The ACCESS Curriculum
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ACCESS address practically any set of learning standards in meaningful, connected using developmentally appropriate principles (National Association for the Education of Young Children, 2020),
While implementing these standards the ACCESS curriculum: -Is emergent and follows the children's interests. -Is assessment supported. -Provides for the physical, social/emotional, language, aesthetic, and cognitive development of the children. -Is socially relevant. -Engages children intellectually. -Is personally meaningful to the children. -Builds on children's knowledge and abilities. -Integrates content matter across disciplines and developmental domains. -Makes meaningful connections. -Supports children’s home cultures. -Reflects realistic and attainable goals. -Allows children to represent their knowledge in a through a wide variety of methods and medians. ACCESS OVERVIEWThe ACCESS Curriculum is an intentional, integrated and inquiry based curriculum for children ages infancy through grade five. It was developed at the University of Dayton Bombeck Family Learning Center by teachers, administrators, and early and middle childhood faculty. ACCESS is being used in a variety of early childhood education settings. The curriculum was developed out of respect for the intelligence and creativity of teachers who seek to create cohesive, engaging and meaningful curriculum. It also embraces children as capable thinkers who have important questions to be answered.
ACCESS is a research-based curriculum that reflects the position statement of the National Association for the Education of Young Children (NAEYC) (pending); the Division of Early Childhood (DEC) Recommended Practices (2014); the Head Start Early Learning Outcome Framework (2015); the Zero to Three Recommended Practices (2016); as well as the Association for Middle Level Education (AMLE) which states that "adolescents must become actively aware of the larger world, asking significant and relevant questions about that world and wrestling with big ideas for which there may not be one right answer" (2010, p. 1). ACCESS can incorporate a variety of content standards including the Common Core State Standards and others adopted by individual states like Ohio's Early Learning and Development Standards (Ohio Department of Education, 2012) for young children birth through 5. The Head Start Early Learning Outcome Framework (Head Start Resource Center, 2015) can easily be used with ACCESS as can courses of study developed by Catholic Dioceses. Nontraditional educational programs such as nature centers, museums, and community center programs also find that ACCESS is appropriate as a framework to develop engaging and appropriate experiences for young children. ACCESS can be used in conjunction with other curricula or can stand alone. We believe that effective teachers must be able to, not only, create appropriate integrated and inquiry-based curriculum, but also articulate their practice to parents, administrators, board members, policy makers and other stakeholders who may lack an understanding of appropriate and effective curricula and assessments. |
ACCESS Stands for:ASSESSMENT-SUPPORTED
CHILD CENTERED EMERGENT/NEGOTIATED SCIENCE EMPHASIS STANDARDS INTEGRATED 
Science can serve as the central topic around which other content areas and developmental domains integrate. Notice how engaged this child is as he explores a nature book and writes about a science topic that interests him.
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The ACCESS Curriculum (ACCESS) was developed, in part, to fill the need to be intentional about how we, early childhood educators, provide access to quality, developmentally appropriate learning experiences for young children. ACCESS is a curriculum that includes a framework for intentional decision-making about what to teach and how to teach it. It was developed and implemented at the University of Dayton (UD)'s Bombeck Family Learning Center (Bombeck Center) and with our field partners in other preschool, kindergarten and primary grade settings. The curriculum reflects 20 years of work by UD early childhood faculty and the Bombeck Center teachers and administrators who developed, field tested, implemented the curriculum and shared their work.
ACCESS:
-Uses ongoing program evaluation and assessment data about what children know and are able to do to support instructional decision-making
-Encourages high quality teacher-child interactions and is child-centered
-Benefits from an emergent/negotiated curriculum that incorporates integrated, extended investigations typically focused on science
-Provides children with opportunities to acquire both developmental skills and relevant in context subject matter content appropriate for their age
-Supports teacher development of in-depth content knowledge to support child learning outcomes.
-Encourages high quality teacher-child interactions and is child-centered
-Benefits from an emergent/negotiated curriculum that incorporates integrated, extended investigations typically focused on science
-Provides children with opportunities to acquire both developmental skills and relevant in context subject matter content appropriate for their age
-Supports teacher development of in-depth content knowledge to support child learning outcomes.
ACCESS was developed as an approach to early childhood curriculum and supports intentional decision-making about what and how to teach young children, from birth through grade 5, in the 21st century. The curriculum reflects respect for the intelligence of young children and their teachers who provide responsive care and quality educational experiences. While some in the field have developed curricula that steer away from the emergent, child-centered models that have been the theoretical foundation of early childhood, this curriculum embraces the traditions of the field while also pushing the professional forward to better serve children and families as they face the demands of the 21st century.
ACCESS avoids the "either/or" view of early childhood curriculum that has the play-based traditionalist on one end of the developmentally appropriate practice continuum while reformists hover on the other end, embracing an academic emphasis on content standards. ACCESS is based on a "both/and" perspective that incorporates a rich, child-centered, emergent curriculum model. This model is supported by authentic assessment allowing teachers to make well-informed decisions about how to stage the learning environment, select engaging materials, and plan meaningful and connected experiences that allow young children to investigate important topics. The curriculum builds upon young children's natural curiosity about the world around them fostering a sense of wonder and providing opportunities for scientific inquiry. It also capitalizes on the teachable moments that present themselves throughout the child's daily routines.
Based on the understanding that no single curriculum can meet the needs of all learners, (Frede & Ackerman, 2007), ACCESS describes a process for making informed decisions that reflects the needs of children and families in a variety of early childhood education settings including but not limited to child care, early intervention, Head Start and public and private schools that house preschool, preschool special education, kindergarten and the primary grades.
ACCESS integrates the study of important science topics with opportunities for language, social, emotional, physical health, motor, aesthetic, and cognitive development as well as meaningful literacy, math and social studies learning with an emphasis on approaches to learning and executive functions. It is appropriate for young children, ages birth to eight, including those who are typically developing, at-risk and those with mild to moderate learning needs. ACCESS has been field tested in a variety of settings including programs that serve children and families in poverty. In alignment with New's premise that "all children are entitled to gain access to the skills and knowledge regarded as social capital the in dominant culture" (1999, p.132), early childhood professionals use ACCESS to push past curriculum models that support educational equity rather than a sensitivity to differences. ACCESS sets the stage so that children with a variety of life experiences can access high quality, intellectually engaging curriculum. Because of an emphasis on academic language (Nagy &Townsend, 2011) and the inclusion of novel vocabulary, ACCESS adapts to the needs of children who are English learners and native speakers alike. The Intentional Curriculum Decision-Making Process (see below) that is the basis of ACCESS, allows teachers to make decisions that reflect the needs of diverse children and families including those who differ in terms of geographical location, cultural background, soci-economic status, race, religion, ethnicity and learning styles and abilities. The curriculum is flexible and can address any set of content standards including but not limited to the:
ACCESS avoids the "either/or" view of early childhood curriculum that has the play-based traditionalist on one end of the developmentally appropriate practice continuum while reformists hover on the other end, embracing an academic emphasis on content standards. ACCESS is based on a "both/and" perspective that incorporates a rich, child-centered, emergent curriculum model. This model is supported by authentic assessment allowing teachers to make well-informed decisions about how to stage the learning environment, select engaging materials, and plan meaningful and connected experiences that allow young children to investigate important topics. The curriculum builds upon young children's natural curiosity about the world around them fostering a sense of wonder and providing opportunities for scientific inquiry. It also capitalizes on the teachable moments that present themselves throughout the child's daily routines.
Based on the understanding that no single curriculum can meet the needs of all learners, (Frede & Ackerman, 2007), ACCESS describes a process for making informed decisions that reflects the needs of children and families in a variety of early childhood education settings including but not limited to child care, early intervention, Head Start and public and private schools that house preschool, preschool special education, kindergarten and the primary grades.
ACCESS integrates the study of important science topics with opportunities for language, social, emotional, physical health, motor, aesthetic, and cognitive development as well as meaningful literacy, math and social studies learning with an emphasis on approaches to learning and executive functions. It is appropriate for young children, ages birth to eight, including those who are typically developing, at-risk and those with mild to moderate learning needs. ACCESS has been field tested in a variety of settings including programs that serve children and families in poverty. In alignment with New's premise that "all children are entitled to gain access to the skills and knowledge regarded as social capital the in dominant culture" (1999, p.132), early childhood professionals use ACCESS to push past curriculum models that support educational equity rather than a sensitivity to differences. ACCESS sets the stage so that children with a variety of life experiences can access high quality, intellectually engaging curriculum. Because of an emphasis on academic language (Nagy &Townsend, 2011) and the inclusion of novel vocabulary, ACCESS adapts to the needs of children who are English learners and native speakers alike. The Intentional Curriculum Decision-Making Process (see below) that is the basis of ACCESS, allows teachers to make decisions that reflect the needs of diverse children and families including those who differ in terms of geographical location, cultural background, soci-economic status, race, religion, ethnicity and learning styles and abilities. The curriculum is flexible and can address any set of content standards including but not limited to the:
-Common Core State Standards (National Governors Association Center for Best Practices and the Council of Chief State School Officers, 2009)
-Early learning and development standards individual states
-Graded courses of study adopted by public, charter, Catholic and other private schools
-Head Start Early Learning Outcome Framework (Head Start Resource Center, 2014)
-Next Generation Science Standards for States by States (NGSS Lead States, 2013)
-The Catechism of the Catholic Church (American Council of Bishops, 2016)
-Early learning and development standards individual states
-Graded courses of study adopted by public, charter, Catholic and other private schools
-Head Start Early Learning Outcome Framework (Head Start Resource Center, 2014)
-Next Generation Science Standards for States by States (NGSS Lead States, 2013)
-The Catechism of the Catholic Church (American Council of Bishops, 2016)
ACCESS can be used in conjunction with other curricula, formal or informal, and can support the annual goals and instructional objectives on individual education plans.
Fig 1-1
The ACCESS Curriculum relies on an Intentional Curriculum Decision-Making Cycle, that:
-Calls on early childhood professionals to evaluate the strength needs and resources to determine what is needed to provide high quality experiences for children
-Reflects the belief that young children learn best in intentionally planned environments that support active learning through play and other means throughout the day
-Implements high quality instruction that is dependent on strong teacher-child interactions in which teachers encourage inquiry, support play/active learning, and extend language and concept development
-Uses aggregated and authentic assessment data to make instructional decisions and track child progress. These data are also used to inform program evaluation and continue the ongoing Intentional Curriculum Decision-Making Cycle.
-Reflects the belief that young children learn best in intentionally planned environments that support active learning through play and other means throughout the day
-Implements high quality instruction that is dependent on strong teacher-child interactions in which teachers encourage inquiry, support play/active learning, and extend language and concept development
-Uses aggregated and authentic assessment data to make instructional decisions and track child progress. These data are also used to inform program evaluation and continue the ongoing Intentional Curriculum Decision-Making Cycle.
The ACCESS Curriculum Planning Process
The ACCESS Curriculum Planning Process utilizes the Intentional Curriculum Decision-Making Cycle that begins with the evaluation (Fig 1-1) of the strengths and needs of the program including:
-School, culture, resources, limitations
-Curriculum focus from past years and likely future focus
-Opportunities to facilitate the development of classroom community
-Daily routines that meet the needs of children and families and provide opportunities for meaningful and connected learning
-Opportunities for inquiry
-Ability to follow the children's interest
-Quality of the environment, materials and teacher-child interactions
-Accuracy and complexity of science concepts
-An analysis of the children's aggregated assessment data
-Reflection of the children's family culture
-Curriculum focus from past years and likely future focus
-Opportunities to facilitate the development of classroom community
-Daily routines that meet the needs of children and families and provide opportunities for meaningful and connected learning
-Opportunities for inquiry
-Ability to follow the children's interest
-Quality of the environment, materials and teacher-child interactions
-Accuracy and complexity of science concepts
-An analysis of the children's aggregated assessment data
-Reflection of the children's family culture
Then teaching teams collaboratively plan (Fig 1-1) high quality experiences including investigations and mini-investigations that support meaningful inquiry. Also intentionally planned are the daily routines and in-betweens that provide opportunities for children to develop and practice developmental skills and academic skills in meaningful and connected ways.
Teaching teams implement (Fig 1-1) the daily routines, in-betweens, investigations and mini-investigations keeping in mind that investigations and mini investigations comprise only part of the day or week. Daily routines and in-betweens encompass much of the children's time.
Next teachers assess (Fig 1-1) the children's development, interests and content knowledge through the observation of daily routines and play-based, small group, and large group experiences. Data are aggregated for the class as a whole across all subject areas and development domains and are used to make planned decisions. These data are also used to revisit program evaluations to continuously improve practice in order to meet the needs of children and families.
Teaching teams implement (Fig 1-1) the daily routines, in-betweens, investigations and mini-investigations keeping in mind that investigations and mini investigations comprise only part of the day or week. Daily routines and in-betweens encompass much of the children's time.
Next teachers assess (Fig 1-1) the children's development, interests and content knowledge through the observation of daily routines and play-based, small group, and large group experiences. Data are aggregated for the class as a whole across all subject areas and development domains and are used to make planned decisions. These data are also used to revisit program evaluations to continuously improve practice in order to meet the needs of children and families.
Investigations (Fig 1-1) constitute part of the day or week and connect learning around an important science topic for several weeks or months. Similar to the projects described in Katz and Chard's Project Approach, (2002), investigations are inquiry-based extended studies that require children to make observations and collect data in order to answer research questions.
Projects, as described by Katz and Chard (2002), focus on inquiry-based topics worthy of study from a wide variety of disciplines.
Investigations as described in ACCESS, focus on inquiry-based questions typically related to important science topics. Additionally, ACCESS includes an intentional system to track subject matter content and developmental skills.
Investigations as described in ACCESS, focus on inquiry-based questions typically related to important science topics. Additionally, ACCESS includes an intentional system to track subject matter content and developmental skills.
Mini-Investigations like the longer and more extensive "investigations," (Fig 1-2) also constitute only part of the day. The duration of the mini-investigation is shorter than a full investigation, generally lasting a week or two. This shorter duration allows teachers and children to focus time on less substantial studies of topics that are meaningful to children and families but may not be worthy of the time commitment associated with a full investigation.
Common Topics include:
>Seasonal Studies such as Thanksgiving, Indigenous People Day and Earth Day
>Family Culture Studies such as Cinco de Mayo. Chinese New Year, Rosha Shana, Ramadan, Easter and Kwanza
>School Culture Studies such as Dr. Seuss' Birthday, First Communion, All Saints Day, and Fall Festival
>Seasonal Studies such as Thanksgiving, Indigenous People Day and Earth Day
>Family Culture Studies such as Cinco de Mayo. Chinese New Year, Rosha Shana, Ramadan, Easter and Kwanza
>School Culture Studies such as Dr. Seuss' Birthday, First Communion, All Saints Day, and Fall Festival
Mini-Investigations allow teachers and children to incorporate the interests of children, teachers as well as, family and school culture in ways that are meaningful but do not warrant an extended investigation.
Fig 1-2
In-betweens (Fig 1-1) refers to the time of transition between investigations. ACCESS emphasizes the importance of intentional planning and the need to capitalize on the learning opportunities that occur during transitions from one investigation to the next. ACCESS embraces the time "in-between" investigations as opportunities to discover children's interest, to reflect on what children have learned by analyzing documentation and to build anticipation and excitement for the next investigation.
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Daily Routines (Fig 1-2) are the common structures of the day that provide young children with the comforting predictability that is part of a quality early childhood program. Whether taking part in snack time, engaging in a morning meeting, or putting on coats to go outside, children can benefit from well-planned routines that support development and learning. For older children, daily routines also include curriculum addressed regularly as part of the adopted reading/math program.
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When intentionally planned, snack time for these infants provides opportunities for development across all domains.
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