We believe that curriculum encompasses the entire experience at Begin With Us.  Therefore, days are planned that reflect our community, families, children, and staff.  Our curriculum draws on research based best practices that foster children's learning and development.  Planning is intentional to maxamize the use of time and appropriate learning materials, while allowing for creative expression, self-initiated learning on the part of the child, "teachable moments" and play. 

At Begin With Us we use Creative Curriculum as well as the Pennsylvania Learning Standards for Early Childhood as our framework for curriculum and assessment design.

We use Creative Curriculum because of its approach to learning. It is based on the philosophy that children learn best through hands-on activities. Teachers make intentional efforts to guide the children's thinking and support their learning as they interact with them throughout the day. They observe what the children are doing and then provide appropriate experiences to help them progress.

Knowing how children develop and learn is the basis for planning our program, as well as for selecting materials and guiding children's learning. Creative Curriculum is developmentally appropriate. The teachers observe the children to determine each one's interests as well as each one's unique ability. The children are then given opportunities to explore and enhance their own interest in an area.

The Pennsylvania Learning Standards for Early Childhood will identify what children should know or be able to do when they enter Kindergarten. The children are presented with learning opportunities that have a significant impact on their success. Our teachers strive to integrate each child's skill levels with the early learning standards, so that progress can be made both socially and academically. 


Individual Child Goals

Individual child goals will be established from observations, formal assessments, portfolio work, practitioner/teacher dialogue, and parental input.  Daily classroom experiences and activities reflect the child's goals; family values, beliefs, experiences, and language; curriculum; and the Pennsylvania Learning Standards for Early Childhood. Utilizing ongoing assessments of children's progress, the practitioners/teachers plan thoughtful, intentional instruction that will support each child's strengths and meet individual needs.  We work together with parents to discuss classroom and home experiences that help to reach each child's goals.


"We strive to be successful educators and for the children to be successful members of our early learning community!" - Patsy Carothers, Curriculum and Instruction Coordinator


Daily Classroom Schedules

Each older infant through school age classroom has a posted general daily schedule.  Schedules provide a framework for planning children's daily experiences.  The schedules are predictable yet flexible.  Schedules are followed but we allow for adaptations and modifications to meet individual needs of children, and our program's goals and objectives.

The schedules provide time for proper transitions between activities, group time, individual and self-initiated learning time, centers (blocks, dramatic play, table activities, art, music, sensory table, computers, library, science, writing, cozy), indoor and outdoor experiences, and play.  Daily schedules are responsive to the children's need to rest and to be active.  Some projects are extended over the course of several days.


"Never underestimate the power of a small group of committed citizens to change the world. Indeed, it has never been done otherwise." ~ Margaret Mead