UCCC uses the MO Accreditation-approved Creative Curriculum.

The Center follows the Developmentally Appropriate Practices established by the

National Association for the Education of Young Children

In addition, we believe that the curriculum has established standards that support the whole child. The UCCC program uses The Creative Curriculum which guides teachers in creating quality learning environments and facilitating learning experiences to support positive outcomes for children. 

Teachers guide the children through the learning process by intentionally exposing them to experiences, both indoors and outdoors, that support their development in the following areas: literacy, language, math, science, social studies and fine and large motor.

Each day, children engage in learning experiences that are a balance of teacher-directed and child-initiated activities through interaction with their peers and adults in the classroom. Individualized learning experiences are implemented daily to assist children to develop and gain skills that focus on individual needs as well as to build on their learning interests. Diversity is cultivated throughout the learning experience so that children learn to appreciate the differences of others and includes children with extra support needs. Children may occasionally participate in field trips that enhance program themes for which parental permission will be obtained. 

Guiding Principles of Curriculum

  • Early learning and development is an integrated experience.
  • The expectation of children must be to succeed, regardless of their background.
  • Children are individuals who develop at different rates.
  • Children learn through exploration of their environment in child-initiated and teacher-facilitated activities.
  • Teachers, staff, and families must work collaboratively to ensure that children are provided optimal learning experiences.

Emotionally Responsive Programming

  • Children will show the capacity to think about important people when they are out of sight.
  • Children will be able to identify and name emotions (positive and negative affects).
  • Children will find pleasure in relating to other children.
  • Children will anticipate and participate in routines, activities, and transitions most of the time.
  • Children will use pretend play, symbolic play, storytelling, drawing, painting, and clay modeling to process experiences and to express thoughts and feelings.

Adapted from Creating Schools That Heal by Lesley Koplow (2002).