Curriculum

Beyond Cribs & Rattles Curriculum & Beyond Centers & Circle Time(C)

Toddler Theme Series

The Beyond Cribs & Rattles, created by Dr. Pamela C Phelps, this curriculum provides caregivers an understanding of the unique educational needs of children age birth to three and how important the development of play skills is to their later school success. It focuses on creating intentional, developmentally appropriate experiences for infants and toddlers. This curriculum supports the Florida Learning and Developmental Standards for birth to three year olds, which mirror the National Association for the Education of Young Children’s guidelines, the Early Head Start Program Performance Standards, and ZERO TO THREE: the National Center for Infants and Toddlers.

Beyond Cribs & Rattles emphasizes the following:

  • Scaffolding of the environment, which includes the use and purchase of play materials as well as the organization of play spaces.
  • Pre-scaffolding of the play experience.
  • Scaffolding the development of the individual child through an understanding of the stages of sensorimotor, construction, and dramatic play seen in the play of infants and toddlers.
  • Post scaffolding of the play experience.

These four components are also described in the pre-school module, but infants and toddlers experience their world differently and the components have been altered to match the needs of the birth-to-three population.

Beyond Cribs & Rattles is designed to provide caregivers with knowledge that will help them create and implement quality play environments that will support the total development of infants and toddlers. When infants and toddlers are supported in their development by playful, loving, language-rich experiences they will be successful in later school.

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Preschool Theme Series

The Beyond Centers and Circle Time© curriculum theme series is written in an effort to offer support to educators and parents who wish to maintain a balance between supporting their child’s acquisition of skills and knowledge that will prepare him for later school success and the joys and delights of experiencing a playful childhood.

The research and theory that has guided The BCCT Curriculum, used for over 35 years, provides children with emergent literacy experiences within well planned and implemented play opportunities that use:

Dramatic Play (dress up)

  • Fluid and structured construction (sand/water/blocks/building)
  • Fluid and structured construction (sand/water/blocks/building)
  • Fine Motor (cutting, playdough, lacing, puzzles, zippers)
  • Gross Motor (walk, run, hop, jump, twist, bend)

This curriculum is based on a set of themes contains experiences that will support the development of the whole child. Adults using these themes must be sure that the children have knowledge of the content being discussed so activities can be adapted to the developmental need of the child. Children who enter later school having had rich experiential learning experiences and who have had many books read to them will have a better foundation for comprehending subject they read.

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