Our curriculum is founded on the developmentally-appropriate practices established and promoted by the National Association for the Education of Young Children (NAEYC). These standards are based on current research of how young children learn and share beliefs and values about what constitutes high-quality early childhood education. Our curriculum reflects the specific needs and culture of the community we serve.
These ideas are based on:
1) embracing and appreciating childhood as a unique and critical stage of human development
2) valuing children’s lives in the present, not simply as a preparation for the future
3) supporting the children and their families in an ever-changing and challenging world
4) developing positive relationships among children and adults based on mutual respect and trust. The curriculum is designed to challenge but not frustrate the children.
These ideas are based on:
1) embracing and appreciating childhood as a unique and critical stage of human development
2) valuing children’s lives in the present, not simply as a preparation for the future
3) supporting the children and their families in an ever-changing and challenging world
4) developing positive relationships among children and adults based on mutual respect and trust. The curriculum is designed to challenge but not frustrate the children.
Areas of Curriculum:
Math: This includes sorting and counting, one-to-one correspondence, measuring, comparing, seriating (such as putting sticks in order by height), and reasoning. Many pieces of an item such as a cookie can appear to be bigger than one whole cookie to a young child. Comments such as, “My dog is friendly so all dogs must be friendly” show that their understanding is from one particular thing to another. We also work on whole and part relationships. For example, a child may think “It is not a fruit. It is an apple.”
Oral and Written Language: Reading books that contain stories with important life lessons, repetition in songs, rhymes, and finger plays all increase vocabulary and help improve pronunciation of words. When a child is able to retell a story or event, they demonstrate their level of comprehension and memory. At 2 years of age, children average about 50 words; by the age of 6, this number ranges from between 8,000-14,000. Preschool-age children average learning about 50 new words per month. Their scripts in play are on topics such as playing pet shop, restaurant, etc. These are opportunities for speaking in longer more complex sentences and for organizing their thoughts in a meaningful way in speech.
Music: Our daily music time includes using musical instruments, singing songs, and listening to, appreciating, and learning about various kinds of music. More and more, music and art programs are being limited or completely eliminated in elementary schools so it is especially important for children to have some of these experiences at an early age.
Art: “Scribble” is early writing in toddlers and younger preschoolers. A scribble can refer to a roughly drawn representation of a design. That is what it is to a young child; it is not just random marks to them. It is a means of expression. There are levels of scribble involving dots, lines, and circles. Drawing shapes leads to recognizable objects such as houses, rainbows, etc. With practice at our preschool, the children’s improved control enables them to then write letters and numbers.
Science: Cause and effect, classification, logical reasoning, and seriation all learned from the materials in our carefully-planned learning environment. We hope to instill an appreciation of nature by exposing them to natural elements such as seashells, rocks, leaves, pinecones, and many other things. The children are perceiving height and speed of objects when throwing an object. Building with blocks and cooking are also frequently included in our curriculum because they teach science concepts to children.
Active Movement – Physical growth occurs at a rapid rate in young children. Large motor development involves getting the whole body running, skipping, jumping, hopping, climbing, throwing, catching, and kicking a ball, walking backwards, riding a trike/bike, balancing oneself and objects. Our movement program promotes active healthy bodies and minds. It also involves group games and teamwork and following rules as well as coordination. It increases their perceptual awareness of their limitations and or unsafe situations and includes risk taking.
Small Motor Skills involve manual dexterity and eye-hand coordination. Their little hand muscles are strengthened by drawing, manipulating playdough, painting, using pegboards, constructing with Legos and other small manipulative materials, and doing puzzles. This is excellent preparation for handwriting and computer keyboarding. Dexterity is developed by using child-sized scissors and doing finger plays. We also train the children to hold pencil or crayon properly and recognize their right or left hand dominance. Beads, lacing cards, clothing to zip, tie, and button, and tools such as hammers and screwdrivers also help children practice fine motor skills.
Social-emotional: Young children are still at the beginning stages of their formation of character and personality. Our open-ended opportunities lead to success which promotes a healthy self image. We use positive words and avoid creating a “no” environment. We talk with them about their families and cultures that help them identify who they are with pride. We know that expressing emotions in socially appropriate ways takes practice. Self control is important as well as positive interactions with peers. Children need to learn to anticipate the consequences of their physical actions. We understand that they are moving away from egocentrism only in the beginning stages of understanding other’s feelings. We do not emphasize “sharing” since it is not age-appropriate for young children. Abstract thoughts and ideas like time, space, and age are not well understood by young children. With parents, we begin to build a sense of morality by explaining the importance of not hurting others. These life lessons get instilled at this age.
Creativity and imagination are enhanced through pretend play using cars and trucks, dolls and puppets, dress-up clothes, house props and other materials.
Self-help: Our two-year old's and preschoolers are taught to and practice daily how to put on their own shoes, eat family style meals involving pouring drinks, scooping food onto plates, and cleaning spills. There are few things as powerful as a young child saying, “I can do it myself.” We are here to support that pride, not squelch it.
Assessment is an important tool used for monitoring the children’s progress in our program’s goals. Our teachers help children to progress because they know where each child is with respect to the learning goals. Parent-teacher conferences are held twice a year at our preschool to review each child’s learning.
Oral and Written Language: Reading books that contain stories with important life lessons, repetition in songs, rhymes, and finger plays all increase vocabulary and help improve pronunciation of words. When a child is able to retell a story or event, they demonstrate their level of comprehension and memory. At 2 years of age, children average about 50 words; by the age of 6, this number ranges from between 8,000-14,000. Preschool-age children average learning about 50 new words per month. Their scripts in play are on topics such as playing pet shop, restaurant, etc. These are opportunities for speaking in longer more complex sentences and for organizing their thoughts in a meaningful way in speech.
Music: Our daily music time includes using musical instruments, singing songs, and listening to, appreciating, and learning about various kinds of music. More and more, music and art programs are being limited or completely eliminated in elementary schools so it is especially important for children to have some of these experiences at an early age.
Art: “Scribble” is early writing in toddlers and younger preschoolers. A scribble can refer to a roughly drawn representation of a design. That is what it is to a young child; it is not just random marks to them. It is a means of expression. There are levels of scribble involving dots, lines, and circles. Drawing shapes leads to recognizable objects such as houses, rainbows, etc. With practice at our preschool, the children’s improved control enables them to then write letters and numbers.
Science: Cause and effect, classification, logical reasoning, and seriation all learned from the materials in our carefully-planned learning environment. We hope to instill an appreciation of nature by exposing them to natural elements such as seashells, rocks, leaves, pinecones, and many other things. The children are perceiving height and speed of objects when throwing an object. Building with blocks and cooking are also frequently included in our curriculum because they teach science concepts to children.
Active Movement – Physical growth occurs at a rapid rate in young children. Large motor development involves getting the whole body running, skipping, jumping, hopping, climbing, throwing, catching, and kicking a ball, walking backwards, riding a trike/bike, balancing oneself and objects. Our movement program promotes active healthy bodies and minds. It also involves group games and teamwork and following rules as well as coordination. It increases their perceptual awareness of their limitations and or unsafe situations and includes risk taking.
Small Motor Skills involve manual dexterity and eye-hand coordination. Their little hand muscles are strengthened by drawing, manipulating playdough, painting, using pegboards, constructing with Legos and other small manipulative materials, and doing puzzles. This is excellent preparation for handwriting and computer keyboarding. Dexterity is developed by using child-sized scissors and doing finger plays. We also train the children to hold pencil or crayon properly and recognize their right or left hand dominance. Beads, lacing cards, clothing to zip, tie, and button, and tools such as hammers and screwdrivers also help children practice fine motor skills.
Social-emotional: Young children are still at the beginning stages of their formation of character and personality. Our open-ended opportunities lead to success which promotes a healthy self image. We use positive words and avoid creating a “no” environment. We talk with them about their families and cultures that help them identify who they are with pride. We know that expressing emotions in socially appropriate ways takes practice. Self control is important as well as positive interactions with peers. Children need to learn to anticipate the consequences of their physical actions. We understand that they are moving away from egocentrism only in the beginning stages of understanding other’s feelings. We do not emphasize “sharing” since it is not age-appropriate for young children. Abstract thoughts and ideas like time, space, and age are not well understood by young children. With parents, we begin to build a sense of morality by explaining the importance of not hurting others. These life lessons get instilled at this age.
Creativity and imagination are enhanced through pretend play using cars and trucks, dolls and puppets, dress-up clothes, house props and other materials.
Self-help: Our two-year old's and preschoolers are taught to and practice daily how to put on their own shoes, eat family style meals involving pouring drinks, scooping food onto plates, and cleaning spills. There are few things as powerful as a young child saying, “I can do it myself.” We are here to support that pride, not squelch it.
Assessment is an important tool used for monitoring the children’s progress in our program’s goals. Our teachers help children to progress because they know where each child is with respect to the learning goals. Parent-teacher conferences are held twice a year at our preschool to review each child’s learning.