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Please Read Me First

Readers rarely read the Head Start Bulletin the way they read a novel or short story, from page one to the end. However, starting at the beginning and reading through to the end is the most effective way to read and benefit from this particular issue.

This issue of the Bulletin begins with the Head Start Program Performance Standards'
definition of curriculum and a context-setting article by E. Dollie Wolverton, Chief of the
Education Services Branch at the Head Start Bureau. An article by Ron Lally provides an overview of curriculum for infants and toddlers.

Next, each element of the Head Start definition of curriculum is highlighted. The
Head Start Program Performance Standards define curriculum as a written plan
that includes:

• Goals for children's development and learning;
  
  
• Experiences through which they will achieve the goals;
  
  
• Roles for staff and parents to help children to achieve these goals; and
  
  
• Materials needed to support the implementation of a curriculum.
  
  
• Curriculum in Head Start is also based on the Program Performance Standards and Sound Child Development Principles.

There is a two-page description of each of these aspects of the definition, as well as "real life" examples of how programs across the country are implementing each aspect. A partial list of available Head Start resources is also provided for each element of the definition.

This first half of the Bulletin (pp. 8&nash;18) is followed by contributions from Head Start
staff and T/TA providers (pp. 19&nash;29) that can further develop an understanding of
curriculum implementation in Head Start, along with a curriculum checklist and a series
of questions and answers.

In addition, this Bulletin, like other issues, is rich with suggested resources to expand
learning, thinking, and planning (pp. 32&nash;35).

Few aspects of Head Start matter to children as much as curriculum. This is true
across all program options and settings–center&nash;based, home&nash;based, and family child
care, in both Head Start and Early Head Start. Children remember their Head Start
experiences: how they spend their time; what they do and accomplish; how successful
they feel; who notices; and what staff and parents do as part of these experiences
called curriculum.

The term "curriculum" might not come to mind when you hear children making joyful
sounds or talking about the good food they shared with their friends, the bus ride, the variety of books, the water table, building with blocks, songs, or even hugs–but t hat's
what it is all about for the child.

This issue of the Head Start Bulletin provides an illustrated definition of curriculum as it is referenced in the Program Performance Standards.This, in turn, provides a solid foundation for focusing on curriculum development, implementation, and evaluation
in your Early Head Start programs. But this issue of the Bulletin does not attempt
to convey all we need to know about curriculum in Head Start, and it is not a substitute
for ongoing staff development and reflective supervision.

The more effectively programs select, adapt, create, plan, implement, and evaluate their curriculum, the more children are able to talk about it and gain from it, and the more vivid the memories and other positive outcomes are likely to be.

Michele Plutro is an Education Specialist in the Head Start Bureau's Education Services Branch, T: 202-205-8912, E: mplutro@acf.dhhs.gov.

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