Early childhood education curriculums: Early Childhood Curriculum Resources | ECLKC

Early Childhood Curriculum | Pinnacle Curriculum

CCEI’s RESEARCH-BASED
EARLY CHILDHOOD EDUCATION LESSONS

CCEI’s RESEARCH-BASED
EARLY CHILDHOOD EDUCATION LESSONS

What is Pinnacle Curriculum?

Early childhood education courses provide children with a wealth of knowledge to help them excel in school. Pinnacle® is a research-based early childhood curriculum, designed with both teachers and students in mind. Based on the works of Piaget, Gardner, and Erikson, Pinnacle® provides early childhood educators with lessons that engage children in developmentally appropriate activities. Pinnacle® is published in an easy-to-use, reusable format that includes lesson plan guides, activity enrichments, and long-range goals linked to key standards. Developmentally appropriate child care center curriculum programs are offered for Infants, Toddlers, Two’s, Three’s, Four’s, and School-Age children.

Why Choose Pinnacle Curriculum?

This “play to learn” style early childhood curriculum instills a deep love for learning through active and engaging lesson plans. Each child learns differently and the Pinnacle curriculum offers adaptability with lesson plans that are designed for personalization. Rather than purchasing a pricey child care center curriculum every year, Pinnacle® curriculum is reusable and recyclable. The curriculum is not date or time sensitive, meaning that you can use the curriculum year after year. Choose from faith-based or secular options that both exceptionally prepare children to excel in school. This early childhood education curriculum allows you to spend less time wondering how to make a lesson plan and more time in playful discovery with your children.

Why Choose Pinnacle Curriculum?

This “play to learn” style early childhood curriculum instills a deep love for learning through active and engaging lesson plans. Each child learns differently and the Pinnacle curriculum offers adaptability with lesson plans that are designed for personalization. Rather than purchasing a pricey child care center curriculum every year, Pinnacle® curriculum is reusable and recyclable. The curriculum is not date or time sensitive, meaning that you can use the curriculum year after year. Choose from faith-based or secular options that both exceptionally prepare children to excel in school. This early childhood education curriculum allows you to spend less time planning and more time in playful discovery with your children.

CCEI’s Research-Based Early Childhood Curriculum Offers:

• Developmentally appropriate activities that adhere to early childhood education industry standards
• Clearly stated learning objectives to help facilitate learning in all domains
• Flexible programming to accommodate varied learning styles
• Carefully selected themes that capture children’s interest
• Long-range goals linked to Key Standards
• Suggestions to enrich childhood developmental milestones based on research
• Interactive activities that help children develop a love for learning while they are growing, playing, and having fun
• Easy to follow daily or weekly early learning curriculum format
• Includes Lesson Plan Guides
• Options for enriching activity centers and circle times every day
• Suggested book lists related to the theme
• Patterns included for teacher use and classroom enrichment
• Five weeks of early learning child care center curriculum for each month
• Comprehensive Age-Specific Programs for Infants, Toddlers, Twos, Threes, Fours, and School-Age children

View a Pinnacle

^® Curriculum Sample Below

Click on a course to view the details and requirements

View a Pinnacle

^® Curriculum Sample Below

Click on a course to view the details and requirements

Learning Objectives for Pinnacle Early Childhood Curriculum:

• Social and Interpersonal Objectives – includes learning listening skills, sharing, playing fairly, compromise, respect, and more.
• Logical and Mathematical Objectives – includes counting from 1-30, comparisons, basic number concepts, pattern recognition, and understanding spatial concepts: first, middle, last, front, back, up, down, over, under, through, in and out, and more.
• Language and Emerging Literacy Objectives – includes learning to follow directions, write a first name, tell a story in a sequence, rhyming skills, building vocabulary, recognizing the names and sounds of consonants and short vowels, forming consonants and vowels in upper and lower case and building vocabulary skills including color, words, shapes, weather, seasons, holidays, manners, friendships, community helpers, family traditions, health and safety, animals, farming, science, and mathematical, and more.
• Gross Motor Skills – includes learning to catch small objects, throw an object in the intended direction, running with control, climbing without falling, reproducing rhythmic patterns, and more.
• Fine Motor Skills – includes learning to use scissors on lines and shapes, using a crayon in a defined area, creativity with art media, using writing and drawing tools with control and holding a pencil correctly, and more.
• *Optional Christian Objectives – includes learning who God is, who Jesus is, learning to pray, sing Christian songs, knowing that God loves them, and more.

Scope & Sequence

for Pinnacle Curriculum

*Download more information

about Pinnacle Scope & Sequence

Learning Objectives

for Pinnacle Curriculum

*Download more information

about Pinnacle Learning Objectives

Ready To Get Started With One of Our
Early Childhood Education Curriculum?

Pinnacle

^® Curriculum Secular Version

Click the button below to download the order form

Pinnacle

^® Curriculum Faith Based Version

Click the button below to download the order form

Summer

of Wonder Curriculum

Click the button below to download the order form

ChildCare Education Institute (CCEI) is the industry leader for online professional development.

Facebook Instagram Twitter Linkedin Pinterest

Services

Company

Trial Course

Enroll

Early Childhood Curriculum | LASC

Create Engaging, Dynamic Lessons to Help Your Classes Grow & Thrive!

You want to help others succeed, particularly children, and you have taken an interest in developing the plans that shape the education children receive. Developing a curriculum is more than the lessons taught; it’s the environment designed to keep children focused and the methods of teaching that instill a lifelong love of learning.

With a Skill Certificate in Early Childhood Curriculum, you will learn the ins and outs of creating a curriculum focused on age-appropriate, play-based learning modes and have the knowledge needed to establish a curriculum that meets developmental needs. Use the skills learned in your teaching career or be part of a growing field of curriculum designers and instructional coordinators.

Careers in Early Childhood Curriculum

If you’re choosing this career path, you want to create the curriculum that will prepare your students for their next educational endeavor. Working in this field requires attention to detail and a broad understanding of child development through age 8.

Here are some possible occupations you can work towards by having an Early Childhood Curriculum Skill Certificate:

Career information below is taken from bls.gov in November 2019. Go to bls.gov for most current career information.

Oversee school curricula and teaching standards; develop instructional material, implement it, and assess its effectiveness.

Data for Los Angeles/Long Beach/Anaheim

Plan and administer programs that improve the skills and knowledge of their employees.

National data

Plan, direct, or coordinate the academic and non-academic activities of preschool and childcare centers or programs

National data

Instruct young students in basic subjects in order to prepare them for future schooling.

Data for Los Angeles/Long Beach/Anaheim

What You’ll Learn at LASC in Early Childhood Curriculum

With your Skill Certificate in Early Childhood Curriculum, you’ll be equipped to create a curriculum for children under age 8. You may want to apply the skills you’ve learned in a career as a teacher, or use your knowledge to design curriculum to assist elementary school teachers:

• Advance your knowledge in the creation of a curriculum in early childhood education so you will know the core principles, strategies, techniques, and outcomes behind a successful and engaging curriculum.

• Understand the new trends and strategies within early childhood development so you can help foster a love of learning in young children.

• Want to get a bachelor’s degree? If you haven’t received your associate degree, LASC offers associate degrees in Child Development, as well as an Associate in Science in Early Childhood Education for Transfer degree that can guarantee you admission into a CSU and some UCs! Save money on your first two years of college learning from passionate, dedicated faculty before transferring to a four-year college or university. Visit your academic counselor to find out more.

Degrees & Courses You Will Take

Review LASC’s Skill Certificate in Early Childhood Curriculum, and our suggested course of study for this program. Go to LASC’s current Course Catalog [link to Course Catalog] for specific course information:

Total Units Required: 15

Get Ready Before You Start

Interested in a career in teaching or education? Before your first class starts at LASC, you can start preparing for your early childhood education career:

• Make an appointment with your LASC academic counselor to review LASC’s program, develop a Student Education Plan (SEP), and discuss your career goals to see if getting an associate or even transferring to a four-year college or university may be beneficial for you goals for your future.
• Still in high school? Contact local elementary schools and preschools to see if you could observe for an afternoon to watch teachers in action. Talk with your high school counselor to see if they can recommend any local opportunities that you could be a part of.

Grants

Make the most with your time at LASC, and gain career experience while meeting and working with others who want to further their knowledge and experience for a thriving career in child development:

Child Development Teacher Grant – get money to help pay for your child development education so you can enter the field of childcare and development in a licensed children’s center.

Child Development

Office Hours and Location

Mondays to Fridays: 8:00AM – 4:30PM
Saturdays to Sundays: Closed

Child Development Center, Room 210

Contact

Dr. La Shawn Brinson, Chair
Email: [email protected]
Phone: (323) 241-5023

LASC Employee Directory

Care and education programs

In its activities, a preschool institution implements the main general educational program of preschool education in groups of a general developmental orientation. The content of the educational process in a preschool institution is determined by:

• in early age groups “The program of education and training in kindergarten” edited by M.A. Vasilyeva. Recommended by the Ministry of Education of the Russian Federation;

nine0007

• in groups of preschool age with a comprehensive educational program for the development and education of children in the kindergarten “Childhood”. Developed by a team of teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. A.I. Herzen / Mr. St. Petersburg / Recommended by the Ministry of Education of the Russian Federation.

The programs are determined by the order of parents for the development in the child of activity, curiosity, the desire for independence of knowledge, creativity, readiness for schooling, and are of a secular nature. nine0003

Main goal “Programs for the development and education of children in the kindergarten” Childhood “:

protection and strengthening of the physical and mental health of the child, the formation of the foundations of safe behavior, motor and hygiene culture;

development of the child’s personality, his curiosity, creative imagination, emotional and sensory sphere.

Program motto: Feel. Know. Create.

The program is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, the correction of shortcomings in the physical and (or) mental development of children. nine0003

When organizing the educational process, the principles of integration of educational areas (physical culture, health, safety, socialization, labor, cognition, communication, reading fiction, art, music) are taken into account in accordance with the age capabilities and characteristics of the pupils. The integrative approach makes it possible to develop in unity the cognitive, emotional and practical spheres of the child’s personality.

The solution of program educational tasks is carried out in various forms of joint activities of adults and children and independent activities of children, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education. nine0003

The educational process is based on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is game . Game moments, situations and techniques are included in all types of children’s activities and communication between the teacher and preschoolers.

The upbringing, education and development of children from 1.5 to 7 years is carried out in the following areas:

• Physical development and health improvement
• Cognitive speech
• Art and aesthetic
• Social and personal

In the educational process, partial programs are used, built on the same principles as the integrated program “Childhood”. Their choice is justified by the methodological reinforcement of sections of the main program.

nine0083

“Childhood”

The structure of the content of preschool education.	Implemented educational, health, correctional programs and technologies.
	Programs.	Technologies.
1. Physical development and health.	“Physical culture – for preschoolers” L.D. Glazyrina. “Fundamentals of Safety for Preschool Children” R.B. Sterkina, N.N. Avdeeva, O.L. Knyazeva.	AND I. Shakhomirova “Know thyself” “Physical education in kindergarten» L.I. Penzulaeva
2. Development of gaming activities.	“Childhood” / V.I. Loginova, T.I. Babaeva, N.A. Notkina. nine0074	“Game tasks and exercises for preschoolers” Z. A.Mikhailova,
3. Speech development.	“Childhood”.	“Speech development classes” F. Sokhin, O. Ushakova, nine0002 Zhurova Teaching children to read and write.
4. Development of the child in visual activity.	“Colored palms” I.A. Lykov.	“The beauty. Joy. Creation.” nine0003 T.S.Komarova
5. Development of the child in musical activity.	“Ladushki” THEM. Kaplunova, I.A. Novoskoltseva	“Musical masterpieces” by O.P. Radynov. nine0003 “Rhythmic Mosaic” A.I. Burenina. T. Sauko, A. Burenina “Top, clap, kids.”
6. Development of the child in theatrical activities.	“Theater. Creation. Children.” N.F. Sorokina.
7. Development in constructive activity.	“Childhood”	“Design and manual labor in kindergarten” L.V. Kutsakova
8. Development of elementary mathematical concepts.	“Childhood”	“Mathematics from 3 to 7” BEHIND. Mikhailov. “Mathematics is interesting” Z. A. Mikhailova, I. N. Cheplashkina
9. Development of elementary natural science concepts.	“Childhood”
10. Development of ecological culture of children. nine0042	“We” Kondratieva N.N.	O.A. Voronkevich “Welcome to ecology”
11. The development of ideas about man in history and culture.	nine0002 “Childhood”
12. Social and personal development.	“ABC of communication” Shipitsyna L.M. nine0003
13. Correction of developmental disorders.	“The program of training and education of children with phonetic and phonemic underdevelopment” T.B. Filicheva, G. V. Chirkina	“System of corrective work to overcome OHP” N.V. Nishcheva
14. Early childhood development.	“The program of education and training in kindergarten” ed. nine0003 M.A. Vasilyeva	“Baby” G.G.Grigorieva.

The normative term for mastering the main general education program is 5.5 years (the period of early and preschool age is from 1.5 to 7 years).

The formed integrative qualities of the child are the final result of mastering the main general educational program of preschool education. To determine the results of mastering the Program, the social portrait of a 7-year-old child who has mastered the basic general educational program of preschool education is of great importance. nine0003

The “social portrait” of a 7-year-old child who has mastered the basic educational program of preschool education, an integral result of preschool education, is included in the regulatory legal document of the Ministry of Education and Science of the Russian Federation – Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education.

A child aged 7 years who has mastered the basic general education program of preschool education:

nine0015 1. Physically developed, having mastered the basic cultural and hygienic skills.

Not all qualities formed in a child by the end of preschool childhood are the result of mastering the main general educational program of preschool education.

The child has reached the maximum possible level of harmonious physical development (taking into account individual data). He has formed the basic physical qualities and the need for motor activity. Independently performs age-appropriate hygiene procedures, observes the elementary rules of a healthy lifestyle. nine0003

2. Curious, active.

He is interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to an adult, likes to experiment.

Able to act independently (in everyday life, in various types of children’s activities). In case of difficulty, he turns to an adult for help. Takes a lively, interested part in the educational process.

3. Emotionally responsive.

Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Emotionally reacts to works of fine art, musical and artistic works, the natural world.

4. Having mastered the means of communication and ways of interacting with adults and peers.

The child adequately uses verbal and non-verbal means of communication, owns dialogic speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). nine0003

Able to change the style of communication with an adult or peer, depending on the situation.

5. Able to manage his behavior and plan his actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior.

The child’s behavior is mainly determined not by momentary desires and needs, but by the requirements of adults and primary value ideas about what is good and what is bad (for example, you can’t fight, offend the little ones, it’s not good to snitch, you need to share, you need to respect adults, etc. ). The child is able to plan his actions aimed at achieving a specific goal. Complies with the rules of conduct on the street (traffic rules), in public places (in transport, shops, clinics, theaters, etc.). nine0003

6. Able to solve intellectual and personal tasks (problems), adequate to age.

The child can apply independently acquired knowledge and methods of activity to solve new tasks (problems) set both by adults and by himself; depending on the situation, it can transform the ways of solving problems (problems). The child is able to propose his own idea and translate it into a drawing, building, story, etc.

nine0015 7. Having primary ideas about himself, family, society (nearest society), state (country), world and nature.

The child has an idea:

• about oneself, one’s own belonging and belonging of other people to a certain gender;

• on the composition of the family, family relationships and relationships, the distribution of family responsibilities, family traditions;

• about society (nearest society), its cultural values ​​and one’s place in it; nine0003

• about the state (including its symbols, “small” and “big” Motherland, its nature) and belonging to it;

• about the world (planet Earth, diversity of countries and states, population, nature of the planet).

8. Having mastered the universal prerequisites for learning activities: the ability to work according to the rule and according to the model, listen to an adult and follow his instructions.

9. Having mastered the necessary skills and abilities.

The child has formed the skills and abilities (speech, visual, musical, constructive, etc.) necessary for the implementation of various types of children’s activities.

Number of children as of September 1, 2014: 68. 56 preschoolers study under the program “Childhood”, according to the “Program of education and training in kindergarten” ed. M.A. Vasilyeva – 12 children.

Methods and concepts for early childhood education

College of Economic International Relations


For graduates of 9th and 11th grades.

Higher education online


Federal project of distance education.

I would go to the oil industry!
nine0539


Take the test, find out your future profession and how to get it.

Future technologies


Get inspired to become a cool engineer to change the world

Student projects


Moscow Polytechnic students talk about their inventions

Chemistry and Biotechnology at RTU MIREA


120 years of training experience

International College of Arts and Communications


MKIK – modern college

English


Together with Wall Street English experts, we decided to talk about the English language in a way that would make you want to learn it.

15 rules of safe behavior on the Internet


Simple but important rules for safe online behavior. nine0003

Olympiads for schoolchildren


List, calendar, levels, benefits.

First economic


We talk about what lives and how the Russian Economic University named after G.V. Plekhanov.

Ticket to Holland


Participate in the competition and win a trip to Holland to study at one of the summer schools at Radboud University.