Programs with Curriculum
One and Two year olds
Our one and two-year-old classes use the frog street curriculum with its main focus on social and emotional development. Every week there is a new area of exploration and discovery. The children will start everyday with breakfast and conversation. Every morning with circle time our educators introduce a topic and phonemic awareness / letter awareness. Then they discuss with children what they already know about the topic. Asking questions and giving praise to encourage children’s curiosity. Songs and finger play will happen at this time to encourage fine motor skills. Fine motor skills consist of holding a pencil or crayon, building block towers, turning pages in books, turning knobs on sinks, eating independently. Then both classes will go out to recess for 35 minutes. Its story time after recess. Educators lead children in a Storytime using puppets, felt pieces, or other teaching aides. The children eat lunch at 11 am each day. Calendars of our lunch schedule are provided in the lobby for you. Free play is after lunch. Quiet time/ naptime is from 12:15 to 1:45. Afternoon is time for fine motor play, art, or sensory activities. Snack time is at 2:15. Afternoon outdoor play we focus on building our gross motor skills such as climbing, running, kicking a ball, balance and hand eye coordination. One year olds will have story time in the afternoon and independent play. Our two year olds will learn the same lesson they learned in the morning only in the afternoon everything is taught in Spanish. America sign language is used every day for basic commands, learning to control our emotions and common everyday words. Then it’s time to say goodbye, but no worries we will do it all again tomorrow!
3 year olds
Our three-year-old class use the ELLM curriculum. ELLM stands for Early literacy and learning model. This curriculum is literacy focused and helps build children’s cognitive development through engaging stories such as Brown Bear, Brown Bear what do you see? Chicka chicka boom boom and many more. All activities for math, science, social studies, and the arts connect with the book of the week. Dramatic play takes on the theme of the book giving the children the opportunity to live out the story. Every morning class starts with circle time. Circle time consists of attendance, phonemic awareness, letter awareness, theme of the week and story time. Music and movement get us going and we are off to our independent learning stations: sensory, building, dramatic play, art, or table work. Table work includes puzzles, games, writing, and play-doh. Morning recess includes opportunities to run, climb, jump, and balance our way to fitness. Morning recess will be an organized activity to encourage cooperation and good sportsmanship. Circle time sharing happens upon returning inside and a chance for the children to retell the story of the day. The children eat lunch at 11 am. Calendars of our lunch schedule are available in the lobby. Quiet time/ naptime is from 12:15 to 1:45 daily. Afternoon gives us the opportunity to go to our learning stations again. Snack is at 2:15. Afternoon recess is a time for free play. Once back inside we will work on Phonemic awareness and letter recognition. Children are free to revisit a station they loved during the day or go to a new station with afternoon free play. Then it’s time to say goodbye, but no worries we will do it all again tomorrow.
4 year olds (VPK)
Our four-year-old class will use the Starfall curriculum. Our main reason in choosing this curriculum is that we loved its focus on cognitive development using imaginative play. Our main goals we hope to focus on:
- MOTIVATION – Build a cooperative classroom environment to fuel motivation, with child-directed instruction, hands-on experiences, and by supporting and exploring imagination.\
- PHONOLOGICAL AWARENESS – Ensure readiness for phonics instruction with daily exercises.
- PHONICS – Introduce letter-sound relationships systematically, sequentially, and explicitly.
- VOCABULARY – Explore vocabulary in literature, during instruction, and in everyday communication
- SOCIAL AND EMOTIONAL DEVELOPMENT – Prepare children for new social environments presented at school by example, though direct communication, and with cooperative learning activities
- SCIENCE – Explore the magic of the natural world with simple scientific experiments involving plants, temperatures, textures, sounds and more. Please read our outdoor learning philosophy in link at top of page.
- MATH – Build a foundation for mathematical thinking through center exploration, activities, and games, using math children encounter every day.
Gingerbread boy is our constant companion and class mascot on this year of adventure and fun!
Our outdoor learning philosophy- Preschoolers and nature go hand-in-hand for a number of reasons. Young children are endlessly curious, relatively unafraid and unbiased, and nature is something preschoolers should experience directly. When children are allowed to explore it engages all of their senses and allows them to experience cause-and -effect up close and personal. Our task is watch and encourage children to question and explore while making sure safety is our first concern. Children were not made to sit still, being outside allows the release of energy which allows them to focus on quieter tasks; further, children love playing in mud holes, picking flowers, picking up sticks, or chasing butterflies it engages not only their hearts but their minds. Helping children to engage with nature on a daily basis promotes their overall development and teaches them responsibility and to care for our environment.
Zoophonics –Zoophonics is a method developed to make children strong readers and spellers using “phono” (hearing), “oral” (speaking) “visual” (seeing) “kinesthetic” (moving)and “tactile” (touching)-whole brain approach. Lowercase letters and their sounds are taught first. Capital letters and letter names are taught later. Zoophonics uses animals drawn in the shapes of the letters for ease of memory. A related body movement is given for each letter. This concrete approach cements the sounds to the shapes of the letters.