As children are naturally curious and have an innate love of learning, we design curriculum to encourage and facilitate this motivation to learn and develop in a self-directed manner; as children learn best through exploration and play, we design curriculum to give children varied and open-ended opportunities to:
- understand concepts,
- solve problems,
- practice creativity,
- develop an understanding of self and others,
- gain self-confidence,
- learn to communicate,
- practice motor skill and control,
- and create relationships and friendships.
Each preschool teacher generates curriculum that provides a broad range of experiences appropriate for the children in the class. Recognizing that young children have individual strengths, needs, interests, learning styles and developmental schedules, each teacher takes a balanced, whole-child approach to curriculum planning that provides for the positive growth and development of each of the children.
Intentional consideration is given to the enhancing each child’s cognitive development, social and emotional growth, fine and gross motor ability, and creative/artistic expression. Content domains (math, language, social studies, science, physical health, music, and art) are integrated within thematic structures and questions.
The preschool learning environment is designed to foster children’s self-control and respect for self and others. Teachers take time to know and value each child in their class, and they are committed to helping children to develop into strong individuals who work and play well with others. Teachers use regular classroom routines, behavior modeling, redirection, positive guidance, and social coaching to teach children how to manage themselves and how to cooperate and collaborate with friends. Clear, consistent classroom rules are developed for each classroom in conjunction with the children, and these rules are practiced consistently. Logical or natural consequences are applied in problem situations.
In the rare events when children are physically or verbally aggressive towards others, disruptive of the learning environment, or destructive to property, parents are notified and are encouraged to work together with the school to find a solution to the problem. Family cooperation with and support of behavioral interventions is required. Our goal is to provide a positive and productive learning community, and we meet this goal consistently.