The GFECC Curriculum Framework provides the Goldberg Family Early Childhood Center with a foundation for the educational system and procedures for the planning process to make sure that each child experiences learning in a developmentally appropriate manner, simultaneously fostering a love of learning. The framework outlines our philosophy for learning, the foundation of Jewish Values, our curricular webbing process, the developmental guidelines that are most important for a child’s school and long-term success, and the most successful method of organization and planning for the benefit of our teachers and families. The children at the GFECC are expected to excel in all the areas of child development and early learning outlined by the Framework. The tiered administrative team is also expected to develop and implement the expectations and accountability measures that ensure such progress is made.
There are three areas that are fundamental to our educational framework.
Intentional Experiential Learning Environments
The learning environment is extremely important and when created intentionally is used as a powerful teaching tool. We often refer to it as the third teacher. Much of the early childhood teacher’s work is done before the children ever arrive, during planning and preparation of the environment. When the environment is set up with the consideration of how children learn and develop best, it can positively support teaching and learning.
At the GFECC, we define purposeful play through various activities that are appealing to our children. These activities can be either child directed or teacher facilitated and are freely chosen, engaging, and intentionally related to previously determined developmental guidelines. We see play as the driving force behind the development of imagination and intelligence, language, social skills, and physical abilities in young children.
Purposeful play at the GFECC is provided in two different classrooms—one indoors and one outdoors. The outdoor play environment is used as an extension of the indoor classroom and provides a natural platform for higher level math and science development as well as motor and social skills.
At the GFECC we strive to foster an environment of trust and collaboration through secure, respectful and reciprocal relationships. The social and emotional development of young children lays the foundation for their cognitive development and ultimately academic success. Children learn best in an environment that consists of a network of healthy, respectful relationships and where their psychological needs are being met. When these conditions exist, they feel safe and secure, valued as unique individuals and can become actively engaged in acquiring new skills and knowledge.