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Teachers in District 16’s Early Childhood Family Education program do not use a specific curriculum to plan their daily lessons; they take into account the specific needs and desires of the members of each indivdual ECFE class. Children learn through play-- play with purpose. Children have time with their parents and time separate from their parents in most ECFE classes. Parents help to decide what is discussed in the parenting groups.
There are two documents, developed through the Minnesota Department of Education, that provide the basis for ECFE class design. A resource guide titled Minnesota Early Childhood Indicators of Progress provides a framework for understanding and communicating a common set of developmentally appropriate expectations for young children. For adult learning, Minnesota’s Parent Education Core Curriculum Framework and Indicators provides a guide that defines and places parameters around the core content -what we teach- in parent education. It is not intended to be a prescribed curriculum. Both documents help promote accountability in what is taught to the young children and adults alike. A conclusion from the Minnesota Early Childhood Indicators of Progress states “Because a child’s first and most important learning occurs in the context of the family, it is essential that families have the supports and resources needed to help their children develop in optimal ways. Families are better able to care for, nurture, and help their children succeed if early childhood teachers and caregivers, community members, and policymakers share in the collective commitment to foster healthy development of young children.”
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