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 that each child develops at his or her own rate.

Skills

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State Alignments

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Research Foundation

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Testimonials

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Research Foundation
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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 chart to help you understand how to observe and assess a child’s progress from birth through age eight.
Curriculum Framework
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This book provides an overview of guiding theories and research that form the basis of Mother Goose Time’s curricular approach. Examples from the curriculum and photos from the classroom help explain how you can put theory into practice.

Summary of Research Basis

Mother Goose Time embeds child development theories, brain-based research, and social constructivism learning principles and practices in its curriculum framework. The following theories and research studies guide the Mother Goose Time curriculum framework:

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

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

Jean Piaget’s Developmental Stage Theory: children are active learners and their understanding develops with the world around them.

Howard Gardner’s Theory of Multiple Intelligences: 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).

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 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 (2003).

 

This research guides the development of all Experience Early Learning 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.

Mother Goose Time activities are open-ended and flexible so children at varied developmental levels can participate and positively contribute to the learning experience. Our inclusive methods acknowledge each child’s potential and support their on-going learning process, focusing on development rather than disability.