Chris Sciarrino, Director of Curriculum and Product Development, HighReach Learning
Who among us can resist the joy seen in a child's eye after he has just made a new discovery? Or the delight we witness as a satisfied child sighs and says, "There, I did it!" after persisting and accomplishing a challenging endeavor? Early childhood professionals relish these moments because they indicate a part of the wondrous process of a young child's learning. Curriculum is what we do and how we are with children all day, every day.

Thoughts about early childhood curriculum vary from those who 'create their own' to those who implement the approaches and theories proven to be sound and appropriate for young children. Recent years have given rise to new discussions and ways to refine (become more intentional about) HOW we interact — all day, every day with children! What is good for young children is at the heart of what we do — developing the knowledge and skills that enable them to be eager learners, poised for a lifetime of fun and learning.

High-quality curriculum provides opportunity for active exploration and discovery, creating powerful, positive interactions focused on the joy of learning. The joy of learning may be explained as qualities or approaches enabling children to become enthusiastic and competent navigators on the world's stage. We see this joy when children are involved with curriculum that provides opportunities for five essentials:

• developing curiosity and wonder
• learning and playfully using lots of language (understanding, using verbal/non-verbal methods)
• making meaning of the environment (how does it work, what does it do, what can I do with it, what else have I seen like this, etc.?)
• building relationships — with responsive, trusted adults — with peers — sense of self (emotional self; self-regulation)
• moving to integrate body and mind

Create a thriving, active learning environment by ensuring your curriculum address these five essentials!

Curry Ander, SPIRALS Early Reading First, Belfast, Maine
• Joy — If the joy is there, so is the learning, the community, the safety (hopefully), all of it. Joy too often is missing from our classrooms and child care homes, and with its return, along with joyful outdoor play, the learning is richer, deeper, and well, JOYFUL!

Nancy Gagnon, Sunrise Children's Center, Amherst, New Hampshire
• Acceptance — Because we are an inclusionary center with children of all abilities, we find that the children and families have come to expect that all children will be included in all activities. Children with disabilities play alongside their typically developing peers and friendships made at our school often last through high school and beyond. The children understand that we are all
different — some of us wear glasses, some need help with reading — but we can all be friends and help each other.

Rebecca Hines, Houston, Texas
• Love — Love has to be at the core of all programs for children and families. It must be the quality that motivates and permeates all work with and for children. Love for the child must be unconditional. The child must sense this from his teachers. Children learn to love when they are loved. Our actions toward children and families must touch the heart whenever possible. If there is not love, our labors might well be in vain.

B. L. Buddy Fish, emotional intelligence, Jackson, Mississippi
• Emotional Literacy — The constructs of emotional intelligences are as follows: Enhance emotional literacy, recognizing patterns of behavior, applying consequential thinking, navigating emotions, engaging intrinsic motivation, exercising optimism, increasing empathy, and pursuing noble goals. We transmit these goals to children using an authentic approach, through play, in the curriculum. They have been proven much more important than intellect in living a successful life.

Bev Schairer, Castle Hill Academy, Medfield, Massachusetts
• Nature — Our school is located on 7 acres and includes a nature trail, a water area, a grassy field, and beautiful playgound areas. We feel very fortunate to have this outdoor classroom to share with our students. Nature and all that it has to offer with the change of seasons, life cycles of plants and animals, and oportunities for motor development, to name a few, are an integral part of our daily curriculum.

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