Lakemont is the curriculum our program is trying out (and continually editing, adding to, and altering like a child with a big lump of play dough). My last blog introduced it, and this one gives you an idea of how it is different from other curricula.

Lakemont is:

• Constructed on an original Curricular Continuum (see below) illustrating the learning process moving through Evidence of Child Development, Expectations for learning, Environments of physical, emotional, and educational safety, Experiences that are child-centered and designed for purposeful play; Execution of those experiences based on the Human Factor and Developmentally Appropriate Practice; and Evaluation of child progress and program quality based on the premise that Strengths will meet Needs.
• Based on the evidence of the most well-known and respected theories and research on child development and learning, but is an Eclectic blend allowing for Elasticity in planning for distinctive family and community types, specific program missions, teaching style preferences, and most importantly, individual child learning methods. Lakemont can be used by any program and specifically includes an addendum for use by faith-based programs.
• Emphasizes that young children learn best by play which includes the methods of Movement, Sensory Operations, Manipulation, Construction, Role Play, and Expression and must be designed through SARA, in which each child must be able to Select, take Action, actively Reflect upon, and Apply his/her learning.
• Mandates inclusion of and emphasis on:

Literacy in all areas of learning                                                                             Family in all areas of learning, planning, policies, and assessment                   Problem-Solving in the form of daily or weekly challenges                                     Humor as a strength of development, an element of the emotional   environment, and a vital teaching method

• Emphasizes a philosophy of “Success of the Safest” by mandating the careful creation and continuous maintenance of safe environments with respect to:

A physical environment in which each child is kept healthy, and free from harm
An emotional environment that builds realistic self-esteem and a sense of community
An educational environment whose organization includes:

Staff professionalism and training in child development & learning research
Settings designed, arranged, and organized developmentally
Systems of organized but flexible planning yearly, monthly, and daily

• Mandates the exclusive use of Developmentally Appropriate Practice, and emphasizes that it is the Learning, not the Teaching, that must be uppermost in the process
• Suggests the use of a system of individual child assessment of progress and need that uses each child’s STRENGTHS to meet his NEEDS; mandates inclusion of parent input in planning; and calls for a minimal use of formal standardized testing formats.

Lakemont Curricular Continuum

 

 

 

 

 

 

 

I’ve been seeing questions from a few teachers asking about what curriculum or what approach they should be using in their preschool classrooms. There are no easy answers because there are many excellent traditional curricula and many wonderful new trends (See two of my old blogs: Mambo #5, parts 1 and 2).

At our school we are using Lakemont, a research-based but “homemade” and unpublished curriculum we think includes everything a teacher who truly believes in the proven evidence of child development and truly uses DAP exclusively in his/her classroom would want. Here’s some basic info on Lakemont:

The Mission is to foster optimum natural development of growth in Body, Mind, and Spirit in children from birth to five years of age by offering them developmentally appropriate experiences in an environment of physical, emotional, and educational safety and to evaluate the progress of that development using each child’s strengths to meet his and her needs.

The Rationale for the creation of the curriculum is to offer early childhood educators a comprehensive but simple research and experience-based guide to use to accomplish the mission.

The Principles are:

• Optimal learning in young children takes place through Movement, Sensory Operations, Manipulation of appropriate materials, Construction, Role Play, and Expression in ways of their own choosing in an atmosphere of physical, emotional, and educational safety
• Every child is good simply by the act of existing and as such, deserves the opportunity to grow, develop, and reach his and her optimal natural strength potential
• Every family deserves to be treated with dignity and respect and with great regard for its integral role in each child’s education
• Every adult working with the children must be knowledgeable in the areas of child development and brain research and must use only developmentally appropriate practice
• Every program administrator must be aware of the needs of children, families, and staff and do all he or she can to create an environment that both inspires and supports the accomplishment of the Mission

The Creation of Lakemont was inspired by the editor’s examination and interpretation of the most workable and relevant theories of well-regarded child development specialists, specifically the work of Gesell’s Ames and Ilg; the learning theories of Dewey, Dodge, Malaguzzi, Montessori, Piaget, Vygotsky, and Weikart; tested and current research in brain growth and learning; the most practical and adaptable techniques of respected educators; by local, State, and National accreditation and licensing standards; the editor’s years of education, training, experience, and expertise; and with invaluable input from past and present teachers of the Winter Park Presbyterian Church Preschool Program in Winter Park, Florida.

Next Blog: What Makes Lakemont Unique