"a brighter approach to a brighter future"
The Planned Curriculum
The "Intentional Learning Experience" designed by a teacher in response to what is known and observed about the child is called the:
It is based on a vision of society, values, philosophy, a particular observation of the small apprentice, and the educator and the way the educator translates a vision into a learning experience.
It originates from 3 broad sources:
The Importance of the
Early childhood programs are specific to early childhood development. The Planned Curriculum is tailored through observation of individual need, interest, and learning style of the child. Environments and experiences are designed to support the child’s development and learning.
The child’s family and culture are a critical connection in the evolution of the little learner. Play, child choice, and cooperative relationships are essential and important in the serious business of learning and a critical part of the Brighter Child curriculum
In Terms of
As an Early Child Development Practitioner - we know how important it is to:
Curriculum Contributions to Development address all areas of development and are designed to help the child develop understanding and skill in one or more subject areas (e.g. math, literature, art, etc.) Each subject area in the early childhood curriculum can contribute to all areas of the child's development but can be seen as primarily emphasizing one or two areas, as illustrated. Each developmental area collaborates to create a unique balance in each child. But each has a significant value in childhood development.
The perimeter of the graph illustrates the areas of early childhood development. It is through the practitioner that these areas may or may not be substantially developed in childhood.
The skillful design of our curriculum and structuring creates an environment where the child becomes an active collaborative learner with a disposition to explore and inquire.
Early childhood practitioners teach by arranging the environment and by supporting children as they play with each other. We observe and then provide just the right challenge to support the individual development of the child.
The skillful practitioner must be mindful, creative and open, and teach through thoughtful, intentional interactions with the child daily. We consciously connect with the little apprentice in order to extend learning by being present and focus on what is happening with the child and by interacting and connecting and letting him know we see him and appreciate his interest and we are carefully listening... (o;
The Theory of
I created these cute little graphs in child development classes during my college years. They illustrate important areas of development in early childhood. Brighter Child promotes each of these ares of development through continual observation and assessment of the child.
The theory of multiple intelligences proposes eight different intelligences to account for a broader range of human potential. We place attention on the little learner who shows gifts in specific intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and many others who enrich the world. We reinforce these areas of development in the child by staging the environment with a rich variety of materials that promote growth and cultivate their area/s of strength.
The theory of multiple intelligences has been a major transformation in early childhood education. It suggests that practitioners present their curriculum in a wide variety of ways using music, cooperative learning, art activities, role play, media, inner reflection, and much more. We offer environments so that each child has the opportunity to learn in ways that are harmonious with their unique minds and learning styles. These intelligences shape the little apprentice. By helping the child to develop his area of strength we give her a self-perception that is fundamental for lifelong success.