How ACCESS Curriculum works |
The ACCESS Curriculum Elements
The ACCESS Curriculum is composed of five elements that represent how high quality curriculum is implemented.
Assessment SupportedAssessment within The ACCESS Curriculum is authentic, developmentally appropriate and culturally responsive. Teachers create a system of ongoing documentation and collect assessment data on individual children as well as the whole class. Data is aggregated and used to inform the decisions that teachers make as they plan instruction and routines. Through ACCESS, early childhood professionals are equipped with the information necessary to make teaching intentional and play purposeful.
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Child-Centered
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The ACCESS Curriculum includes am emphasis on following the child's lead, allowing for child choice, providing ample opportunities for teacher-child interactions and staging an environment that allows children to practice their evolving skills while exploring their world though play. Children learn best when experiences are meaningful and are connected to prior knowledge. Children are more engaged with experiences that have a purpose and can apply to real life situations.
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Emergent/NegotiatedTeachers plan instruction, select materials and stage environments that support long-term science investigations. Investigations emerge from the children's interests while also being funneled through the teacher's understanding of the children's developmental strengths and needs.
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Science and Inquiry Based
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The curriculum builds upon young children's natural curiosity about the world around them and fosters a sense of wonder while providing opportunities for scientific inquiry. It also capitalizes on the teachable moments that present themselves throughout the child's daily routines.
Science instruction also provides an engaging context through which students become literate, develop numeracy skills and academic language while they become more skilled socially. |
Standards Integrated ACCESS integrates all learning and development domains into children's daily learning experiences. Standards from any state can easily be used in this curriculum. The domain categories include:
Approaches toward Learning Cognition and General Knowledge Social and Emotional Development Physical Wellbeing and Motor Development |
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Major Components of ACCESS Curriculum
The following components are how ACCESS teachers and children spend the majority of time in their classroom.
Investigations are long-term, hands-on studies of a science topics that are relevant to the children's lives and rooted in their interests. Investigations often provide authentic experiences and help children to develop real-life skills.
Mini-Investigations are short term studies that are relevant to children and families, but may not be science focused. Mini-Investigations do not have to be rooted in child interests, but must be developmentally appropriate and carried out for a limited period of time.
Daily Routines are predictable parts of the class schedule that reoccur each day. These routines often include play time, meals, rest time, whole group meetings and transitions.
In-betweens are periods of time in which classes take a break from investigations and mini-investigations. During this time teachers reflect on their practice (individually and as a team) and make any necessary adjustments to the classroom or routine. This time is also used to conduct individual screenings or formal assessments.