Early Childhood Education and Curriculum: A Guide for Families

A thoughtful curriculum supports growth while respecting each child’s strengths, interests, culture, and pace. Early childhood education includes learning experiences that take place before elementary school. 

These experiences may happen at home, in preschool, at a child care center, or through a community program. During these years, children develop communication, thinking, movement, and relationship skills. These skills can support later learning and participation in daily life. 

According to the Office of Head Start’s Early Learning Outcomes Framework, early learning is organized into five connected areas: approaches to learning, social and emotional development, language and literacy, cognition, and physical development. 

A high-quality curriculum brings these areas together. It does not treat learning as a list of facts to memorize. Instead, it gives children meaningful ways to explore their world. 

What Is Early Childhood Education? 

Early childhood education refers to learning experiences designed for young children. Family members, caregivers, teachers, and early childhood professionals may guide these experiences. 

Learning often happens during familiar activities. A child may practice counting while setting the table. They may build language skills while talking about a picture book.  

Outdoor play can support movement, observation, and problem-solving. Warm and responsive relationships are also important. Responsive interactions happen when an adult notices a child’s signals and responds in a supportive way.  

According to Harvard University’s Center on the Developing Child resource on serve and return, these back-and-forth exchanges can help build a foundation for learning and development. 

Early education should respond to the needs of each child. Children develop in different ways and at different rates. They may communicate, play, move, and participate differently. A flexible learning environment gives children several ways to take part. 

What Is an Early Childhood Curriculum? 

An early childhood curriculum is an organized plan for supporting children’s learning and development. It may include learning goals, daily lessons, play-based activities, books, songs, routines, and ways to observe progress. 

A curriculum guides educators, but it should not control every moment. Teachers need room to respond to children’s questions and interests. Children also need time to make choices and explore materials. 

According to the National Association for the Education of Young Children’s developmentally appropriate practice position statement, teaching should consider child development, individual strengths, and social and cultural settings. 

A high-quality early childhood curriculum should: 

• Build on children’s interests and existing skills 
• Include play-based and hands-on activities 
• Support several areas of learning and development 
• Represent different cultures, families, and experiences 
• Offer more than one way to participate 
• Balance child-led play with adult guidance 
• Include opportunities for movement and rest 
• Help educators observe learning over time 

The curriculum should provide direction without becoming a strict script. 

Key Areas of Early Learning and Development 

Children do not always develop one skill at a time. A single activity may support communication, movement, creativity, and problem-solving. 

Early Literacy and Communication 

Early literacy includes skills that begin developing before children read and write independently. According to the National Early Literacy Panel’s report on developing early literacy, shared reading, songs, conversation, drawing, and playful experiences with print can support these skills. 

Adults can support early literacy by: 

• Reading picture books aloud 
• Naming objects and actions 
• Singing songs with repeated words 
• Asking simple questions about stories 
• Making books available during free play 
• Offering crayons, paint, and drawing tools 

A child can respond to a story using words, pictures, gestures, signs, or another communication method. The goal is shared understanding, not a perfect answer. 

Early Math and Science 

Young children explore math when they count, compare, sort, notice shapes, and create patterns. They explore science when they observe, ask questions, and test simple ideas. These skills are also part of the cognition area identified by the Office of Head Start (2015). 

Hands-on activities may include: 

• Sorting objects by size or color 
• Counting plates before a meal 
• Comparing the height of block towers 
• Making patterns with shapes 
• Watching ice melt 
• Mixing colors with paint 
• Observing plants, insects, or weather 

Adults can extend learning with questions such as, “What do you notice?” or “What do you think will happen?” 

Social-Emotional Development 

Social-emotional development includes forming relationships, expressing emotions, responding to others, and taking part in social situations. These skills develop through daily experiences with supportive adults and other children (Office of Head Start, 2015). 

Children may practice these skills while sharing materials, joining pretend play, or asking for help. Adults can name feelings and model clear language. 

For example: an adult might say, “You both want the truck. Let’s find a way to take turns.”  

The adult guides the children instead of expecting them to solve every conflict alone. A supportive curriculum should not require every child to interact in the same way. Some children enjoy large groups. Others may need more time, space, or communication support. 

Fine and Gross Motor Skills 

Fine motor skills involve controlled movements of the hands and fingers. Drawing, building, turning pages, and shaping play dough can help children practice these skills.  
 
Gross motor skills involve larger body movements. Running, climbing, jumping, dancing, and rolling a ball are common examples. Physical development is a core part of early learning and includes both fine and gross motor development (Office of Head Start, 2015).  
 
A strong curriculum includes active play each day. Activities should also be adaptable so children with different abilities can participate safely. 

Why Play-Based Learning Matters 

Play-based learning gives children active ways to explore ideas, materials, and relationships. Play may be chosen by children, guided by adults, or supported through both approaches. 

According to the American Academy of Pediatrics article The Power of Play, play can support language, social development, planning, emotional regulation, and other skills important to healthy development. 

For example, a pretend restaurant can support several areas of learning. Children can create menus, count play food, take orders, and practice group roles. A block area may support planning, balance, math, and cooperation.  
 
Teachers remain involved during play. They arrange the environment, introduce useful words, observe participation, and provide help when needed. 

They may also ask questions such as: 

• “How could we make the bridge stronger?” 
• “What does your animal need?” 
• “Can you find another round object?”  

This approach combines children’s choices with clear learning goals. Curriculum may look different across the early childhood years. Toddlers may need more sensory exploration, movement, simple routines, and short activities that match their attention spans.  
 
Older preschoolers may be ready for longer group activities, more complex pretend play, early literacy experiences, and early math and science exploration. A strong curriculum adjusts expectations by age and developmental stage while still supporting each child’s individual needs. 

How Educators Plan Daily Lessons 

Daily lessons often work best when they follow a clear but flexible rhythm. A schedule may include arrival, choice-based play, a short group activity, learning centers, meals, outdoor play, and quiet time. 

Predictable routines can help children know what comes next. Flexibility lets teachers adjust when children need more time, movement, support, or another way to participate. 

Educators can use ongoing observations to guide planning. NAEYC recommends that assessment methods reflect children’s development and experiences. Information should come from several sources and take place over time (NAEYC, 2020). 

Teachers may observe: 

• Which materials children choose 
• How children communicate ideas 
• What questions children ask 
• How children approach problems 
• What support helps children participate 
• How skills change across activities 

 One worksheet or checklist cannot show everything a child knows. Observation for educational planning is also different from a clinical or developmental evaluation. 

Choosing a High-Quality Early Childhood Curriculum 

No single early childhood curriculum is right for every program or child. 

Families and educators can ask: 

• Does the curriculum support learning through play? 
• Are the activities appropriate for young children? 
• Can lessons be adapted for different learners? 
• Does it include literacy, math, science, movement, and social-emotional learning? 
• Do materials reflect different cultures and families? 
• Are children given meaningful choices? 
• Does the curriculum avoid pressure and unfair comparisons? 
• Can families understand the learning goals? 
• Does observation take place across activities and over time? 

Quality depends on more than lesson plans. It also involves the learning environment and relationships children build with supportive adults. 

Building a Strong Foundation for Learning 

Early childhood education and curriculum should help children explore, communicate, move, create, and build relationships. The goal is not to rush children into formal academic work. 

A high-quality curriculum provides structure while leaving room for curiosity. It uses daily routines, hands-on activities, play, and supportive relationships to address the whole child. 

 When adults observe children and respond to individual needs, early learning can become more inclusive and meaningful. Children gain opportunities to practice skills while remaining active participants in their own learning. 

Easterseals Child Development Services 

Easterseals Child Development Services support families with children from birth to age 5 through Head Start, Early Head Start, and other early learning programs. 

These services extend beyond preschool by providing safe, welcoming learning environments, family support, health checkups, and connections to local resources. 

Programs are designed to meet each child’s needs and welcome children with and without disabilities. Learn more about Easterseals Child Development Services. 

References 

• Center on the Developing Child at Harvard University. (n.d.). Serve and return. Harvard University. https://developingchild.harvard.edu/science/key-concepts/serve-and-return/ 
• Centers for Disease Control and Prevention. (2022). Important milestones: Your child by three years. U.S. Department of Health and Human Services. https://www.cdc.gov/ncbddd/actearly/milestones/milestones-3yr.html 
• National Association for the Education of Young Children. (2020). Developmentally appropriate practice: A position statement of the National Association for the Education of Young Children. https://www.naeyc.org/resources/position-statements/dap/principles 
• National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf 
• Office of Head Start. (2015). Head Start early learning outcomes framework: Ages birth to five. Administration for Children and Families, U.S. Department of Health and Human Services. https://headstart.gov/interactive-head-start-early-learning-outcomes-framework-ages-birth-five 
• Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., Committee on Psychosocial Aspects of Child and Family Health, & Council on Communications and Media. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), Article e20182058. https://doi.org/10.1542/peds.2018-2058