Early Childhood Education
Curriculum Standards & Goals
Brighton Center’s nationally accredited program employs a curriculum that is at the forefront of every activity that our children engage in. All of our educators are highly trained and skilled in implementing this curriculum in a way that is appropriate for each individual child. The following outlines our curriculum framework and goals for each age group enrolled in our childcare and preschool program.
- Encourages the development of the “whole” child to include the domains of cognitive (early literacy, early mathematics, science, technology, creative expression and appreciation for the arts, health and safety, and social studies when age appropriate), language, social, emotional and physical development.
- Uses Early Learning Standards (the Texas Pre-Kindergarten Guidelines, Developmentally Appropriate Practices, and Kentucky’s Early Childhood Standards-Birth-to-Three) to plan activities for both the individual child and the class. Standards are incorporated into play, exploration, projects and studies, and large and small group times.
- Reflects diversity (gender, age, language, and abilities) and is culturally sensitive and responsive of individual family’s values, beliefs, and home language. This can be observed in interactions as well as evident in equipment and materials.
- Is primarily “child-centered” and emergent. Activities, materials, and themes are “driven” by the developmental needs of children in the classroom as well as their interests. Input into the curriculum also comes from children’s families and the community. The teacher capitalizes on these and uses them an as avenue for intentional teaching. Project work is valued and encouraged.
- Is play-based with large blocks of time allocated to children’s self-initiated learning choices, which include creative expression and play. The schedule provides opportunities for small-group and large-group activities as well as individualized instruction.
- Provides materials and experiences that are presented in an organized learning environment (both indoors and outdoors) to include learning centers for preschool children and learning zones for infants and toddlers. Children freely explore and experiment with materials and other children as well as with teachers who attempt to scaffold with them.
Brighton’s curriculum is emergent, child-centered, and play-based. Teachers plan according to the different interests and abilities of the children in the classroom. Ideas emerge from the children and teachers working together, with the teachers being able to actively listen to the children’s desires and then act upon them. The teachers pick up the children’s cues through conversations and open-ended questions. This approach also allows teachers to change and modify the curriculum easily in response to things that happen in the course of the day. Our child-centered approach allows teachers to look carefully at children and create a flexible program that meets their needs.
- Develop safe and healthy habits in young children with an emphasis on proper hygiene, sound nutrition, exercise and physical care
- Foster positive self-esteem and creative expression
- Support the development of social skills such as sharing, cooperation, generosity and empathy
- Stimulate cognitive problem-solving skills with an emphasis on the concepts of cause and effect, classification, serialization, space, time, numbers, shape, and colors
- Strengthen communication skills necessary for listening, reading, writing, and speaking by providing an environment rich in the practical use of words
- Enhance fine-motor and gross-motor skills
- Expose children to different ethnic cultures
Our curriculum also allows for a balance of: indoor/outdoor, quiet/active, individual/group, and child initiated/staff initiated activities. Classrooms and the playgrounds are set up into learning centers for preschool age and activity zones for infants and toddlers. All classroom schedules are designed to provide the children with structure yet allow them the flexibility to meet each child’s individual developmental needs.