About the Curriculum
Learning Through Exploration is a tool that provides caregivers with open-ended curriculum, to foster emergent, play-based learning, and allows children to explore topics in-depth in a developmentally appropriate way.
It was collaboratively developed by Neighborhood Villages with educators, curriculum experts, community members, the Lego Foundation and the Boston Public Schools Department of Early Childhood.
The Explorations
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All About Us
Children learn about themselves and others through play and exploration of their own and their friends’ identities and cultures.
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How Things Move
Children explore motion using their bodies, objects, and their environment, with loose parts materials as well as constructive toys.
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Our Bodies
Children learn about bodies through mind- body connection, celebrating all kinds of bodies, and understanding the ways we care for bodies.
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Nature All Around Us
Children learn about the natural world both indoors and outdoors, through play with natural materials, gaining curiosity and respect.
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Playing with Materials
Children engage with a variety of materials, discovering how they sound, feel, fit together, and can be taken apart, through gross and fine motor play.
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Flexibility: Educators can easily transition from one exploration to another based on the interests of their children
Anti-Bias lens: Intentional focus given to inclusivity and individuality
Literacy: Each exploration includes suggested read-aloud books and highlighted vocabulary
Critical thinking: open-ended questions to support problem solving and creative thinking
Curriculum Benefits
Learning Through Exploration was made possible by support from the LEGO Foundation and other philanthropic partners. It was created by Neighborhood Villages in partnership with educators, curriculum experts, community members, and the Boston Public Schools Department of Early Childhood. We’re deeply grateful to all of the partners who made Learning Through Exploration possible.
Acknowledgements
The Neighborhood Villages team of curriculum writers:
Sarah Elahi
Megina Baker
Pamela Thompson
Lisa Goddard
Karen Peterkin
Megan Shahnooshi
The Tier 1 Working Group: Educators from partnering programs who met bi-weekly for a year to co-develop curriculum topics, learning experiences, and resources.
Krysten Buccella, Miranda Nieves, and Trina Torres, East Boston Social Centers
Aiyuana Terry, Claire McNally, and Tiffany Sheets, Ellis Early Learning
Natacha Shillingford and Emily Centeio, Epiphany Early Learning Center
Jayd Rodrigues and Deneen Coren, Horizons for Homeless Children
Sarah Montoya and Kathy Lindsay, Nurtury Early Education
Critical Friends Working Group: Experts in the field who came together monthly to brainstorm, revise, and offer feedback on the curriculum.
Barbara Rosenquest, formerly of Wheelock College of Education & Human Development
Ben Mardell, Project Zero, Harvard Graduate School of Education
Debbie Lee Keenan, Anti Bias Leaders ECE
Edna Cabral, Edna’s Little Garden Child Care
Kim Ripley, Hampshire College Early Learning Center
Lisa Kuh, Complementary Curriculum Approach author
Marina Boni, Boston Public Schools Department of Early Childhood
Melissa Rivard, Harvard University, Center on the Developing Child
Saameh Solaimani, Board of Directors, Reggio Children
Stacy Normand, Boston Medical Center, Supportive Trauma Interventions for Educators
Susan Twombly, Lesley University
Vicki Milstein, TEC Collaborative