The Creative Curriculum for Family Child Care 3rd Edition

Overview

The Creative Curriculum® for Family Child Care, three^rd Edition provides daily resources for a family unit child care home that is responsive to the needs of children from nascence to age 12. It includes opportunities for children to appoint in meaningful learning experiences. The curriculum also offers education guides in four study topics.

*This review of family child care curricula was completed in January 2020 and was based on information available at that time. We empathize publishers are continuously making changes to their curricula and that changes made after the review date may not exist reflected in this report. Please visit the publisher'south website for up to date information on the curriculum.

Last Updated: Feb 9, 2020

Summary of Curriculum Review

• Promotes research-based teaching practices in all Head Start Learning Outcomes Framework (ELOF) domains
• Fully aligns with the ELOF domains and sub-domains
• Provides scaffolding strategies within activities to back up children as they move through the developmental progressions
• Specifies developmentally appropriate learning goals and guidance on how to use them for the individualization of learning experiences based on children's strengths and needs
• Offers comprehensive guidance on ongoing kid assessment
• Provides a range of strategies and resources to back up parent and family date
• Offers comprehensive standardized training and materials to back up implementation
• Gives specific guidance on how to support the development and learning of children who are dual language learners (DLLs)
• Provides adaptations for children with disabilities, suspected delays, or other special needs
• Provides guidance on how to integrate children'south and families' cultures into the learning environment and learning experiences
• Offers specific guidance on planning for learning experiences based on the interest of individual children

Website: https://teachingstrategies.com/solutions/teach/family-child-care/

Details

Price of Curriculum

The Creative Curriculum® for Family unit Child Care, iii^rd Edition with Daily Resource (English): $1,525.00

Price of Professional person Development

Contact the publisher for the near updated information on costs of the curriculum and electric current professional development offerings.

Availability in Other Languages

The Creative Curriculum® for Family unit Child Care, three^rd Edition with Daily Resource (Spanish): $one,525.00

The Creative Curriculum® for Family Kid Intendance, three^rd Edition with Daily Resources (Bilingual): $2,415.00

Target Age

Birth to age 12

Curriculum Materials Reviewed by Raters

All materials from The Creative Curriculum® for Family Child Care, 3^rd Edition were reviewed in 2020. These materials included:

• The Artistic Curriculum® for Family Child Care, Foundations Volumes 1 to 3
• Guide to The Creative Curriculum® for Family Child Care
• Highlights Howdy
• Highlights High Five Bilingüe
• Education Strategies Children'southward Volume Collection
• Mighty Minutes for Family Kid Care
• The Artistic Curriculum® for Family Child Care Volume
  • Discussion Cards
  • Conversation Cards for Highlights Hi
  • Conversation Cards for Highlights High V Bilingüe
• The Creative Curriculum® for Family Kid Care Intentional Teaching Cards: Language and Literacy, Mathematics, Physical, and Social-Emotional

Review & Ratings

What do the ratings mean?

Criterion one

Evidence Base for Child Outcomes

Evidence from inquiry demonstrates the curriculum has been associated with children's positive learning outcomes. The curriculum has been implemented and directly studied in early childhood programs. The enquiry showed significant, positive furnishings on children's developmental outcomes. Evidence of effectiveness has been obtained in rigorous enquiry studies, such as randomized controlled trials or regression aperture designs. Research studies on the curriculum have optimally included multiple, diverse groups of children and providers and educators.

No Evidence

At the time of this review, there are no bachelor published research studies on The Creative Curriculum® for Family Child Intendance, 3^rd Edition. Learning Games®, a set of 200 activities offered equally a part of the curriculum, has been validated by research to show that children who participate in these games in kid intendance and at home have better measured evolution than those who do not play them or who play only a few (Sparling et al., 1991). Withal, more rigorous research published in peer-reviewed journals is needed in order to establish evidence for positive furnishings of The Creative Curriculum® for Family Child Intendance, 3^rd Edition on children's learning outcomes.

Reference:

Sparling, J., Lewis, I., Ramey, C. T., Wasic, B.H., Bryant, D. K., & LaVange, L.1000. (1991). Partners: A curriculum to assist premature, low-birth-weight infants become off to a good start. Topics in Early Childhood Special Education, 11(i), 36-55.

Benchmark 2

Research-Based Curriculum

The curriculum provides research-based interactions and educational activity practices to support children's development and learning. A enquiry-based curriculum is consequent with research on how children develop and learn. Specifically, it promotes interactions, teaching practices, and learning experiences that research has shown to be effective in supporting children's learning and development.

Total Evidence

Approaches to Learning: The Creative Curriculum® for Family Child Care, 3^rd Edition fully promotes instruction practices, learning experiences, and developmentally advisable content. Many of the curriculum's resource provide guidance and research-based teaching practices that are constructive in supporting positive child outcomes (e.g., Book Discussion Cards, Intentional Teaching Cards). Book 1: The Foundation promotes research-based teaching practices for planning of the day and environment, scaffolding, multi-domain learning, adjusting to the needs and abilities of children, and considerations for family and civilisation.

Social and Emotional Development: Volumes one–iii offer support for social and emotional development for children ages birth to 12. The curriculum provides all-encompassing strategies to support teachers toward building good relationships and supporting peers in play. It also highlights examples of positive role modeling and integration of social experiences into play scenarios (east.grand., Volume Word Cards, Intentional Teaching Cards). The curriculum provides guidance on observing and attending to children'south interests and need equally a key to responsive caregiving.

Responsive Relationships and Interactions: The Creative Curriculum® for Family unit Child Intendance, 3^rd Edition fully promotes responsive relationships and interactions with children. Many of the curriculum's resource provide activities, supports, and learning objectives well-nigh being responsive to and having interactions with children. Intentional Teaching Cards, Volumes 1–3, and Book Discussion Cards include guidance and information on promoting relationships and interactions with children. The curriculum provides guidance on child behavior and promotes teacher flexibility.

Language and Communication: The curriculum supports children'southward linguistic communication development and acquisition and advice. The publisher, Teaching Strategies, also provides suggested supplemental materials that can be purchased to back up linguistic communication and communication. Language and literacy are embedded throughout routines and experiences with guidance on the surround, working with families, and understanding key strategies in working with children who are DLLs (e.g., Volumes 1–3, Intentional Teaching Cards, Book Discussion Cards).

Literacy: The Creative Curriculum® for Family Kid Intendance, 3^rd Edition fully promotes literacy development with children. The curriculum provides specific guidance, activities, and learning objectives to support children's literacy development and exposure. Intentional Teaching Cards, Volumes ane–three, and Book Discussion Cards offer guidance on promoting literacy evolution, scaffolding, and literacy skills with children who are DLLs. Additionally, the curriculum also promotes reading to children every bit an important daily activity. Volume 1: The Foundation describes a literacy rich environment.

Mathematics Development: The curriculum promotes teaching practices, learning experiences, and developmentally appropriate content that back up positive child outcomes for math development. Volume 3: Objectives for Evolution & Learning provides guidance on elements and terms for math learning. Mighty Minutes activity cards scaffold math learning with activities.Volume 1: The Foundation and Book 2: Routines and Experiences embed math concepts into daily interactions across domains of learning.

Scientific Reasoning: The curriculum highlights enquiry-based teaching practices that support positive child outcomes for scientific reasoning. Volume 1: The Foundation promotes observing and lesson planning based on inquiry and observation. Volume two: Routines and Experiences provides guidance for learning indoors and outdoors. The curriculum as well includes guidance for providers on extending learning and planning for adequate time into daily schedules to support learning goals for children.

Perceptual, Motor, and Concrete Development: The Creative Curriculum® for Family unit Kid Care, iii^rd Edition promotes research-based education practices that support positive child outcomes for perceptual, motor, and physical development. It provides some perceptual development activities and Book 1: The Foundation offers guidance on equipment and materials for large and small motor skill evolution. Hand-washing is embedded throughout the curriculum. The curriculum does not provide guidance on sensory processing in the surround.

Daily Routines as Opportunities for Learning: Many of the curriculum'southward resources provide guidance on promoting learning during daily routines. They also offering specific guidance on planning the day and week, including appropriate scheduling. Mighty Minutes provides quick activities throughout the twenty-four hour period, particularly during transitions at the showtime and end of daily caregiving activities. Volume i: The Foundations includes guidance on daily routines.

Play and Exploration: The curriculum provides guidance on creating an environment for specific experiences. Information technology also offers suggestions to support children to apply materials for open-ended exploration, curiosity, and creativity. Volume 1: The Foundation explains that the curriculum is play-based and how children acquire through play. Volume 1 and Volume two: Routines and Experiences include guidance for the provider to ready, organize, and implement a play-based environment of learning. Intentional Pedagogy Cards provide support and step-by-stride sequences for providers to adapt activities for children at dissimilar developmental levels and ages. Additionally, the curriculum supports extended selection fourth dimension to encourage children's individual interests and promotes discovery learning, referring to activity centers equally "experience areas."

Criterion 3

Scope and Sequence

The curriculum includes an organized developmental scope and sequence to back up children's development and learning. A scope and sequence outline the curriculum's focus and how the plans and materials support children at different levels of development. The scope refers to the areas of development addressed by the curriculum. The sequence includes plans and materials for learning experiences that progressively build from less to more complex, with the goal of supporting children as they motion through the developmental progressions. A content-rich curriculum ensures sequences of learning experiences include multiple, related opportunities for children to explore a concept or skill with increasing depth. Sequences of learning experiences should be flexible to respond to individual children'due south interests, strengths, and needs.

Full Evidence

Scope: The Creative Curriculum® for Family Child Intendance, 3^rd Edition identifies all areas of evolution and learning: social and emotional, physical, language, cerebral, literacy, math, scientific discipline and engineering science, social studies, the arts, and English language linguistic communication acquisition. It integrates domains every bit outlined in Book ii: Routines and Experiences. Volumes ane–3 and Intentional Teaching Cards show colour-coded sequence of learning in all domains and clearly identify sequence and expectations for stages of development.

Sequence: The curriculum provides guidance on how to support children as they move through the developmental progressions. Many resources offer information and guidance on assessing children's developmental abilities and scaffolding them through the next milestones in a flexible and responsive manner (e.k., Volume 2: Routines and Experiences, Volume three: Objectives for Development & Learning, Intentional Teaching Cards). They also provide bear witness of sequence in all ELOF domains. Color-coded learning objectives are sequentially identified for each learning domain. Overlapping age expectations allows for individualization and children with special needs.

Criterion iv

Alignment with the Head Start Early on Learning Outcomes Framework (ELOF)

The curriculum is aligned with the Head First Early Learning Outcomes Framework (ELOF) and in consideration of the CCDF Concluding Rule regulations. Aligning a curriculum with the ELOF identifies the extent to which it addresses ELOF domains and sub-domains. Curricula that are fully aligned with the ELOF are comprehensive and encompass all areas of children'south learning and development. The curriculum is culturally relevant, researched-based, and supports high-quality care as stipulated in the Kid Care and Development Fund (CCDF) Terminal Rule.

Full Testify

A thorough review of all curriculum materials in relation to the ELOF domains and sub-domains signal The Creative Curriculum® for Family Kid Intendance, iii^rd Edition is fully aligned with the ELOF. All ELOF sub-domains are supported throughout its materials. Materials provide guidance and opportunity for observing skill evolution and intentional teaching. Volumes 1–iii offer guidance on surroundings planning, daily schedules, teachable moments, kid development cognition, and working with families. The curriculum also supports flexibility for individualization and children with special needs. It provides resources and suggestions for working with families of children who are DLLs. Additionally, the curriculum meets the relevant requirements as stipulated in the CCDF Final Rule.

Benchmark five

Learning Goals for Children

The curriculum specifies learning goals for children. Learning goals are objectives for children's development and learning beyond multiple domains that are embedded in a curriculum. Developmentally appropriate learning goals are consistent with well-established developmental progressions. Learning goals are measurable and focused on skills, behaviors, and noesis. Providers and educators should be able to utilize a curriculum's learning goals to individualize learning experiences for all children, such equally children from various cultures, children who are DLLs, children who are tribal language learners, and children with disabilities or other special needs.

Full Evidence

Learning Goals: Volume 3: Objectives for Development & Learning provides specific, measurable, and developmentally advisable goals for children's learning and development. These goals are supported by learning experiences described throughout the curriculum. Volume 1: The Foundation as well provides guidance for using observations, interests, temperament, and civilisation as tools for supporting individualization during lesson planning, daily routines, and organizing the environment.

Learning Materials: Volume one: The Foundation provides guidance on selecting developmentally advisable learning materials (e.yard., Organizing Your Domicile and Your Day-Setting Up Your Home). Volume ii: Routines and Experiences offers guidance on routines and experiences, besides as choosing materials. Intentional Teaching Cards and Mighty Minutes provide guidance on means to extend learning and adapt to the needs of children, including children who are DLLs and children with disabilities.

Benchmark 6

Learning Environments and Routines

The curriculum provides guidance on how to set up up rich learning environments and developmentally advisable routines. Rich learning environments are nurturing spaces that support the development of all immature children. They offer developmentally appropriate schedules, routines, and indoor and outdoor opportunities for choice, play, exploration, and experimentation. Learning environments include historic period-advisable equipment, materials, and supplies. They also reflect habitation cultures and are flexible enough to support the changing ages, interests, and characteristics of a group of children over time.

Full Evidence

Environment: Volumes ane and ii provide specific guidance on designing well-organized and engaging indoor and outdoor environments that promote agile exploration and support all children's development. The curriculum offers guidance on including all children, especially those who are English learners. Volume i: The Foundation explains misunderstandings about DLLs and provides guidance on the stages of learning a second language. The curriculum includes guidelines for providers to set up their space and differentiate experiences for the children based on what is available and unique to each domicile. Information technology also offers back up for including all children and families of different cultures in communication.

Schedule and Routines: Volume 1: The Foundation provides guidelines on scheduling activities and routines and being responsive to the needs of individual children. It discusses the planning of schedules and routines in a way that pays attention to how behaviors and challenges are impacted by routines. It also addresses interacting with children based on their individual needs. This helps to ensure providers pay special attention to how individual children acquire each day.

Benchmark seven

Ongoing Kid Assessment

The curriculum provides guidance on ongoing child assessment. Ongoing child assessment is a procedure of gathering information to understand and support children's development over time. It includes connected observation and documentation of children's development and learning. The curriculum describes a process for ongoing observation and documentation. It too provides supports for providers and educators to use this process.

Total Evidence

Ongoing Observation and Documentation: Intentional Instruction Cards, Book ii: Routines and Experiences, and Volume 3: Objectives for Development & Learning provide guidance nigh ongoing observation and documentation. Activities within the curriculum include developmental trajectories. Volume i: The Foundation references forms for providers to observe children individually and equally a grouping for both individual and group planning.

Standardized and Structured Assessment Instruments: Volume 3: Objectives for Development & Learning provides guidance on observing and assessing children's behaviors and abilities. The curriculum details flexibility for individualization using color coding. Information technology also lists strategies to back up the observations and gives providers tools for designing learning experiences. All curriculum materials promote children's development based on a review of the about electric current research in the field. The publisher, Teaching Strategies, promotes the use of comprehensive assessment solutions for early childhood programs. They encourage the use of GOLD® with The Artistic Curriculum® to support effective teaching and assessment in the program to allow for more time to be spent with children.

Criterion 8

Parent and Family Engagement

The curriculum promotes parent and family unit appointment. Parent and family unit engagement is a collaborative and strengths-based process through which early childhood providers and educators, families, and children build positive and goal-oriented relationships. It is a shared responsibility of families and staff that is congenital on mutual respect for the roles and strengths each has to offer. The curriculum provides culturally and linguistically responsive strategies to communicate with families and engage them in children's learning.

Full Show

Communication with Parents and Families: The Creative Curriculum® for Family Child Care, 3^rd Edition promotes family unit involvement. Many of the curriculum's materials provide support and guidance for communicating with parents (e.yard., Volume 1, Chapter four: Edifice Partnerships with Families). Volume 2: Routines and Experiences includes family partnership messages for providers to connect families to children'due south learning in care. The curriculum provides guidance on encouraging families to speak their home linguistic communication with their children and bring it into the provider's home. It also offers suggestions for communicating with families in their preferred language when possible.

Engaging Parents and Families: Book 1: The Foundation provides support and guidance for engaging with and building partnerships with families. Information technology also includes a list of questions for providers to choose from to get to know families. The curriculum offers guidance on challenging situations (eastward.g., Family Briefing forms, Family/child information forms). Book 2: Routines and Experiences includes family partnership letters. The curriculum provides guidance on understanding the influence of culture in the lives of young children and on learning almost the cultures of the families. It also gives guidance on working with stressed families. Additionally, it provides guidance on appreciating differences and understanding the influence of civilisation when getting to know families in Book 1. Information technology suggests culturally responsive means of interacting with diverse children and families. Yet, the curriculum does not provide specific guidance on working with tribal families.

Benchmark 9

Learning Experiences and Interactions

The curriculum promotes rich learning experiences and interactions to back up development across domains. Rich learning experiences support and extend children's skills, cognition, and understanding of concepts. Equally children actively explore their learning surround through manipulating objects and investigating concepts, providers and educators interact with children to extend their exploration, thinking, and communication. Rich learning experiences are often integrated and back up children'southward development across domains. They should be culturally and linguistically responsive and inclusive of children with disabilities and other special needs.

Full Prove

Active Exploration: The curriculum provides opportunities for exploration. Indoor and outdoor play, movement experiences, and concrete evolution are embedded across the curriculum. Volumes i and 2 include guidance on how designing a well-organized, engaging indoor and outdoor environment support children'south development across all domains.

Interactions that Extend Children's Learning: The Artistic Curriculum® for Family Child Care, 3^rd Edition offers strategies to back up providers in building positive relationships with children. It embeds interactions into routines and experiences. Materials provide suggestions for questions and ideas for creatively extending learning. Book 2: Routines and Experiences includes guidance on following children'south lead, responding to each kid, and extending learning.

Individualization: The curriculum provides specific guidance on how to individualize learning experiences and goals. Volumes 1–3 and Intentional Teaching Cards provide back up for individualization throughout the twenty-four hour period. Many of the curriculum materials offer guidance on how to appraise children'southward developmental abilities and scaffold them through the next developmental step or millstone in a flexible and responsive style. The curriculum color codes learning objectives and identifies the objectives sequentially for each learning domain. Information technology provides specific guidance on working with children who are DLLs, children from diverse backgrounds, and children with disabilities or other special needs. The curriculum also provides guidance on how civilization may influence children's development in a variety of areas. Mighty Minutes mentions ideas for individualizing activities for age and power.

Criterion 10

Cultural Responsiveness

The curriculum supports cultural responsiveness. Cultural responsiveness is a strengths-based approach to teaching and caregiving. It is rooted in respect and appreciation for the function of culture in children'due south learning and development. A culturally responsive curriculum prompts providers and educators to learn about each kid'south strengths, abilities, experiences, and interests as developed inside the kid'south family unit and culture. The curriculum provides guidance on how to modify and enhance plans and materials to build on these strengths, abilities, experiences, and interests in society to incorporate each child'southward culture into the program.

Moderate Evidence

Interactions: The Creative Curriculum® for Family Child Care, 3^rd Edition provides guidance well-nigh culturally responsive ways of interacting with various children and families. Volume 1: The Foundation offers guidance on cultural awareness in all areas of development and for providers to support children and families who are DLLs (e.g., Getting to know families, understanding the influences of civilization, making families experience welcome). Book two: Routines and Experiences provides guidance on being culturally responsive and engaging children throughout the twenty-four hours. Intentional Didactics Cards, bachelor in English and Spanish, include guidance virtually interacting with children.

Learning Experiences: Book i: The Foundation supports cultural awareness in all areas of development. It also provides examples of how children's cultures tin can influence their development in a domain. The curriculum includes guidance for providers to support children, including children who are DLLs. Book two: Routines and Experiences offers guidance on existence culturally responsive and engaging children throughout the day. Sample forms are given for providers to collect and curate conversation with families to help integrate family values, beliefs, and customs into the programme.

Learning Materials: Many of the curriculum'southward materials are culturally appropriate and offer suggestions for providers to incorporate stories and music from children's domicile culture into the family home environment (east.k., Intentional Teaching Cards, High 5 Magazines). Volume i: The Foundation provides strategies for bringing the languages of families who are DLLs into the home. Volume ii: Routines and Experiences includes strategies for respectfully including materials that show the cultures of children in the home. Still, the curriculum does not provide specific guidance on working with children from tribal families.

Benchmark 11

Linguistic Responsiveness

The curriculum supports linguistic responsiveness. Linguistic responsiveness refers to teaching practices that support the learning, development, and engagement of children from various linguistic backgrounds. Information technology includes supports for connected development of children's abode or tribal languages by authentically incorporating them into the learning surround. Furthermore, linguistically responsive practices can facilitate English acquisition. Scaffolding strategies support children at any level of English knowledge to fully participate in the curriculum's learning experiences and learning environment.

Full Prove

Scaffolding Strategies: The Artistic Curriculum® for Family Child Care, 3^rd Edition provides specific guidance to scaffold the development and learning of children who are DLLs. It color codes learning objectives for each domain and offers guidance on working with children who are DLLs, children from diverse cultural backgrounds, and children with disabilities or other special needs. Volume i: The Foundation offers information on how culture may influence children's development in a variety of ways. Volume 2: Routines and Experiences provides back up for including all children and specific strategies for working with children who are DLLs.

Habitation and Tribal Languages: The curriculum provides guidance on incorporating stories and music from children'southward home civilization into the environment. Volume ane: The Foundation includes strategies for incorporating the languages of families who are DLLs into the program. Intentional Teaching Cards and Loftier Five Magazines are offered in English and Castilian. Additionally, the curriculum offers suggestions in each area of routines and experiences for integrating children's home language, both written and oral. Volume 1 provides guidance on affectionate differences and understanding the influence of civilisation when getting to know families. It also includes guidance most culturally responsive ways of interacting with diverse children and families. All the same, the curriculum lacks specific guidance on being linguistically responsive to tribal families.

Criterion 12

Individualization for Children with Disabilities, Suspected Delays, or Other Special Needs

The curriculum provides guidance on how to individualize for children with disabilities, suspected delays, or other special needs. Individualization for children with disabilities, suspected delays, or other special needs includes providing more specialized supports for them to access and participate in learning and social experiences and activities. Specialized supports may occur in a multifariousness of ways, such as specific teaching practices and ways of interacting with children or adaptations to daily schedules and the learning surround. Individualizing for children with disabilities or other special needs enables all children to access, participate, and thrive in early learning settings.

Full Show

Education Practices and Interventions: Book ane: The Foundation offers specific guidance virtually working with children with disabilities or special needs. Book 2: Routines and Experiences provides guidance on inclusion and specific strategies for working with children with attention challenges while being responsive to each child at their individual age and developmental stage. Additionally, the curriculum offers guidance on adapting the environment and presenting materials to accommodate children'due south individual needs and abilities.

Learning Environment: The curriculum provides specific guidance on adapting indoor and outdoor equipment and being flexible with routines to make all experiences attainable to all children. Volume two: Routines and Experiences includes guidance on including children who have attention, comprehension, or physical challenges. It as well offers strategies for supporting learning and participation.

Criterion 13

Individualization Based on Interests, Strengths, and Needs

The curriculum offers guidance on how to individualize based on children's interests, strengths, and needs. Individualization is a procedure of planning and implementing learning experiences that are responsive to each child's interests, strengths, and needs. Providers and educators reverberate on their observations of each kid, then program the nearly effective ways to support each child'southward learning and development. When learning experiences are tailored to children'south interests, they are more engaging and meaningful to them. Because children may vary in their developmental progressions, it is also important for providers and educators to programme learning experiences that are responsive to individual strengths and needs.

Full Evidence

Individualization Based on Interests: The Creative Curriculum® for Family Child Care, iii^rd Edition provides guidance on individualization based on the interests of children. Book i: The Foundation promotes pick time, a specific fourth dimension of the daily schedule for children to choose what they would like to exercise, who they want to play with, and what materials to apply. Child Planning Forms, Individual Differences in Volumes 1 and two, Book Conversation Cards, Mighty Minutes, and Intentional PedagogyCards provide support on responsiveness to children's interests and activities.

Individualization Based on Strengths and Needs: The curriculum's materials provide information on assessing children'south abilities and scaffolding them through the developmental steps in a flexible and responsive mode (eastward.grand., Kid Planning Forms, Private Differences, Intentional Teaching Cards). Learning objectives are color-coded and identified sequentially for each learning domain. This allows providers to scaffold for strengths and needs within an activity or feel to adapt to ages and needs.

Mixed Age Groups: The curriculum offers guidance on supporting learning within mixed historic period groups. Intentional Teaching Cards provide support and step-by-step sequences for providers to accommodate activities for children at different developmental levels and ages. Progressions of developmental learning are shown in color-coded charts (e.g., Carmine for infants, dark-green for preschool, purple for kindergarten). Volume 1: The Foundation includes information on the developmental characteristics of children, from infants to school age. It as well has ideas and strategies for providers to support children at different developmental levels. Volume Conversation Cards provide guidance on sharing the Highlights Howdy book drove with children by ages and stages (due east.g., immature infants, mobile infants, toddlers, 2-year-olds).

Benchmark 14

Professional Development and Materials to Support Implementation

The curriculum offers professional development and materials to support implementation and continuous improvement. Professional development includes gaining the cognition and skills required for effective implementation of a curriculum. Standardized training procedures include initial and ongoing grooming to support education staff as they acquire to implement a curriculum with fidelity. They too provide consistent content and delivery methods beyond training sessions. Materials to support implementation include resources that come up with a curriculum to help education staff empathise how to use it. The materials might also include resources to help education managers, kid development specialists, and coaches support education staff to implement the curriculum effectively. Professional development and materials to back up implementation and continuous improvement should exist designed to benefit providers and educators with a range of backgrounds and learning styles.

Full Evidence

Professional Evolution: The publisher, Teaching Strategies, offers face-to-confront professional person development for introductory implementation and specified intensive training in the evolution areas of math, linguistic communication, and social and emotional evolution. The Teaching Strategies Gilded® platform offers training on completing development assessments. Online professional development is also attainable.

Curriculum Materials to Back up Implementation: The Creative Curriculum® for Family Child Care, 3^rd Edition includes a comprehensive fix of materials to support implementation. The Guide can exist used to orient providers to the curriculum materials and how they fit together. The publisher offers three volumes to back up providers equally they implement the curriculum: Volume 1: The Foundation, Volume 2: Routines and Experiences, Volume 3: Objectives for Development & Learning. Additionally, Daily Resources provides detailed guidance on what to do each solar day (e.g., Pedagogy Guides, Intentional Teaching Cards, Mighty Minutes, Book Word Cards, etc.).

• Fidelity Tool: For an additional fee, providers can purchase Coaching to Allegiance: The Creative Curriculum® for Family Kid Care and The Fidelity Tool Provider Checklist. These support providers in implementing The Creative Curriculum® for Family Child Care, 3^rd Edition. Coaching to Allegiance includes The Fidelity Tool Checklist for providers to reflect on their do. The Fidelity Tool for Administrators provides guidance for administrators to determine how well providers are implementing the curriculum.

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Source: https://eclkc.ohs.acf.hhs.gov/curriculum/consumer-report/curricula/creative-curriculum-family-child-care-3rd-edition

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