Theory and Research Behind
The Creative Curriculum®
Theory/Research Key Findings Implications for Practice
Abraham Maslow Meeting children’s basic needs is essential Create an environment where children feel
to helping them succeed as learners. safe and experience a sense of belonging.
Plan learning opportunities that are
challenging yet "doable" to foster self-
esteem and competence.
Erik Erikson Social/emotional learning is a lifelong Trust—Follow a consistent schedule,
process that begins at birth. When adults develop a positive relationship with each
are responsive to children’s needs, children child, follow through on promises.
learn to trust, develop independence, and
take initiative to assert themselves in Autonomy—Provide appropriate materials
socially acceptable ways. (challenging but not too difficult),
acknowledge children’s efforts, provide
responsibilities.
Initiative—Value children’s ideas, offer
choices, promote problem solving and risk
taking, encourage creativity.
Brain Research The brain builds itself through experience. Focus on social/emotional development as
The richer the experiences a child has, the well as language and music skills.
more the brain grows. The first five years of
life are sensitive periods for developing Ensure that each child has access to a well-
emotional control, attachment to others, balanced diet and daily exercise.
and language. Stable, nurturing
relationships are essential to healthy Provide rich and varied learning
development and learning. experiences.
Provide time and opportunities for children
to practice new skills.
Respond to children in ways that let them
know that you respect and value their ideas
and efforts.
Jean Piaget Young children think differently from adults Offer many firsthand experiences that invite
and their thinking changes over time. They children to explore, experiment, and make
construct their own understanding of discoveries.
concepts as they manipulate real, concrete
objects and participate in firsthand Provide experiences that are responsive to
experiences. where children are in their development.
From The Creative Curriculum® for Preschool, 4th Edition. CC4_HNDT_CHOO_ 0F-Trainer
©2004 Teaching Strategies, Inc., PO Box 42243, Washington, DC 20015, www.TeachingStrategies.com
Theory and Research Behind The Creative Curriculum®, continued
Theory/Research Key Findings Implications for Practice
Lev Vygotsky Children grow cognitively not only by Offer opportunities for children to work
acting on objects but also by interacting with and interact with children of all ability
with knowledgeable peers and adults. levels.
Provide challenging experiences, that is,
those that can be accomplished with
sensitive guidance.
Howard Gardner People can be intelligent in many different Provide activities and experiences that allow
ways: linguistic, logical, musical, spatial, children to explore all intelligences.
bodily, interpersonal, intrapersonal,
naturalistic. Focus on children’s strengths as they learn
new skills.
Sara Smilansky Children learn through play: functional play, Set up an environment that helps children
constructive play, games with rules, and get the most out of their play experiences.
dramatic or pretend play.
Interact with children in ways that invite
them to explore, talk about their work, and
expand their thinking.
Encourage sociodramatic play and provide
materials that stimulate imagination.
Resilience Research Children who have faced hardship are not Provide a safe, secure environment.
doomed. They can develop the strength and
skills necessary to deal with adversity when Provide experiences that enable children to
teachers use good early childhood feel successful and competent.
practices.
Be responsive to children, offering them
encouragement and hope.
From The Creative Curriculum® for Preschool, 4th Edition. CC4_HNDT_CHOO_ 0F-Trainer
©2004 Teaching Strategies, Inc., PO Box 42243, Washington, DC 20015, www.TeachingStrategies.com
