3.1.23_6 Advantages of Curriculum header_resized

6 Advantages of the AEPS-3 Curriculum


In a previous blog post, we talked about the advantages of using the AEPS-3 Test—but what are the benefits of the AEPS-3 Curriculum? Today we’ll take a look at six features that make this curriculum such an invaluable asset to early childhood programs.

Organized into three separate volumes around children’s chronological and/or developmental ages, the AEPS-3 Curriculum is linked directly to the Test and helps teams determine learning outcomes and teaching/intervention activities for young children, based on AEPS-3 assessment results. There are several big advantages to using this one-of-a-kind curriculum:

Makes developing goals/outcomes and teaching/intervention content a seamless process after assessment. The fact that the AEPS-3 Test’s assessment results link directly with related curriculum content makes it easier to develop goals/outcomes and teaching/intervention content. Teaching and intervention efforts can focus on the same skills identified during assessment and are embedded in a variety of home and community routines and activities. (See a sample Skills Matrix linking AEPS-3 Test items to AEPS-3 Curriculum routine/activities.)

Is comprehensive. The curriculum covers the major developmental and early academic areas: Fine Motor, Gross Motor, Adaptive, Social-Emotional, Social-Communication, Cognitive, Literacy, and Math. AEPS-3 Test items can be fully integrated into AEPS-3 Curriculum routines and activities because test items are written as broad generic targets, with each skill relevant for successful performance within multiple routines and activities.

Focuses on skills that enhance children’s independence. The curriculum covers a set of skills and abilities that are essential for young children to function independently, participate successfully, and cope with the environmental demands of home and community settings.

Makes teaching/intervention flexible and efficient. The curriculum is divided into three universally recognized skill levels, with tiered teaching suggestions fully integrated into regularly occurring early childhood routines and activities (see a list of the 18 routines and activities). Most young children can receive effective teaching/intervention while participating in ongoing interactions and activities. Every routine outlines best practices at home and in classrooms for all children, strategies for providing extra help when needed, and individualized suggestions for infants and young children who need specially designed, intensive teaching/intervention and support.

Meets recommended standards. The curriculum reflects standards and guidelines for early childhood curriculum design and content as identified by professional groups such as the Division for Early Childhood (DEC). The tiered approach to teaching and intervention is also consistent with the multi-tiered system of support (MTSS) methodology used widely in public schools. These advantages make the AEPS-3 Curriculum an appealing choice for professionals to develop both effective, meaningful teaching/intervention content and tailored teaching strategies.

Outlines universal teaching strategies that can improve the quality of early childhood experiences in any setting. Strategies support high-quality instruction, whether at home, in classrooms, or in the community. The focus on specific strategies for establishing high-quality routines and activities may be especially beneficial for home visits and classrooms with limited curriculum resources.

The tiered AEPS-3 Curriculum is an efficient way to help young children learn specific skills and become successful participants in everyday activities. To learn more about the AEPS-3 Curriculum, download these excerpts from Volume 3: Beginning, Volume 4: Growing, and Volume 5: Ready.

Today’s post has been adapted from the AEPS®-3 User’s Guide (Volume 1), by Diane Bricker, Ph.D., Carmen Dionne, Ph.D., Jennifer Grisham, Ed.D., JoAnn (JJ) Johnson, Ph.D., Marisa Macy, Ph.D., Kristine Slentz, Ph.D., and Misti Waddell, M.S.