Early Childhood Education Journal

, Volume 37, Issue 1, pp 71–77

Science at the Center: An Emergent, Standards-Based, Child-Centered Framework for Early Learners

Authors

    • School of Education and Allied ProfessionsUniversity of Dayton
  • Shauna M. Adams
    • School of Education and Allied ProfessionsUniversity of Dayton
  • Mary Kay Kelly
    • School of Education and Allied ProfessionsUniversity of Dayton
Article

DOI: 10.1007/s10643-009-0318-z

Cite this article as:
Baldwin, J.L., Adams, S.M. & Kelly, M.K. Early Childhood Educ J (2009) 37: 71. doi:10.1007/s10643-009-0318-z

Abstract

This article will describe an approach to planning and assessment that is designed to support an emergent, play-based curriculum while helping teachers make informed instructional decisions. Using assessment that supports curriculum allows early childhood professionals to infuse early learning content standards into meaningful, relevant and connected topics of study. Through a combined effort among teachers, administrators and university faculty, one demonstration school developed a method of integrating and evaluating content standards and developmental skills into an emergent curriculum model. While this remains a work in progress, it does show promise for being an effective way to address state standards while maintaining recommended developmentally appropriate practices.

Keywords

Early childhood education Early childhood curriculum Early childhood assessment Project approach Early learning content standards Demonstration school Emergent curriculum Assessment supported curriculum

Copyright information

© Springer Science+Business Media, LLC 2009