To achieve learning for all children, where each child could develop cognitive, physical, social, and emotional abilities, the early childhood curriculum needs to be designed with the following parameters in mind:
* Presentation of a concept: Any new concept should be introduced with at least three ways, each focusing on a different sense.
* Type of teaching: Intentional or directed teaching should be planned based on the children’s developmental needs. In addition, the educator should extend the child’s learning experiences as they are naturally occurring.
* Diverse ways to monitor learning: Formative and evaluative assessment should be derived from multiple means of representation. One child might be able to verbally show understanding of a concept, a second child might write, a third child might draw, and a fourth child might act the concept.
By carefully targeting the design, the process, and the monitoring so they include open-ended options, educators could engage children in an enjoyable learning journey.
Suggested reference for further reading:
Dinnebeil, L. A., Boat, M., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13.
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