However, the curriculum offers little guidance on how to authentically include children's cultures or home language in the physical environment. For example, the curriculum suggests that the Art Center be near the sink or hand-washing tubs and the Construction Zone provide plenty of space for the children's creations. The "Organizing Your C4L Classroom" section in the Teacher's Handbook provides simple organizational guidelines for using visual cues throughout the classroom (e.g., labeling shelves) and for setting up the learning centers. The curriculum acknowledges the need to be flexible with the daily schedule, but it lacks specific discussion of how to adjust schedules and routines based on individual children's needs and backgrounds.Įnvironment: C4L provides some specific guidance on how to design well-organized, engaging indoor environments. The organization of the Teaching Guides reiterates the guidance on how to establish a daily schedule and routines. It also describes the specific classroom routines organized into three categories: meet and greet routines, engagement routines, and wrap-up routines. Schedule and Routines: The Professional Handbook provides guidance on creating and posting the daily schedule and preparing for transitions. The curriculum provides some guidance for ensuring that the learning materials meet the unique needs of children with disabilities or other special needs, but the curriculum lacks adequate guidance on how to select learning materials that authentically represent the cultures, ethnicities, and home languages of children in the program. The Teaching Guides provide suggestions for learning materials to use in specific activities and learning centers (e.g., variety of blocks, such as hollow, unit, and handmade blocks). Learning Materials: Big Day for PreK ™ provides developmentally appropriate learning materials, such as books, magnetic letters, and manipulatives (e.g., snap cubes, attribute blocks). However, the curriculum lacks guidance on how to design the outdoor environment and minimally addresses how to include children's cultures or home languages in the physical environment. The Professional Handbook and Teaching Guides provide some suggestions for ensuring the physical environment is accessible for children with specific disabilities or special needs. Environment: The Professional Handbook provides guidance on how to arrange the classroom, create a safe space, and set up engaging learning centers that support children's development in the ELOF domains.
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