In the days before early childhood educators were articulate about practice, we spoke earnestly about the holistic curriculum. Hard-headed bureaucrats and even educators in the primary and secondary sector did not know what we meant.
It is important now to describe more clearly what we mean when we speak of 'educating the whole child'. The High/Scope curriculum which caused a stir in the UK in the 1980s has changed a good deal in 25 years. There are planned experiences for children and staff to promote social problem-solving skills, sharing, respect for one another, activities that develop skills at avoiding and resolving peer conflict, and thinking-before-acting. There are training materials for helping early years staff such as teachers, play leaders and childminders to acquire these skills in the social curriculum.
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