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| Program Philosophy:
WEE Learn Curriculum is framed by theory and
philosophy of life. Led by faith and grounded in evidence-based practices,
programs using the WEE Learn philosophy and curriculum work to support
children and families. Children’s individual differences and
learning styles are considered as they learn through play and interactions
with supportive early childhood teachers to maximize each child’s
learning potential. This thoughtful and planned curriculum has a multiple
theoretical basis. By blending what is known from Bronfenbrenner’s
ecological systems theory, Piaget’s theory of development, Erikson’s
stages of development and Gardner’s theory of multiple intelligences,
early childhood teachers prepare individually and age appropriate
experiences for young children. |
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| School readiness is a term used to
convey the importance of children entering school ready for success.
It involves schools and communities as well as families and children.
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| Child Development
The early years are an important period of
development. During these early years, children learn best through
active, engaged, meaningful experiences1. Through these experiences,
young children construct their own knowledge by interacting with
their environments and others. Researchers and educators agree that
quality early care and education provides an invaluable foundation
for later school and work success. |
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| School
Readiness
School readiness is a multidimensional concept.
A child’s readiness for school is not simply a matter of alphabet
knowledge, or other predominantly cognitive accomplishments. Important
as those are, readiness also includes social-emotional abilities,
approaches to learning (i.e., curiosity), and communication skills,
as well as motor development and physical health. Ongoing research
continues to confirm the need to think about children’s readiness
for school as multi-faceted2. |
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Child care quality is
important to all children:
In the early years of a child’s
life, development occurs at a rapid pace and profound changes
take place in cognitive development, language, and social skills.
Rich learning environments and positive, prosocial relationships
contribute to a child’s developmental progress5. Children’s
early experiences are the foundation for future learning and development.
Research is affirming that young children are capable of understanding
more complex concepts than once believed. Our youngest learners
eagerly seek information through observation and experimentation,
and from an early age they develop incredibly sophisticated ideas
of how the world and those around them work. Quality early care
and education settings deploy children’s natural inclination
to learn and encourages their understanding of essential concepts
about their environments3.
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Performance Standards:
Performance standards can clarify expectations
for what should be taught, provide a common set of expectations
for child outcome goals, and focus attention on important aspects
of children’s growth and development4.
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Florida School Readiness
Performance Standards for Three-, Four- , and Five-year-old children.
Physical health, approaches
to learning, social and emotional, language and communication,
emergent literacy, cognitive development and general knowledge,
and motor development.
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Indicators
of Effective Curriculum: |
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Children are active and engaged. |
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Goals are clear and shared by all. |
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Curriculum is evidenced-based. |
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Valued content is learned through investigation
and focused, intentional teaching. |
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Curriculum builds on prior learning and experiences. |
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Curriculum is comprehensive. |
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Professional standards validate the curriculum’s
subject-matter content. |
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The curriculum is likely to benefit children. |
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The Wee Learn curriculum offers
cognitive challenges to young children exposed to their framework
through individually and age appropriate practices. The Wee Learn
curriculum is solidified on its base of concrete experience and
focus on relationships, communication, and exploration of the
environment. The curriculum is thoughtfully planned, comprehensive,
cohesive, and integrated across domains of learning and development.
The Wee Learn curriculum provides systematic
learning opportunities in language and early literacy, mathematics,
science, social studies, the arts, physical development, and personal
and social development. The curriculum is relevant to children’s
everyday experiences and highlights the importance of the family’s
role in linking a child’s early experiences to the world around
them.
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Selected References:
- Helm, J., & Gronlund, G. (2000). Linking
standards and engaged learning in the early years. Early Childhood
Research and Practice, 2, 22-35.
- Huffman, L., Mehlinger, S., & Kerivan, A.
(2000). Risk factors for academic and behavioral problems at the
beginning of school. Bethesda, MD: The Child Mental Health Foundations
and Agencies Network.
- Lally, J. (2000). Infants have their own curriculum:
A responsive approach to curriculum planning for infants and toddlers.
Head Start Bulletin, 67, 6-7.
- Mid-continent Research for Education and Learning
(McREL). (2003). Content knowledge (3rd ed.) [Online]. Available:
http://www.mcrel.org/standards-benchmarks/docs/purpose.asp
[2003, August 8].
- Kroll, C.K. & Rivest, M. (2000). Sharing
the Stories: Lessons learned from five years of Smart Start. Early
Childhood Initiatives in North Carolina.
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Contact
Information: Telephone: 904-573-8831 or 8833 FAX: 904-573-8839
Postal address: PO Box 1491 Orange Park, FL 32067
General Information: kids@cdealliance.org
This Website hosted by: CYBEREXPRESS
Website developed by: crclark@astpcola.com |
