Developmental checklists are important since the help to monitor the growth and development of children

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Developmental checklists are important since the help to monitor the growth and development of children. This ability of the checklist can be very helpful to teachers. Teachers can use the list to understand the need of children at different stages of growth and thus develop appropriate strategies for teaching them.

Develop checklist provide a guideline of the material that can be used for curriculum development in kindergarten schools (McQuillan et al, 2007). In this discussion, I will use a developmental checklist of ages from birth to year 5 to develop a curriculum for teaching young kids. The curriculum will be geared towards teaching one of the children I analyzed in the previous week. The curriculum will be suitable for day care centers.

The day care center is meant to serve the developmental need of the children. This curriculum will be geared towards enhance the students developmental needs. It will basically help the children develop their motor skills, cognitive skills, language skills and social skills. The learning center is geared towards children of ages between birth and age 5.

Various materials will be used to create the curriculum. First is that play environment will include appropriate materials such as toy that encourage the children to explore their environment and play freely (California Department of Education, 2012). They will be chosen to challenge their emerging ideas, concepts and skills. The curriculum will also include verbal instruction to guide their interactions and conversation as well as enable the coop with different emotions positive or negative that they experience. It will also include routines that will help the children develop their skills. This learning environment will have an area with books, an area for sensory perception with colorful pictures and paintings among others.

In this environment, the children will participate in different activities, they will play with toys, read basic books, listen to their caregiver reading stories, ell each other stories, sing, draw among others. The will also role play according to the instructions given by their caretakers.

References

California Department of Education. (2012). California Infant/Toddler Curriculum Framework. Sacramento: California Department of Education.

McQuillan, M. K. et al. (2007). A guide to Early Childhood program development. State of Connecticut State board of Education