Five Core Principles for Planning and Implementing Developmentally Appropriate Curricula for Early Childhood Education: the Case of Elementary School in Kenya

Abstract

In a developmentally appropriate curriculum, the teacher’s role is that of a facilitator of learning (NAEYC, 2009; Copple & Bredekamp, 2009; Wortham, 2010). Rather than instruction being teacher centred, the child should take an active responsibility for learning. Teachers should use various learning contexts like teacher guided group work and play (Bredekamp, 2011). The child should be provided with opportunities to participate in various activities. The child should explore, combine and transform the materials available (Hohmann & Weikart 1995). Further, the child should make a choice of what to do. Since learning results from the child’s needs and interests, the opportunity to choose materials and activities is essential (Hohmann & Weikart 1995). Play is a very significant teaching strategy or activity in a developmentally appropriate curriculum. It allows active exploration of information, social interactions and physical activity essential to learning and development.