Theory:

The Creative Curriculum is founded on the insights of six prominent theorists, serving as a framework to guide our center in delivering optimal care. T. Berry Brazelton and Abraham Maslow emphasized meeting children's basic needs for safety, belonging, and esteem. Erik Erikson and Stanley Greenspan highlighted the importance of nurturing, trusting relationships with adults for enhanced social and emotional development. Jean Piaget and Lev Vygotsky underscored the significance of interpersonal interactions in cognitive development.

At our center, these principles inform decision-making regarding children's care and education. Our educators leverage their understanding of child development, individual needs, strengths, and interests, as well as the social and cultural context surrounding each child. By embracing these theorists' perspectives, we establish a robust foundation for planning and nurturing your child's growth.

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The Four Stages:

The Creative Curriculum includes developmentally appropriate goals and objectives for children within four main categories of interest: social/emotional, physical, cognitive, and language.

 

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The Organization of the Curriculum:

Five basic components comprise the curriculum. From these five categories, focus and planning can be aimed so that learning is best achieved.

 

• Knowing children — describes the social/emotional, physical, cognitive, and language development of children

• Creating a responsive environment — offers a model for setting up the physical environment for routines and experiences in ways that address the developing abilities and interests of children

• What children are learning — shows how the responsive relationship you form with each child, the interactions you have every day, and the materials and experiences you offer become the building blocks for successful learning

• Caring and teaching — describes the varied and interrelated roles of teachers who work with children

• Building partnerships with families — explores the benefits of working with families as partners in the care of their children