The Word Program In Early Childhood Education Refers To The

The Word Program In Early Childhood Education Refers To the Plannin

The word “program” in early childhood education refers to “the planning of the curriculum, which also includes the instructional practices, the daily schedule, the routines for caring for children, and the recreational activities, such as outdoor play” (Gadikowski, 2013, section 4.1). Early childhood administrators are the instructional leaders of their schools and oversee the planning of curriculum. For this assignment, you will choose a particular age group (infants, toddlers, or preschoolers) and outline a program that is developmentally appropriate. Please review the following website for an example of an early childhood program: Primrose School at East Lake. In your paper: Explain how the role of the administrator is different from that of the teacher in program and curriculum planning. Describe the learning and developmental needs of your chosen age group. Analyze how your program will address the cognitive, social, emotional, and physical development of children in this age group (give specific curricular ideas for each area of development) as well as classroom management and the daily schedule. Explain how your program aligns with the philosophy, vision, and mission statements you created in Week One. Discuss how your program aligns with NAEYC’s indicators of effective curriculum, as outlined in Chapter 4 and found in the article, “Where We Stand on Curriculum, Assessment, and Program Evaluation.” The paper should be five to six pages in length, in addition to the title page and the reference page. Use at least one scholarly source in addition to your text and the NAEYC article. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.

Paper For Above instruction

Introduction

Early childhood education encompasses a variety of components, among which program planning holds a pivotal role in ensuring that educational environments cater to young children’s developmental needs. The term "program" refers broadly to the deliberate planning of curriculum, instructional practices, daily routines, and recreational activities, all tailored to promote holistic development. This paper explores the intricacies of designing a developmentally appropriate program for preschool-aged children (3-5 years old), contrasting the roles of administrators and teachers in this process. It also examines how such a program can foster cognitive, social, emotional, and physical development, aligning with established philosophical frameworks and accreditation standards such as those set by the National Association for the Education of Young Children (NAEYC).

Difference between Administrator and Teacher Roles in Program and Curriculum Planning

The roles of administrators and teachers in early childhood program planning differ significantly yet complementarily. Administrators serve as the strategic leaders who establish the vision, policies, and overarching goals for the program. They are responsible for creating a supportive environment that aligns with regulatory standards, funding directives, and organizational philosophies. Administrative duties include curriculum approval, resource allocation, staff hiring, and overseeing compliance with state and national guidelines (Schaefer, 2017).

Teachers, on the other hand, are the direct implementers of the curriculum and daily routines. They translate administrative goals into classroom practices, tailoring activities to meet individual children’s developmental levels. Teachers are responsible for creating engaging learning experiences, managing classroom dynamics, and assessing children’s progress. While administrators focus on strategic oversight, teachers focus on interactive delivery and individual child observation and support (NAEYC, 2020).

Developmental Needs of Preschool Children

Preschool children are at a vital stage of development characterized by rapid growth across cognitive, social, emotional, and physical domains. Cognitive development during this period involves emerging language skills, problem-solving abilities, and curiosity-driven exploration. Socially, children learn to share, cooperate, and develop friendships, laying the foundation for social competence. Emotional growth includes understanding and managing feelings, developing self-regulation, and gaining confidence. Physically, children refine motor skills, coordination, and endurance, which support their independence and engagement in activities (Berk, 2018).

Program Design Addressing Developmental Domains

The designed program integrates specific curricular ideas to foster each developmental domain. For cognitive development, activities include storytime sessions, STEM exploration centers, and problem-solving games tailored to preschoolers’ cognitive levels. Social development is encouraged through group projects, role-playing activities, and cooperative games that promote communication and teamwork. Emotional growth is supported via activities that involve expressing feelings, mindfulness exercises, and conflict resolution practices. Physical development is incorporated through outdoor play, movement-based activities like dance or obstacle courses, and fine motor skill exercises such as drawing and manipulative tasks (National Scientific Council on the Developing Child, 2012).

Classroom Management and Daily Schedule

Effective classroom management is essential for creating a safe, nurturing, and stimulating environment. This involves establishing clear routines, consistent expectations, and positive behavior reinforcement strategies. The daily schedule balances active and quiet times, ensuring transitions are smooth and children remain engaged. Typical daily activities include circle time for group discussions, hands-on activities, outdoor play, snack and meal times, rest periods, and individual or small group learning sessions. Structured yet flexible routines accommodate children’s needs for predictability while allowing for spontaneous exploration (Eliason & Jenkins, 2006).

Alignment with Philosophy, Vision, and Mission Statements

The program’s philosophy emphasizes child-centeredness, fostering a love of learning, and respecting cultural diversity. The vision prioritizes creating inclusive environments that support each child's unique potential, and the mission focuses on providing developmentally appropriate, evidence-based education that nurtures curiosity and resilience. The program’s activities and interactions are designed to uphold these values, ensuring that curriculum delivery aligns with organizational principles and promotes holistic development.

Alignment with NAEYC Indicators of Effective Curriculum

NAEYC’s indicators emphasize ongoing assessment, intentional teaching, and a focus on all developmental domains. The program incorporates formative assessments and observation checklists to tailor instruction and document progress. Teaching strategies prioritize active engagement, language development, and fostering critical thinking skills. The curriculum intentionally integrates culturally responsive practices, promotes family involvement, and emphasizes equity—aligning with NAEYC standards and enhancing effectiveness (NAEYC, 2020).

Conclusion

Designing a developmentally appropriate preschool program requires a clear understanding of children’s needs, the distinct roles of educators and administrators, and alignment with best practices and standards. By integrating targeted activities that promote cognitive, social, emotional, and physical growth, the program supports holistic development and nurtures lifelong learning skills. Ensuring that the program aligns with organizational philosophies and NAEYC standards ensures a high-quality educational experience that prepares children for future success.

References

• Berk, L. E. (2018). Child Development (9th ed.). Pearson.
• Eliason, C., & Jenkins, E. (2006). Classroom management and developmentally appropriate practices. Young Children, 61(4), 44-50.
• Gadikowski, P. (2013). The role of curriculum in early childhood education. Early Childhood Education Journal, 41(4), 261-266.
• National Association for the Education of Young Children (NAEYC). (2020). NAEYC’s Standards for Programs Serving Young Children and the indicators for effective curriculum. Washington, DC: NAEYC.
• National Scientific Council on the Developing Child. (2012). The Science of Early Childhood Development. Harvard University Center on the Developing Child.
• Schaefer, R. T. (2017). Early Childhood Curriculum: Developmental Impact and Practice. Pearson.