The Creative Curriculum

To help us in planning for your child’s experience at Earthplace Preschool, we have chosen a curriculum that includes the physical, emotional, social, language, cognitive, creative, and cultural domains of development.  We want to be sure that the curriculum’s fundamental beliefs are in line with our educational philosophy. The Creative Curriculum is the most supportive in helping our teachers plan a developmentally appropriate classroom for the Chickadees.
The Fundamental Beliefs of The Creative Curriculum for Infants, Toddlers, and Twos coincide with our educational philosophy and are as follows:
  • Building a trusting relationship with each child
  • Providing responsive, individualized care
  • Creating environments that support and encourage exploration
  • Ensuring children’s safety and health
  • Developing partnerships with families
  • Observing and documenting children’s development in order to plan for each child and the group
  • Recognizing the importance of social/emotional development
  • Appreciating cultural, family and individual differences
  • Taking advantage of every opportunity to build a foundation for lifelong learning
  • Supporting dual language learners, and
  • Including children with disabilities in all aspects of the program.
As its introduction states, “A curriculum is like a roadmap; it helps you get where you want to go. A developmentally appropriate curriculum … includes goals and objectives for children’s learning in all areas of development.” 


The Creative Curriculum has a series of goals that are broken down into objectives. 
1. To learn about self and others - emotional, social, good health practices
2. To learn about moving - physical 
3. To learn about the world - cognitive, creative, cultural
4. To learn about communicating - language, creative

To Learn About Self and Others

Emotional Development
Emotional development is nurtured through the supportive interaction between teachers, parents and the children. Teachers take into consideration each child’s individual differences and needs. Cultural, language and developmental differences are addressed. For example, books, puzzles, pictures, songs, and dolls that reflect the children’s cultures are a part of the classroom environment. Songs, holidays, family traditions, and words in the children’s languages are included in the curriculum. Teachers plan experiences that encourage the development of self-esteem and promote self-reliance. Children are encouraged to express their own ideas and feelings through creative experiences in all parts of the program.

Social Development
Teachers plan the day and the room to support positive social development among the children. In the housekeeping area, children can role-play using dress-up clothes and other accessories. Children are encouraged and supported in the use of language to solve social problems.

 To Learn About Moving

Physical Development
Each day the class spends time on our playground where the children can swing, climb, dig, run, ride on foot-powered toys, and play with balls. In addition, the class learns to take walks on our trails. On inclement weather days, indoor large motor activities are planned for circle time and free choice time. These activities include creative movement, beanbag toss, or ball play. For the development of fine motor skills, writing utensils, paint, paint brushes, paper, play dough, puzzles, and manipulatives are made available on a rotating basis. (See Woodpeckers and Falcons sections on Physical Goals for a description of the standards adhered to for the indoor large motor activities.)

 To Learn About the World

Cognitive Development
Children are encouraged to explore and make their own discoveries. The outdoor environment, block area, writing table, manipulatives, creative art, and sensory table all help to promote learning through problem-solving. These activities help to formulate language development, sensory discrimination, and cognitive functioning.

Creative Development
Creative development is encouraged in the areas of music, movement, and art. The children sing, use instruments, dance to music, and use a variety of art materials.

Cultural Development
Each child’s cultural background is taken into consideration when planning for the books, puzzles, dolls, themes, and songs that are selected as a part of the curriculum.

 To Learn About Communicating

Language Development
Language learning experiences that include singing, reading books, dictating stories, sharing words in the children’s languages, labeling the room with words and pictures, taking part in group discussions, and playing word and rhyming games are a part of the curriculum.

We have added the area of Good Health Practices.

Good Health Practices: Teachers model and teach good health practices, showing children how to blow their noses, wash hands, dress appropriately for the weather, and eat healthy snacks.