23 Curriculum & Learning Environment (CLE) Rationale The relationship between the early childhood professional and the child, in combination with learning experiences and nurturing environments, is the essence of early childhood work. The higher the quality of these relationships, experiences, and environments, the better the outcomes will be. Ensuring high- quality learning experiences involves careful planning, implementation, and evaluation—not only of the content of such experiences, but also of the physical and social settings that surround them. Curriculum and environment are interdependent parts of a continuum of care and education; decisions made in one area impact the other. Curriculum and the learning environment in early childhood care and education encompass several aspects. First, both curriculum and environment must be designed for the children. Secondly, learning takes place everywhere, so in planning the curriculum and preparing the environment, professionals must consider all areas in the early childhood setting – indoors and outdoors. Thirdly, time plays a substantial role in learning and development, and early childhood professionals should keep in mind the child’s need to repeat, revisit, and reflect on earlier experiences leads to deeper understandings and consequently richer learning. Finally, developmentally appropriate, aesthetically pleasing and well- designed environments facilitate every child’s relationships with people and materials, therefore laying the foundations for exploration, interaction, and meaningful connections. Core Knowledge Components Based on current theories and ongoing research, early childhood professionals must understand:  Overall Learning Environment – They understand components of the learning environment, developmentally appropriate and culturally responsive teaching, and continuity of care .  Indicates term defined in the glossary the first time it appears in the document.  Learning Strategies – They use effective learning strategies; encourage and facilitate participation, curiosity, exploration, and play; understand sequential patterns of development; and adapt learning environments to support learners with atypical developmentalpatterns.  Curriculum – They understand curriculum philosophy and framework, social and emotional development, approaches to learning, language development, communication, and literacy, mathematics, science, social studies, fine arts, physical development, and health, safety, and nutrition.  Schedules, Routines, and Transitions – They develop predictable, flexible, and balanced schedules, routines, and transitions.  Physical Environment – They strategically facilitate development by creating and monitoring safe, nurturing environments that stimulate learning.  Materials and Equipment – They identify and use materials and equipment that are developmentally appropriate andculturally responsive.  Collaboration – They collaborate with other professionals, families, and community members to enhance the curriculum and environment for each child. Core Knowledge Competencies The competencies and indicators on the following pages specify how the specific knowledge, behaviors and practices are demonstrated by early childhood professionals across five levels of proficiency that follow a progression of knowledge, skills and abilities. The levels build on one another, with the belief that a person working on competencies at Level III has already achieved most or all of the competencies at Level I and II.