Support for Educators, flexibility for children
It can be challenging to describe to someone who is not familiar with early education instruction what it means to create a curriculum for toddlers. Even within the field, many imagine a curricula like for older children: paced guides with suggestions for how and what to teach on any given day of the week and a finite number of “learning objectives” to meet. With the support of the Lego Foundation, Neighborhood Villages is trying to change what an early childhood curriculum looks like. We deeply believe in play for its own sake, child-directed learning, and prioritizing toddlers' social-emotional development. This work began with us asking ourselves how to balance maximum support and guidance for educators (including those new to the field) with flexibility for children in a Reggio-inspired environment.
As we acknowledge the uniqueness of every child’s learning journey, we aim to steer clear of teacher-directed activities that do not hold relevance or reflect their lived experiences. As educators, we also recognize that teachers face tremendous challenges when meeting the demand for daily assessment, matching their activities to state-mandated standards, and planning and preparing for the weeks ahead with very little time to do so. Our response to this puzzle is to turn to a vital piece of the Reggio Emilia approach: documentation and reflection.
The educators participating in our curriculum pilot all receive a binder of materials which include:
A guiding document about our principles;
An overview of every area of exploration, beginning with Big Questions;
A list of read-aloud books;
Cards containing essential vocabulary and suggestions for trauma-informed, culturally sensitive storytelling;
A reflective practice tool;
Sample weekly schedules, intended as optional exemplars.
Hear more directly from Ann, an early educator at Nurtury Early Education.
A key reason for arranging our materials as a binder rather than a bound book is that there is no suggested order to engage in learning experiences. The number of explorations and learning experiences is designed to last roughly ten months; however, there is no requirement to try every experience or exploration. The reflective practice tool allows educators to deeply consider each experience to fully engage with children’s perspectives and the needs of their unique classroom community. They are then supported in choosing another learning experience that connects to and builds on children’s curiosity, joy, or other indicators of playful learning.
Documentation provides another “artifact” for educators to consider during this reflective process. Each learning experience offers suggestions for collecting and sharing back documentation, and educators are invited to keep a Learning Journey Book throughout the year. This book is a compilation of daily moments of wonder and learning, with photographs, drawings, and direct quotes from children. Over a week, month, or year, educators, children, and caregivers can reflect on how they have used the curriculum and their unique journey.
We are often led to believe that only the most experienced educators and the most expensive curricula or curated environments can offer children the high-quality learning experiences they all deserve. At Neighborhood Villages, we are committed to making that a reality for all children. Offering child-centered alternatives to traditional curricula while caring for the needs and preferences of all educators is one key to unlocking that reality.
