For those of you who were perhaps enjoying the last weeks of summer and may have missed it in August, here are links to a three-part series I wrote on the experiences of two community-based preschool teachers implementing a new curriculum.
How does classroom practice change as a result of Birth-Third work? How do children, teachers, and leaders experience these changes? This week I begin a series of posts that examine the experience of implementing a new preschool curriculum from the vantage point of two teachers and the program director at the East Boston YMCA.
This week I discuss the impact of longer, more structured units that emphasize multiple and multi-purpose read-alouds of stories and a robust math curriculum aligned to the developmental learning trajectories of 4-year olds.
I conclude the series by describing the use of small-group activities and independent centers as well as changes in classroom management, teacher confidence, and the development of oral language and thinking skills.