Article 7

A Checklist for Evaluating an Early Childhood Curriculum
Suggested use of the Instrument: Checklists of this nature are generally used as a starting point in reviewing educational materials. Staff and parents often find, however, that the information gained and the consensus reached through such review process actually brings them closer to a final decision about the materials being reviewed and considered.

Checklists are created in a variety of formats and reflected great variation in length and detail. The one provided here contains only 20 items and is not comprehensive enough for a final decision on a curriculum model or package. It is quite useful however, as a significant first step in the overall review, evaluation, and decision-making process.

Although a total score or ranking will be absent at the conclusion of this exercise, the goal should be to spend time and effort in a deeper, more intense review of those curricular models which receive and "no" responses on the 20-item checklist and for programs to give serious consideration to those which have a minimum of 15 "yes" criteria. Any items which receive a "no" rating should be reviewed with parents, educational staff, and the larger Education Advisory Committee.

A curriculum is an organized plan that describes what children are to learn, the processes through which children accomplish identified goals, what staff and parents do to help children achieve these goals, and the setting in which teaching and learning occur.

Name of Curriculum: __________________________________________________________________________________________

Developed By: ______________________________________________________________________________________________

Center Guidelines
Yes No

1. Does the curriculum promote interactive learning and encourage the child's construction of knowledge?

2. Does it help achieve social, emotional, physical, and cognitive goals?

3. Does it encourage development of positive feelings and dispositions toward learning while leading to acquisition of knowledge and skills?

4. It is meaningful for these children? Is it relevant to the children's lives? Can it be made more relevant by relating it to personal experiences the children have had or can they easily gain direct experience with it?

5. Are the expectations realistic and attainable at this time or could the children more easily and efficiently acquire the knowledge or skills later on?

6. Is it of interest to children and to the teacher?

7. Is it sensitive to and respectful of cultural and linguistic diversity? Does it expect, allow, and appreciate individual differences? Does it promote positive relationships with families?

8. Does it build on and elaborate children's current knowledge and abilities?

9. Does it lead to conceptual understanding by helping children construct their own understanding in meaningful contexts?

10. Does it facilitate concept learning and skills developed in an integrated and natural way?

11. Is the information available to children worth knowing? Can it be learned by these children efficiently and effectively now?

12. Are activities and information offered according to recognized standards? (Head Start Program Performance Standards. NAEYC Developmentally Appropriate Standards.)

13. Does it encourage active learning and allow children to make meaningful choices?

14. Does it foster children's exploration and inquiry rather than focusing on "right" answers or "right" ways to complete a task?

15. Does it promote the development of higher order abilities such as thinking, reasoning problem solving, and decision making?

16. Does it promote and encourage social interaction among children and adults?

17. Does it respect children's physiological needs for activity, sensory stimulation, fresh air, rest, and nourishment/elimination?

18. Does it promote feelings of psychological safety, security, and belonging?

19. Does it provide experiences that promote feelings of success, competence, and enjoyment of learning?

20. Does it permit flexibility for children and teachers?

Reprinted with permission from the National Association for the Education of Young Children, Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8, "Young Children, March 1991. pp. 21-38.

Back to Top | Back to Table of Contents | Next Page

Center Guidelines		Yes	No
1.	Does the curriculum promote interactive learning and encourage the child's construction of knowledge?
2.	Does it help achieve social, emotional, physical, and cognitive goals?
3.	Does it encourage development of positive feelings and dispositions toward learning while leading to acquisition of knowledge and skills?
4.	It is meaningful for these children? Is it relevant to the children's lives? Can it be made more relevant by relating it to personal experiences the children have had or can they easily gain direct experience with it?
5.	Are the expectations realistic and attainable at this time or could the children more easily and efficiently acquire the knowledge or skills later on?
6.	Is it of interest to children and to the teacher?
7.	Is it sensitive to and respectful of cultural and linguistic diversity? Does it expect, allow, and appreciate individual differences? Does it promote positive relationships with families?
8.	Does it build on and elaborate children's current knowledge and abilities?
9.	Does it lead to conceptual understanding by helping children construct their own understanding in meaningful contexts?
10.	Does it facilitate concept learning and skills developed in an integrated and natural way?
11.	Is the information available to children worth knowing? Can it be learned by these children efficiently and effectively now?
12.	Are activities and information offered according to recognized standards? (Head Start Program Performance Standards. NAEYC Developmentally Appropriate Standards.)
13.	Does it encourage active learning and allow children to make meaningful choices?
14.	Does it foster children's exploration and inquiry rather than focusing on "right" answers or "right" ways to complete a task?
15.	Does it promote the development of higher order abilities such as thinking, reasoning problem solving, and decision making?
16.	Does it promote and encourage social interaction among children and adults?
17.	Does it respect children's physiological needs for activity, sensory stimulation, fresh air, rest, and nourishment/elimination?
18.	Does it promote feelings of psychological safety, security, and belonging?
19.	Does it provide experiences that promote feelings of success, competence, and enjoyment of learning?
20.	Does it permit flexibility for children and teachers?