based on the belief that children are unique, capable individuals who are able to construct their own knowledge. It is grounded in early childhood research and theory, and knowledge of early childhood development.
Child-Centered
A child-centered curriculum offers children the opportunity to make choices about what, how and whom they want to play. This approach enables children to initiate and direct their own play with the support of interested and responsive adults. In early childhood education curriculum, children construct their own knowledge from their experiences and interactions with the world around them. Educators foster children’s growth and development by building on children’s interests, needs and strengths within a safe and caring environment.
A child-centered curriculum:
- Is planned and implemented with a focus on children learning through play
- Is based on children’s needs, interests, strengths, understandings and capacity.
- Reflects a range and variety of experiences to cater for children’s needs, interests, abilities
- Takes account of the need for children to pursue their own interests and play experiences
- Recognizes the child’s voice, it captures the child’s ideas and intentions and recognizes their learning strategies or learning goals.
- Is communicated appropriately to children, families and educators through written and verbal information
- Is sufficiently flexible to permit changes initiated by children and educators working together
- Reflects the interests and diversity of the children and the expertise of the educators
- Reflects the connections between children, families and communities and the importance of reciprocal relationships and partnerships for learning.
- Values the cultural and social contexts of children and their families
"Almost all creativity involves purposeful play."
- ABRAHAM MASLOW
Value of Play
In order to provide a child-centered curriculum, you need to understand the importance of play.
Learning through play: ‘Play provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning. Children’s immersion in their play illustrates how play enables them to simply enjoy being’ (EYLF, 2009 p15).
‘Early childhood educators take on many roles in play with children and use a range of strategies to support learning. They engage in sustained shared conversations with children to extend their thinking .They provide a balance between child led, child initiated and educator supported learning. They create learning environments that encourage children to explore, solve problems, create and construct. Educators interact with babies and children to build attachment. They use routines and play experiences to do this. They also recognize spontaneous teachable moments as they occur, and use them to build on children’s learning (EYLF, 2009, p15).
Play supports children’s sense of belonging, being and becoming. Play supports a child’s physical, social, emotional and intellectual development as it provides children with the opportunity to:
Learning through play: ‘Play provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning. Children’s immersion in their play illustrates how play enables them to simply enjoy being’ (EYLF, 2009 p15).
‘Early childhood educators take on many roles in play with children and use a range of strategies to support learning. They engage in sustained shared conversations with children to extend their thinking .They provide a balance between child led, child initiated and educator supported learning. They create learning environments that encourage children to explore, solve problems, create and construct. Educators interact with babies and children to build attachment. They use routines and play experiences to do this. They also recognize spontaneous teachable moments as they occur, and use them to build on children’s learning (EYLF, 2009, p15).
Play supports children’s sense of belonging, being and becoming. Play supports a child’s physical, social, emotional and intellectual development as it provides children with the opportunity to:
- Practice physical skills
- Release energy
- Develop positive social skills and behavior
- Learn about themselves and others
- Build self esteem and confidence
- Learn and practice language
- Develop creativity, imagination and curiosity
- Pursue and develop their own interests
- Express their personality and uniqueness
- Explore materials, equipment and natural objects
- Develop problem solving skills
- Develop independence and autonomy
- Develop relationships and concepts
- Make connection between prior experiences and new learning.
- Ask questions
"When a flower doesn't bloom, you fix the environment in which it grows, not the flower.”
- ALEXANDER DEN HEIJER
Learning Environments
Selecting experiences and planning learning environments to support a child-centered curriculum
’Learning environments are welcoming spaces when they reflect and enrich the lives and identities of children and families participating in the setting and respond to their interests and needs. Environments that support learning are vibrant and flexible spaces that are responsive to the interests and abilities of each child. They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions. Outdoor learning spaces are a feature of ACCESS Curriculum learning environments. They offer a vast array of possibilities not available indoors. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education’ (EYLF, 2009, pp15-16).
Indoor and outdoor environments should support all aspects of children’s learning and invite conversations between children, early childhood educators, families and the broader community (EYLF, 2009, p16). They should promote opportunities for sustained shared thinking and collaborative learning. ‘Materials enhance learning when they reflect what is natural and familiar and also introduce novelty to provoke interest and more complex and increasingly abstract thinking. For example, digital technologies can enable children to access global connections and resources, and encourage new ways of thinking. Environments and resources can also highlight our responsibilities for a sustainable future and promote children’s understanding about their responsibility to care for the environment. They can foster hope, wonder and knowledge about the natural world’ (EYLF, 2009, p16).
‘Educators can encourage children and families to contribute ideas, interests and questions to the learning environment. They can support engagement by allowing time for meaningful interactions, by providing a range of opportunities for individual and shared experiences, and by finding opportunities for children to go into and contribute to their local community’ (EYLF, 2009, p16).
Selecting experiences and planning the environment is a process that should involve children, educators and families. The right balance of experiences will ensure children find the environment and program inviting and engaging. It is imperative that environments be organized in such a way as to empower and enable children to be in control of their own learning. An environment with clear boundaries that is rich with open ended experiences and allows children to actively and independently engage in activities lends itself to positive interactions.
Some reflective questions to consider when planning the environment:
1. What are the interests of the children?
2. Does this environment enable children to discover, create, improvise and imagine?
3. Does this environment encourage children to explore and solve problems?
4. What are the children looking for each day and at different times of the day?
5. Are children offered opportunities to play by themselves, in small and large groups?
6. Are children offered opportunities to learn new and interesting skills in a safe and supportive environment?
7. Can children choose from a range of materials and equipment, and initiate their own play?
8. Are children offered the following range of balanced experiences within the curriculum?
‘In a supportive active learning environment, children who are confident and involved learners are increasingly able to take responsibility for their own learning; personal regulation and contribution to the social environment, Connections and continuity between learning’s experiences in different settings make learning more meaningful and increase children’s feelings of belonging.’
’Learning environments are welcoming spaces when they reflect and enrich the lives and identities of children and families participating in the setting and respond to their interests and needs. Environments that support learning are vibrant and flexible spaces that are responsive to the interests and abilities of each child. They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions. Outdoor learning spaces are a feature of ACCESS Curriculum learning environments. They offer a vast array of possibilities not available indoors. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education’ (EYLF, 2009, pp15-16).
Indoor and outdoor environments should support all aspects of children’s learning and invite conversations between children, early childhood educators, families and the broader community (EYLF, 2009, p16). They should promote opportunities for sustained shared thinking and collaborative learning. ‘Materials enhance learning when they reflect what is natural and familiar and also introduce novelty to provoke interest and more complex and increasingly abstract thinking. For example, digital technologies can enable children to access global connections and resources, and encourage new ways of thinking. Environments and resources can also highlight our responsibilities for a sustainable future and promote children’s understanding about their responsibility to care for the environment. They can foster hope, wonder and knowledge about the natural world’ (EYLF, 2009, p16).
‘Educators can encourage children and families to contribute ideas, interests and questions to the learning environment. They can support engagement by allowing time for meaningful interactions, by providing a range of opportunities for individual and shared experiences, and by finding opportunities for children to go into and contribute to their local community’ (EYLF, 2009, p16).
Selecting experiences and planning the environment is a process that should involve children, educators and families. The right balance of experiences will ensure children find the environment and program inviting and engaging. It is imperative that environments be organized in such a way as to empower and enable children to be in control of their own learning. An environment with clear boundaries that is rich with open ended experiences and allows children to actively and independently engage in activities lends itself to positive interactions.
Some reflective questions to consider when planning the environment:
1. What are the interests of the children?
2. Does this environment enable children to discover, create, improvise and imagine?
3. Does this environment encourage children to explore and solve problems?
4. What are the children looking for each day and at different times of the day?
5. Are children offered opportunities to play by themselves, in small and large groups?
6. Are children offered opportunities to learn new and interesting skills in a safe and supportive environment?
7. Can children choose from a range of materials and equipment, and initiate their own play?
8. Are children offered the following range of balanced experiences within the curriculum?
- Art and crafts
- Physically active play
- Science, math and technology
- Language and literacy experiences
- Construction and games
- Dramatic and imaginative play
- Music and movement
- Sensory play (water play, sand play)
- Nature and environmental experiences
‘In a supportive active learning environment, children who are confident and involved learners are increasingly able to take responsibility for their own learning; personal regulation and contribution to the social environment, Connections and continuity between learning’s experiences in different settings make learning more meaningful and increase children’s feelings of belonging.’
"Every child is born a naturalist. His eyes are, by nature, open to the glories of the stars, the beauty of the flowers, and the mystery of life.”
- R. SEARCH
Connecting to Nature
Commercially produced toys and equipment are often made from artificial materials such as plastic. Adults often choose these toys because they are durable, brightly coloured and easily cleaned. Children who only play with these toys are missing out on important sensory experiences and learning opportunities. Sensory stimulation derived from interacting with natural materials allows children to learn with and engage all of their senses. These senses include seeing, hearing, touching and smelling.
The use of recycled and natural materials can further enhance a child-centred curriculum as children can use the materials in many different ways. Children are free to explore the materials without the expectation of how they should be used.
The provision of recycled and natural materials can provide important learning opportunities for children.
Children of all ages need to experience the natural world:
The use of recycled and natural materials can further enhance a child-centred curriculum as children can use the materials in many different ways. Children are free to explore the materials without the expectation of how they should be used.
The provision of recycled and natural materials can provide important learning opportunities for children.
- Materials can be used in variety of ways, limited only by imagination
- Children enjoy arranging and rearranging material from the ’real‘ world
- Materials can be used in conjunction with other equipment to provide more challenging and interesting experiences
- When combinations of materials are changed frequently, exploration and discovery are stimulated
- Co-operation and sharing of ideas is often enhanced when children are free to arrange and explore materials together
- Dramatic play is enhanced, as children take on a role relevant to the environment they have made
- When used carefully, the provision of these materials helps to maintain and expand children’s interests and ideas
- Children can learn about the importance of recycling and caring for the natural environment.
- Will assist children to develop an increased understanding of the interdependence between land, people, plants and animals.
- Play spaces in natural environments foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education.
Children of all ages need to experience the natural world:
- To begin to feel a sense of belonging and responsibility for the world of living things, plants and animals
- As our awareness of environmental issues increases so does the value of environmental curriculum for children. Providing children with knowledge, skills and attitudes on environmental issues will assist them to become environmentally responsible. Participating in environmentally sustainable activities will provide opportunities for children to connect with and to embrace the natural world.
"At that time the disciples approached Jesus and said, 'Who is the greatest in the kingdom of heaven?' He called a child over placed it in their midst, and said, 'Amen, I say to you, unless you turn and become like children, you will not enter the kingdom of heaven. Whoever humbles himself like this child is the greatest in the kingdom of heaven. And whoever receives one child such as this in my name receives me."
- MATTHEW 18:1-5
Diversity and Anti-Bias Curriculum
When planning the curriculum, it is important to consider an anti-bias approach in the provision of experiences, environment design, interactions and service procedures. This approach values and reflects diversity in all aspects of the curriculum by encouraging both children and adults to feel confident, competent and comfortable in dealing with diversity’ (Dau, 2001, p xxi).
‘Respecting diversity means within the curriculum valuing and respecting practices, values and beliefs of families. Educators honor the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families. They [educators] value children’s different capacities and abilities and respect individual differences in families’ home lives’ (EYLF, 2009, p13).
Making curriculum decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued are paramount .The curriculum can play a vital role in giving children positive messages about diversity, challenging bias and eliminating discrimination. Educators need to avoid using a ‘tokenistic’ approach that represents groups in stereotypical ways or simply offers ‘one-off’ activities or theme days. An anti-bias program promotes diversity by constructing an environment that:
‘Respecting diversity means within the curriculum valuing and respecting practices, values and beliefs of families. Educators honor the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families. They [educators] value children’s different capacities and abilities and respect individual differences in families’ home lives’ (EYLF, 2009, p13).
Making curriculum decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued are paramount .The curriculum can play a vital role in giving children positive messages about diversity, challenging bias and eliminating discrimination. Educators need to avoid using a ‘tokenistic’ approach that represents groups in stereotypical ways or simply offers ‘one-off’ activities or theme days. An anti-bias program promotes diversity by constructing an environment that:
- Reflects diversity positively through resources and materials
- Reflects individual children’s needs (e.g. culture, developmental and community)
- Provides experiences that encourage children to explore, ask questions about aspects of diversity
- Challenges all negative attitudes and behaviors
- Encourages children to recognize and challenge bias in themselves and others
- Involves families, educators and the wider community
- Building strong links between home and the early childhood setting and developing partnerships between families and educators.
"Teaching is a beautiful job: as it allows you to see the growth day by day of people entrusted to your care. It is a little like being parents, at least spiritually . It is a great responsibility.”
- POPE FRANCIS
