The preschool curriculum is the result of careful planning. It offers children opportunities to learn when they show interest and readiness. It is based on spontaneous interests of the children and consists of "hands-on" experiences. The program offers opportunities to explore the use of eyes and hands together with paint, glue, crayons, scissors, clay, blocks, puzzles, games, and lots of imagination.

The gentle routine of the preschool leads, no pushes, the children into social awareness and feeds their excitement to learn. It does not make rigid behavioral or academic demands, rather it helps the children develop self-control and consideration of others.

Group experiences with peers teach cooperative play, role playing, sharing, taking turns, and consideration of others. The shy child is hopefully drawn out, the aggressive child taught to moderate his/her behavior and the imaginative child is free to create. The curriculum allows the children to run, jump, climb, take apart and build again. The Preschool Program is designed to let the child "be a child".

The Preschool Program should help the child develop and invite them to learn. A well planned classroom prevents many discipline problems and allows the teaching staff to know the children as individuals.

Learning Centers

It is important that the daily schedule allows for a large clock of time to be devoted to learning centers. A classroom for young children is planned with certain learning centers. Using these centers, the child moves around freely and learns by doing. As they change activities, they are involved with different children and different experiences. They learn to work with and communicate with their peers. They learn problem solving, respect for others and gain self-esteem.

Housekeeping:

Kitchen equipment: stove, sink, cupboard, dishes, pans, dress-up clothes, dolls, blankets, table and chairs and pretend food items and containers.

Purpose: Because the child's family and home are the biggest part of their world, they spend much of their time imitating the things they see. They pretend to be the people they know by imitating their work, their feelings and their words.

Blocks:

A large number of unit blocks on low shelves, small toys, cars, trucks, animals and little people.

Purpose: Block building gives the child a chance to think, to plan, and to solve as they move freely and work with their hands. Building with blocks helps the child understand more about shapes and sizes. It helps them see and understand balance. They work, share, and talk to the other children as they create. Their language skills grow as they communicate about their structure.

Language and Listening:

Lots of Children's books, display rack, comfortable place to sit. Pillows, puppets and flannel boards.

Purpose: The child learns the value of reading through many happy experiences with children and books. They learn that books can give them pleasure and information. They begin to tell stories themselves. They learn that pictures have meaning and help tell a story. They learn that letters make the words that tell a story. It is a good beginning for getting ready to read.

Science:

Animal in a cage, or a fish in a fish bowl, magnets, magnifying glass, growing plants, water and sand table, rocks, leaves, and shells, containers, funnels, measuring cups and plastic bottles. . .

Purpose: With their natural sense of wonder and insatiable curiosity, young children make terrific scientists. Handling common things, such as rock, sand, and water gives them the opportunity to interact with items that are already part of their everyday lives. Hands-on activities introduce children to the exciting world we live in. Measuring, pouring, planting, and mixing are all learning experiences.

Arts and Crafts:

Easel, assorted paints, large paper, paint brushes, lots of paper in different sizes, textures, and colors, play dough, cookie cutters, rolling pin, spatula, glue, scissors, crayons, markers and pencils.

Purpose: To bring out the child's creativity and to promote a non-verbal means to communicate. This center lets them experiment with various art media. They are able to keep their art uninhibited. All children are natural artists. They think well of themselves because in art their creations will be accepted and appreciated.

Manipulative:

Puzzles: wooden, floor, foam, and jig saw; nesting cups, sorting trays, beads and string, pegs and peg boards, dominoes, playing cards, lacing cards and laces, shape sorters, and games.

Purpose: To build fine motor coordination. Table activities allow a child to test themselves at problem solving. They increase their hand and eye movements. They learn matching and sorting skills. These activities are designed to focus the children's attention on detail. They begin color, shape, number and letter recognition also. All these activities strengthen their pre-reading skills.

Music:

Tape player, CD player, tapes and CDs, musical instruments and open space for moving to music. . .

Purpose: To teach the children to express themselves in song and dance. Children will develop an awareness of the many sounds and the skill to hear the differences. They learn to listen and begin to memorize words and tunes they like. Their vocabulary increases. It's a good release for excess energy. It is fun.

Outdoor Play:

Age appropriate playground equipment, balls in assorted shapes and sizes, sandbox, shovels, buckets, sidewalk chalk, bubbles and wide open spaces.

Purpose: To develop gross motor skills. Outside play is an extension of the classroom. It is healthy for the children to go outside at least once a day whenever possible. The children gain self confidence by learning and mastering new skills. They learn to negotiate, share, take turns and problem solve. They learn more about their environment and have a real respect for it. They increase their physical strength. They learn safety rules and limits.

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