Preschool classrooms follow standards set by NAEYC and use Creative Curriculum as a guide to offer as many learning opportunities to our children as possible. Teachers provide a variety of developmentally appropriate activities and materials that are selected to emphasize concrete experiential learning. The children have opportunities to feel successful and to feel good about themselves, develop independence, use a variety of materials and take part in activities which encourage creativity. They learn new ideas and skills and participate in imaginative play. The pre-school program uses a theme calendar. Every 1-2 weeks the focus changes giving the children a wide range of activities and books and visuals to enrich their learning experiences.

Program components include physical, social, emotional, intellectual, and spiritual development.  Daily activities include, quiet and active, individual, small group and large group, large and small muscle programs, child initiated and staff initiated activities, developmentally appropriate language and literacy experiences of not less than 30 minutes, early math and science experiences, indoor and outdoor activities.

WHAT TO BRING:  Lunch, change of clothes and appropriate outdoor clothing.


PRESCHOOL DAILY SCHEDULE

7:00 – 9:00 Greatroom, classroom, playroom, playground
9:00 – 9:10 Devotion
9:10 – 9:30 Snack
9:30 – 9:45 Circle Time – discuss events for the day, story, songs, weather
9:45 – 12:00 Centers, free play, activities, music, math, science, writing, art, dramatic play, blocks, music and movement, sensory, manipulatives, cooking, games, outdoor play and small and large motor activities.
12:00 – 1:00 Lunch
12:00 – 3:00 Rest
3:00 – 3:30 Snack
3:30 – 4:00 Bible story and activity
4:00 – 6:00 Classrooms, greatroom, playroom, playground

MORNING SPECIALS – Music, Chapel, Spanish

AFTERNOON OPTIONS – Amazing Athletes, Dance, Gymnastics, Stretch-N-Grow, Happy Feet Soccer

Bathroom breaks, hand washing and cleanup are included throughout the day.

 

 

 

 

 

 

 

GOALS FOR PRE-SCHOOLERS

TO ENHANCE PHYSICAL DEVELOPMENT AND SKILLS
  • Space, time and equipment are available to encourage active play such as jumping, running, balancing, climbing, etc.
  • Songs and large motor activities are provided to develop creative movement.
  • Children are provided with fine-motor activities such as manipulative toys, pegboards, puzzles, lacing cards and woodworking.
  • Art materials are also available for drawing, modeling, painting, writing, etc. to promote fine motor skills.
TO ENCOURAGE LANGUAGE AND LITERACY DEVELOPMENT
  • Books are read to and available to children on a daily basis.
  • Children are given opportunities to talk about pictures and create their own stories.
  • Children are provided time for conversation and to ask questions that require more than one-word answers.
  • Classrooms are created with print-rich materials by labeling things with pictures and written words.
  • A variety of props are offered to deliver messages: flannel boards, puppets, songs and finger play activities.
  • Opportunities are created to promote letter recognition and letter/sound correspondence.
  • Children are given many opportunities to develop emerging interest in writing: drawing, forming letters, inventive spelling, sounding out words.
  • Children are given various opportunities to use writing skills: making lists, labeling their work, writing notes to parents, pretending.
  • Children are engaged in representing their understanding in various ways, such as drawing, writing and speaking.
TO DEVELOP SOCIAL SKILLS
  • Space and time are created for small groups of children to build blocks together or enjoy dramatic play.
  • Children who have difficulty entering a play situation or making constructive use of child chosen activities are coached to become engaged.
  • Opportunities for sharing, caring and helping are provided at all times.
  • Children are given ways to respond to biased comments and behaviors.
  • Children are provided opportunities to collaborate and cooperate during play and projects.
  • Children are encouraged to problem solve and work on conflict resolution skills on their own and given support when necessary.
TO FOSTER POSITIVE IDENTITY AND A SENSE OF EMOTIONAL WELL-BEING
  • Children are provided learning experiences that respond to children’s individual differences in ability and interests.
  • Children are allowed time to talk about their interests, what they see and what they do.
  • Children’s names are used frequently in general communication, songs and games.
  • Children’s work and photos of themselves and their families are displayed throughout the center.
  • Children are encouraged to draw pictures and tell stories about themselves, their family and cultural practices.
  • Children are provided many opportunities to initiate activities, develop and demonstrate control of their bodies and self-help skills.
  • Children are provided learning experiences in which they can succeed most of the time and yet be challenged to work on the edge of their developing capabilities.
TO ENCOURAGE INTELLECTUAL SKILLS INCLUDING MATH, SCIENCE, THE ABILITY TO THINK, REASON, QUESTION AND EXPERIMENT
  • Activities are planned for labeling, classifying, sorting objects by shape, color, size, etc.
  • Discussion of daily and weekly routines in terms of time concepts, seasons of the year, before and after, etc.
  • To extend children’s thinking they are provided new materials, asked open-ended questions, offered ideas or suggestions, joined in play and provided assistance in solving problems.
  • Children are provided opportunities to observe natural events such as seed growing, life cycle of pets, etc.
  • Opportunities are created to promote number recognition and for children to use numbers and counting in everyday experiences.
  • Outdoor learning activities are scheduled regularly.
  • Field trips are planned for pre-kindergarten classes to provide learning experiences outside of Center activities.
  • Opportunities to learn basic science and math concepts are provided through sand and water exploration, constructing with blocks and working with simple machines, etc.
TO ENCOURAGE AND DEMONSTRATE HEALTH, SAFETY AND NUTRITIONAL PRACTICES
  • Children are offered a variety of nutritious foods and discussions about good nutrition.
  • Activities to develop safety awareness in the program, school, home and community are introduced.
  • Encourage health practices such as washing hands, brushing teeth, getting regular exercise and enough rest.
  • Talk about visiting the doctor and dentist.
  • Describe routine health activities as they are implemented.
  • Topics such as the human body, nutrition and life skills are introduced.
TO ENCOURAGE EXPRESSION, REPRESENTATION AND APPRECIATION FOR THE ARTS
  • Art activities are encouraged through painting, drawing, collage, playdough, etc.
  • Children are allowed time and space for dancing, movement activities and creative dramatics.
  • Musical activities include singing, listening to records and play instruments.
TO RESPECT CULTURAL DIVERSITY
  • Build a sense of the group as a community, bringing each child’s home culture and language into the shared culture of the school so each child feels accepted and gains a sense of belonging.
  • Provide books, materials, images and experiences that reflect diverse cultures that children may not likely see, as well as those that represent their family life and cultural group.
  • Initiate discussions and activities to teach respect and appreciation for similarities and differences among people.
  • Talk positively about each child’s physical characteristics, family and cultural heritage.
  • Avoid stereotyping of any group through materials, objects, language.
  • Invite families’ participation in all aspects of the program.
  • Cultural diversity is offered in a variety of forms: stories, food, holidays, etc.
ROUTINE TASKS
  • Children are encouraged to further their learning through self-help and social skills in a relaxed atmosphere.
  • Activities are planned to make snacks and meals, toileting and the development of other self-regulation skills a positive experience.
  • Routine tasks are used as opportunities for pleasant conversation and playful interaction to bring about children’s learning.
  • Routines are tailored to children’s needs and rhythms as much as possible.
TO DEVELOP SPIRITUAL AWARENESS
  • Christian curriculum is provided each morning with songs and prayers as well as attending Chapel with Bible stories and memory verses.
  • Children learn about and celebrate Christian holidays.
  • Christian values are taught and exemplified.
  • Children are encouraged to love one another as God loves them.
ASSESSMENT OF CHILD PROGRESS

The curriculum is designed to give the children a wide variety of opportunities, information and activities.  The lesson plans and evaluations are developed by focusing on these issues.

  • Children are informally evaluated in October. Teachers assess each child through observations, work sampling, discussions, checklists and individually administered tests.  These informal evaluations are used as a benchmark of the child’s developmental level as well as their progress.  (Ongoing communication with parents is also a form of discussing the child’s progress.)
  • A formal Parent/Teacher evaluation of the child’s development is conducted in March. Parents have the opportunity to discuss their child’s issues at any time.

The purpose of the evaluation is to identify:

  • Children’s interests and needs
  • Identify the developmental progress and learning of the child
  • Issues requiring referrals for further evaluation
  • Improving curriculum and adapting teaching practices and the environment
  • Communicating with families

These evaluations are kept confidential.  They are shared only with the parents of the child, the Center Director and other staff on a need to know basis.  If information is requested to be shared with others, the parent will complete a Release of Confidential Information Form.