Skills and Research

The Mother Goose Time Curriculum and Assessment System is research based and supports a child’s social-emotional physical and cognitive development. We believe learning is a process and each child develops at his or her own rate.


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State Alignments

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Research Foundation

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Research Foundation
This book outlines what children learn with Mother Goose Time. The 33 skills are defined and linked to research. Each skill has an easy to read developmental charts to help you understand how to observe and assess a child’s progress from birth through age eight.
Curriculum Framework
This book provides an overview of guiding theories and research that form the basis of the Mother Goose Time curricular approach. Examples from the curriculum and photos from the classroom help explain how you can translate theory into effective practice.

Summary of Research Basis

Mother Goose Time intentionally imbeds child development theories and brain-based research in their curriculum framework as well as social constructivism learning principles and practices. A summary of some of the central theories that guide the Mother Goose Time framework includes:

John Dewey’s Research: Children learn best when they interact with the materials and world around them. Curriculum should offer structure while embracing the unique interests and abilities of the children.

Urie Bronfenbrenner’s Ecological Systems Theory: The belief that the various environmental systems influence the development of an individual.

Jean Piaget’s Developmental Stage Theory: The understanding that the children are active learners and the way they understand develops as they interacts with the world around them.

Howard Gardner’s Theory of Multiple Intelligences: An understanding that intelligence is represented in various, sensory modalities. Teaching content should employ the use of diverse methods such as music, art, social and nature-based experiences to support learning amongst children who favor different intelligences.

Brain-based learning Theory: The brain develops overtime by making connections between past and present knowledge. The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. Learning is enhanced by challenge and inhibited by threat (zone of proximal development, Vygotsky). Active mind and body are linked to brain growth (R. Hotz, 1999). Each brain is unique. (Casey, B., Giedd, J., & Tomas, K., (2000). Structural and functional brain development and its relation to cognitive development. Biological Psychology, 54:241-257.)

R.N. Emde and Louis Sanders on the Importance of the Relationship: The child-caregiver relationship is central to development. Emde emphasized the biological underpinnings of the infant and caregiver relatedness as well as the important role of emotions. Sander’s research highlights the role of the caregiver’s personality in child development.

Barbara Rogoff (2003) on Culture: Child development is shaped by the culture and the community goals and expectations. Caretakers must seek to understand their own culture as well as the culture of each child’s family.

This research guides the development of all Experience Early Learning (EEL) resources, including Mother Goose Time curriculum. Mother Goose Time fosters learning and creativity through hands-on, authentic experiences. This comprehensive system supports all aspects of a child’s social-emotional, physical and cognitive development.

Because each child is unique and full of potential, Mother Goose Time activities are open-ended and flexible so that children of varied developmental levels and needs can participate and positively contribute to the learning experience. Mother Goose Time believes that early childhood special education should emphasize a developmental focus over a disability focus. Therefore, our inclusive methods acknowledge each child’s potential and supports their on-going learning process.