What I mean by this is that if you give a child a curriculum that is at a level that he or she hasn't reached yet, it will be very difficult for him or her to succeed even he witnessed it. An example of this with physical development is if you want a child to paint a picture with a brush of "what they see in the sky". However, if this child has yet to master his motor skills of holding and pinching things, it would be very difficult for him to do so. Rather, if you ask this same child to paint a picture of "what you see in the sky", but through finger painting, then this child will have a better chance of succeeding than of developing his skills to eventually achieve use of a brush. On the social development spectrum, you might see this with group and solo activities. If a child is only at the level of solitary play, asking them to work on a project or in a large group can pose challenges. Because this child has yet to really develop socially in a large group, he may be too shy and timid to really show his full potential in the group setting. Since all development builds on previous skills and levels of development, it is essential that when selecting curricula, you ensure that they are at the right level and achievable by the child on their own or with the use of