ABSTRACT
What is curriculum? Does the choice of curriculum matter? Why design curriculum? Why use a backward design model? This introductory chapter examines these questions, exploring the rationale for why teachers should learn about curriculum design including the need for teachers to develop their own classroom curriculum, to participate in curriculum teams, to supplement the required curriculum, and to meet children’s unique needs. The chapter sets the stage for early childhood backward curriculum design by exploring the advantages of the backward design model including the focus on outputs versus inputs, the emphasis on higher order thinking and understanding, the stress on content-rich, deep learning that aids in transfer and the enhanced alignment between curriculum, assessment, and experiences. Finally, the chapter examines the definition, history, and the national and international research on backward design with a focus on constructivism and the early childhood years.
