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Good curricula address the whole child and is often organized into broad categories with learning expectations for each: physical, social, emotional, communication/ language and cognitive. This supports educators in observing the children and adapting activities ingly.

Educational leaders in high-quality early learning programs design and implement a comprehensive curriculum framework that addresses four components: content, process, teaching and facilitating, and context. Content refers to what the curriculum will address?the domains of learning and the learning goals.

Developmentally appropriate practice requires early childhood educators to seek out and gain knowledge and understanding using three core considerations: commonality in children's development and learning, individuality reflecting each child's unique characteristics and experiences, and the context in which development ...

The three discrete components of a well-designed early childhood environment?the temporal, social, and physical environments?really do not stand alone. They're like ingredients in a well-designed recipe. You don't want too much of one, but the absence of another could potentially ruin the whole recipe.

Early Childhood Development (ECD) is a period of rapid and critical development - from conception to 8 years. Quality nurturing care during this period - adequate nutrition, good health care, protection, play and early education - is vital for children's physical, cognitive, linguistic and social-emotional development.

To understand peacebuilding in this context, it is important to first understand formative childhood or 'early childhood development' (ECD), a term that refers to a multifaceted concept that encompasses both the child and the child's environment.

DAP focuses on five key areas of early learning practices: Creating a caring community of learners. ... Teaching to enhance development and learning. ... Planning curriculum to achieve important goals. ... Assessing children's development and learning. ... Establishing reciprocal relationships with families.