Early childhood curriculum

Indubitably, young children can learn faster compared to a matured individual. Therefore, this gives them an upper hand as far as learning is concerned. This paper will seek to shed light on the said early childhood curriculum. The book, Early Childhood Education, asserts and does express the essence of academic learning right to the young children (Krogh & Slentz, 2001). It, therefore, shows that teaching them at their early age offer them a fighting chance right at a prosperous learning future. The other way of making this learning meaningful if the creation of curriculum organized right around themes of the current interest right rather than a subject of traditional classroom (Krogh & Slentz, 2001). To be precise, this is the Reggio Emilia schools' method as well as of the project approach.

Integration of curriculum based on an interest of the children has always been an acceptable approach in the years of preschool but only intermittently being accepted right in the primary grades, where requirements of accountability rather than actual needs of the children often drive the said curriculum. Nevertheless, in the recent years, right as the connection between the meaningfulness as well as learning has become right more broadly accepted, the deploy of the themes of interdisciplinary as well as the projects has become more widespread right in primary classrooms and kindergarten. However, very few teachers right at this level can place this approach to the development of curriculum at the core of right what they do, whereas most find that they would dig deep right into the learning of theme as well as projects only on occasion.