Basic curriculum planning in line with developments in practice or Developmentally Appropriate Practice (DAP), could serve the needs of development in all areas: social, emotional, physical and intellectual, with the availability of appropriate content with the lives of children

(Brewer, Jo An , 2007). Present curriculum as a curriculum oriented to the needs of children. Because the kids always have new experiences within the existing structure of brain memory, have an impact on language, cognitive, social, and emotional development of
children at all times. Therefore, knowledge can not be given directly to the model of instruction from teacher to learner, but must be built by the children themselves as providing new information. Surely the most likely compliance with the setting of learning areas. Areas of learning in a child-centered classroom followed by consideration of: (a) provide many options for children (2) challenge (3) in accordance with the development. By setting the classroom environment learning area is set in such a way into learning centers, centers of various activities in accordance with the needs of development, which gives children the opportunity to individual on their own initiative based on the skills and interests owned by the child. Pamela, et al (2000) offers a learning center setting becomes the main activity centers into several sections: (1) art, (2), the game blocks, (3) cooking, (4) plays a role, (5) literacy, ( 6) mathematics, (7) Music, (8) sand and water, (9) science (10) activities outside the classroom. Various materials to facilitate child development, and providing greater freedom to conduct elections at the centers of activity.

Children explore the various objects of interest to then acquire the ability and confidence. Child-centered classroom environment that is dynamic and designed loaded with instructional materials and experiences designed to fit the child's development. If in learning more classic model on direct instruction so that children have an intellectual reason, but with a more objective set of learning areas so that children take the initiative and have the intellectual ability, and served in various aspects of their development tasks that  in getting obtained by the children themselves. Set the area and then eliminate the role of learning rather than teachers, because this model puts more teachers in portions, namely as (1) planner, (2) Observer, (3) diagnoser, and (4) evaluators. So with that position appear more teachers as educators that serve the needs of learners, organize the class into an exciting laboratory for children to conduct experiments, for example at the science center. And last but not least here teacher in the central area of learning to appreciate the different opinions of children and arranged to form a methodology.
Knot learning practices in early childhood, ie by directing the appropriate learning practices with the development or Developmentally Appropriate Practice (DAP), age-appropriate and in accordance with the individual. children are no longer understood as a passive learner behavior as in theory, but rather in view as the subject of an active learner. Presence of DAP to inspire a spirit constructivism certainly in theory, a view that the child as an active constructor of meaning. Interaction of a child with an object, environment at view of causality to establish his knowledge. in constructivism view that knowledge is built by in the child through the addition of the new information into the cognitive schema. Setting area of learning more possible for children to build their own knowledge, as well as facilitating the development of every domain. Because by setting the children's learning area are given freedom to make choices according to the needs interests and talents. And further allows also for obtaining individualization of learning experiences that are expected through these things, children have independence in thinking and action.

Reference

Brewer, Jon A. (2007). Introduction to Early Childhood Education. USA: Pearson Education.

Depdiknas. (2009). Target APK Anak Usia Dini Tahun 2009 53,9 Persen. Online tersedia di http://www.depdiknas.go.id/ tanggal akses 22 Desember 2009.

Musthafa, B. (2008). Dari Literasi Dini ke Literasi Teknologi. Bandung: Yayasan CREST.

Pamela, et al. (2000). Menciptakan Kelas yang Berpusat pada Anak (Versi Bahasa Indonesia). USA: Children Resources International, Inc.

Puckett, M, B. & Black, J, K. (1996). The Young Child: Development From Prebirth Trought Age Eigh. USA: Merril Prentice Hall.

Weigel, D. (2006). Identifying Key Early Literacy and School Readiness Issues: Exploring a Strategy for Assessing Community Needs, in Early Childhood Research & Practice [Online], Vol 8 (2), Tersedia http://ecrp.uiuc.edu/v8n2/weigel.html [12 Desember 2008].

Wortham, Sue, C. (2006). Early Childhood Curriculum: Developmental Based for Learning and Teaching. USA: Pearson Merril Prentice Hall.