Curriculum development is responsive to families’ goals and priorities as well as the individual needs of children.

· Curriculum planning and intervention are based on specific observations of each child made by parents and the intervention team in natural contexts.

· To the maximum extent possible, educational experiences are derived from research-based practices.

· Learning is an interactive process. Children’s interactions with adults, peers, and the physical environment are all important.

· Programs must be able to meet a wide range of interests and abilities. Teachers are expected to individualize instructional programs.

· Learning activities and materials must be concrete and relevant to children’s lives. Teachers should make use of real-life objects and activities (e.g., make a trip to the fire station, not just read a story about fire engines).

· Educational goals are incorporated into all daily activities. Objectives are not taught in isolation but are integrated into meaningful activities and events.

· Teachers must increase the difficulty and challenge of activities gradually and skilfully.

· Teachers must accept and appreciate cultural differences in children and families and avoid ethnic and gender stereotypes.

· Programs must provide a balance between rest and activity and should include outdoor activities each day.

· Teachers must be able to facilitate the engagement of each child by offering choices, making suggestions, asking questions, and describing events in ways that are meaningful and interesting to the child.

· Programs must create careful transitions from one activity to the next. Children should not be rushed, and schedules should be flexible enough to take advantage of impromptu experiences.

· Children should be given opportunities for self-initiation, self-direction, and repeated practice.

· Outdoor activities should be planned, not simply opportunities to release pent-up energy.

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