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As a Reggio inspired preschool, we use an emergent curriculum, i.e. one that is inspired by the children’s interests and supported by long-term inquiry projects that vary from year to year. However, we use referential frameworks that informs our practice and insures that children in our program learn age-appropriate skills and concepts. Among those frameworks are:
Creative Curriculum developed by Diane Trister Dodge, Laura Calker, and Kate Heroman.
GOLD Alignment of Objectives for Development and Learning from Birth to Kindergarten, which is a set of learning standards for preschool children.
Desired Results Developmental Profile Tool (DRDP), which is a developmental skill continuum screener.
We take a comprehensive view at each child, the family background, and experiences that shaped the youngster in our care. Every six months, we employ well researched developmental assessment tools to track each child’s growth that we share with the families. Using The Desired Results Developmental Profile Tool (researched and developed by the California Department of Education), we take note of the following developmental areas:
| Domain Name | Domain Abbreviation | Number within Domain | Measure Name | Page Number |
|---|---|---|---|---|
| Approaches to Learning – Self-Regulation | ATL-REG | 1 | Attention Maintenance | 1 |
| 2 | Self-Comforting | 2 | ||
| 3 | Imitation | 3 | ||
| 4 | Curiosity and Initiative in Learning | 4 | ||
| 5 | Self-Control of Feelings and Behavior | 5 | ||
| 6 | Engagement and Persistence | 6 | ||
| 7 | Shared Use of Space and Materials | 7 | ||
| Social and Emotional Development | SED | 1 | Identity of Self in Relation to Others | 8 |
| 2 | Social and Emotional Understanding | 9 | ||
| 3 | Relationships and Social Interactions with Familiar Adults | 10 | ||
| 4 | Relationships and Social Interactions with Peers | 11 | ||
| 5 | Symbolic and Sociodramatic Play | 12 | ||
| Language and Literacy Development | LLD | 1 | Understanding of Language (Receptive) | 13 |
| 2 | Responsiveness to Language | 14 | ||
| 3 | Communication and Use of Language (Expressive) | 15 | ||
| 4 | Reciprocal Communication and Conversation | 16 | ||
| 5 | Interest in Literacy | 17 | ||
| 6 | Comprehension of Age-Appropriate Text | 18 | ||
| 7 | Concepts About Print | 19 | ||
| 8 | Phonological Awareness | 20 | ||
| 9 | Letter and Word Knowledge | 21 | ||
| 10 | Emergent Writing | 22 | ||
| English Language Development | ELD | 1 | Comprehension of English (Receptive English) | 23 |
| 2 | Self-Expression in English (Expressive English) | 24 | ||
| 3 | Understanding and Response to English Literacy Activities | 25 | ||
| 4 | Symbol, Letter, and Print Knowledge in English | 26 | ||
| Cognition, Including Math and Science | COG | 1 | Spatial Relationships | 27 |
| 2 | Classification | 28 | ||
| 3 | Number Sense of Quantity | 29 | ||
| 4 | Number Sense of Math Operations | 30 | ||
| 5 | Measurement | 31 | ||
| 6 | Patterning | 32 | ||
| 7 | Shapes | 33 | ||
| 8 | Cause and Effect | 34 | ||
| 9 | Inquiry Through Observation and Investigation | 35 | ||
| 10 | Documentation and Communication of Inquiry | 36 | ||
| 11 | Knowledge of the Natural World | 37 | ||
| Physical Development – Health | PD-HLTH | 1 | Perceptual-Motor Skills and Movement Concepts | 38 |
| 2 | Gross Locomotor Movement Skills | 39 | ||
| 3 | Gross Motor Manipulative Skills | 40 | ||
| 4 | Fine Motor Manipulative Skills | 41 | ||
| 5 | Safety | 42 | ||
| 6 | Personal Care Routines: Hygiene | 43 | ||
| 7 | Personal Care Routines: Feeding | 44 | ||
| 8 | Personal Care Routines: Dressing | 45 | ||
| 9 | Active Physical Play | 46 | ||
| 10 | Nutrition | 47 | ||
| History – Social Science | HSS | 1 | Sense of Time | 48 |
| 2 | Sense of Place | 49 | ||
| 3 | Ecology | 50 | ||
| 4 | Conflict Negotiation | 51 | ||
| 5 | Responsible Conduct as a Group Member | 52 | ||
| Visual and Performing Arts | VPA | 1 | Visual Art | 53 |
| 2 | Music | 54 | ||
| 3 | Drama | 55 | ||
| 4 | Dance | 56 |
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