Guiding Light
/The word "curriculum" is used often in early childhood education. The definition of curriculum is "The subjects comprising a course of study in a school." Or "a set of courses constituting an area of specialization." In practice, we refer to the curriculum in early childhood education as instruction. Activities that empower children to grow in social/emotional, physical, and cognitive development.
NAEYC says curriculum "Provides a guide for teachers and administrators. It helps them work together and balances different activities and approaches to maximize children's learning and development."
How can we embrace the idea of a curriculum in early childhood education and invite children to lead their learning?
Instead of a system that pours information into children, the curriculum could be the philosophy of how we interact with children. The curriculum could be a guiding light on how we view children. Educators could use philosophy to shape the curriculum within their learning community.
Well-known early childhood philosophies include Reggio, Montessori, and Waldorf. There are other popular ECE philosophies in forest schools and play-based cooperatives. These schools have a standard of practice and a belief about early childhood education that informs their work with children. These philosophies believe that children are the leaders of their learning and the educator's role is to be available as a co-learner, guide, and support the learning journey.
Looking closer at the different schools in ECE, there are guiding lights of practice that stand out and are lighthouses for all educators. These philosophical lighthouses are thoughtful ways of working with children. They are practices that bring educators and children together, plus build and sustain the learning community.
We are all explorers, and children are no different. Children seek to explore their world. Free time and open exploration are a gateway for children and educators to learn together. Exploration helps children find answers to their questions. Exploration builds relationships in the learning community. Children need time and space to explore with the materials they choose.
Educators are curious. People become educators to share their love of learning with others. Educators need the freedom to explore their questions and learn with the children. Educators need to do their work without interference from outside sources. The needs of the formal educational structure inhibit the teaching experience. The freedom and joy of learning that attracted a person to become an educator need support. Supporting educators helps the pleasure of learning pass on to young children.
Children love choosing their work. Children have many types of intelligence. Children develop different aspects of their intelligence at their own pace and rate. Children need the freedom to choose the what, when, why, and how of their work. Choosing work helps children enhance their strengths and develop their weaknesses. As an educator, we have the opportunity to encourage this freedom. We can join the journey and encourage children to explore their questions instead of giving answers.
Parents are partners in the learning community. We all have families, and our family provides comfort, help, wisdom, and guidance when we most need it. Parents are part of the early childhood education family. They need an invitation and encouragement to take part in the learning community. Creating a sense of belonging for parents fosters opportunities to grow together and learn from each other.
Outside play is essential for children. Having a rich play life is vital for all aspects of our well-being. I am not talking about physical education. Exercise is the adult way of taking our desire for free play in nature and turning it into a job. Children see through this charade. Children have a natural play spirit. A spirit that is often stripped away by the demands of structure and rigor in the modern educational landscape. It's okay to play! Give children the freedom to play. Invite them to explore, expand, and test their social and physical gifts without demanding something more "educational" to do.
Our classroom environment is our calling card. It not only shares visitors our beliefs about children, but it also tells the children our thoughts about their capabilities. Creating a rich, inviting environment will allow the children to explore, expand, and create new pathways to answer questions about their interests. Offering a variety of simple, organized materials and spaces opens and calms the mind. A curated environment allows children to create the work of their imagination.
These are a few examples of guiding lights that separate a child-directed approach in early childhood education from a system that focuses on curriculum. There are many more pathways of light out there. Keep searching for the guiding lights in practices different from your own. Bring new possibilities into your program. Look to embrace ideas and values that invite children to lead their learning.