Our main goal is to build individual relationships with each child and create a happy and secure environment for your child to learn and grow in.

The following curriculums are used in the preschool program:

Creative Curriculum

 PA Learning Standards

 Everyday Math

Children’s Innovation Project

Responsive Classroom

Handwriting Without Tears

Through learning experiences, materials and small group activities children develop and enhance skills in the following areas:

• Cognitive/Math: Shows curiosity and interest in counting and numbers; Sorts objects into subgroups that vary by one or more attributes; Identifies several shapes and shows understanding of several positional words; participates in measuring activities.
• Cognitive/Science: Uses senses too observe and explore classroom materials and natural phenomena; begins to use simple tools and equipment for investigation; Makes comparisons among objects
• Cognitive/Engineering: Begin to explain the function of structures; Show awareness of height, weight, width and balance

• Language and Literacy: Comprehends and responds to stories read aloud; Uses scribbles and unconventional shapes to write; Follows two step directions, shows beginning of phonological awareness; Shows interest in letters and words; Shows appreciation for books; Expresses self using words and expanded sentences; Demonstrates knowledge of alphabet

• Personal and Social Development: Demonstrates pride in accomplishments; Shows some self-direction; Follows simple classroom rules and routines with guidance; Shows eagerness and curiosity as a learner; Begins to use classroom materials carefully; Approaches play with purpose and inventiveness; Interacts with one or more children, Interacts with familiar adults. Demonstrates appropriate trust in adults; Recognizes own feelings and manages them appropriately, Uses thinking skills to resolve conflicts

• Physical Development: Moves with some balance and control; Coordinates movements to perform tasks; Uses strength and control to perform simple tasks; Explores the use of various drawing and art tools; Begins to perform self-care tasks independently; controls small muscles in hands; coordinates eye-hand movements.

 Sample Lessons and/or Activities:

Leaf Activities

Gross Motor Development; Sensory Development; Mathematical Thinking: Children and teachers will go on a leaf hunt.  Children will collect leaves; children will then sort and graph their leaves based on the color and shape.

Mathematical Thinking: Fox and the Falling Leaves: After teacher reads the book The Fox and the Falling Leaves by J. Rawlinson, she will ask the children if they will help her collect leaves for Fletcher. Each child will receive a Fox puppet.  Teacher will show children a large tree (made from poster board) with leaves on it (felt leaves).  Each child will spin the number spinner, say the name of the number, then remove the corresponding number of leaves from the tree.

Creative Development: Owl/Tree multi-media art; Day 1- Teacher and children will go a walk around campus looking at a variety of trees. Teacher and children will review that trees are living thing and that they provide shelter for people and animals.  Children will then use paints to make a tree. Day 2 – Children will develop fine motor skills by placing owl/animals and leaf stickers on their painted tree.

Owls

Scientific Development – Teacher and children will review what the definition of nocturnal and diurnal. Children will then sort animal manipulatives by either nocturnal or diurnal.

Mathematical Thinking; Fine Motor Development: Children will choose a mother owl, count the number of dots on her stomach, count out the corresponding number of clothespins, and attach the clothespins onto the owl (ribbon hanging from the owl).

Life on a Farm

Mathematical Thinking; Social Development:  Children will “shear sheep” – cotton balls will be placed on a large sheep shape, child will pick a number card and they will work together to remove the corresponding number of cotton balls off the sheep.

Language & Literacy Development: Daisy and Her Egg letter match. Teacher and children will review that duckling’s hatch from eggs.  Teacher will place a duck letter board in the middle of the table and basket of plastic Easter eggs in the middle of the table.  Each child will have an opportunity to crack open an egg and identify the letter card that is inside.  Child will place the letter on the corresponding duck (on the game board).

Scientific Thinking: Children will participate in a water and oil experiment to demonstrate how water does not stick to a ducks feathers.

Apples and Pumpkins

Mathematical Thinking: Graphing information – What is your favorite type of apple to eat? How do you like to eat apples (apple juice, applesauce, whole apple?)

Mathematical Thinking: Children will assist teacher in following a recipe cook no-bake applesauce

Scientific Development:  Teacher will introduce the different parts of a pumpkin. Children will explore the outside and inside of a pumpkin.

C.I.P. Scientific Drawings:  Children will make scientific drawings of the outside and inside of a pumpkin

Winter Activities

Scientific Thinking: What happens when you mix flour, water and oil together? You make “snow”. After making the pretend snow, children will work with different items to play.

Mathematical Thinking (Introduce symmetry); Language & Literacy Development: The Mitten - After reading the book The Mitten Tree, the teacher and a small group of children will talk about how mittens come in two’s and both mittens look the same (symmetry). Children will then use craft materials to make a pair of mittens.  Each child will hang their mitten onto our class mitten tree.

Scientific Thinking: Shadows - Weather permitting, teachers and students will go on an I Spy Walk, looking for shadows. As we are on our walk, teachers will ask the children if they can find a small shadow, a large shadow and how they are alike and different. Upon returning to the classroom, the teacher will talk with the children about how shadows are made.  Each child will then be provided with one inch blocks for them to build a structure upon white paper. Child will then use a flashlight to see if he/she can make a shadow.

Health & Nutrition:  Soup Day - Children will prepare ingredients to make alphabet soup.

Language & Literacy: Teacher will read the book Soup Day by M. Iwai.  Children will then receive a soup bowl with letters in it.  Child will use a spoon to scoop out one letter, identify the letter and/or sound that it makes, and then place it on the corresponding letter board.

STEAM

Building - Children will build with non-standard materials.  What can you make with Popsicle Sticks and paper cups of different sizes. 

Through learning experiences, materials and small group activities children develop and enhance skills in the following areas:

• Cognitive/Math: Shows curiosity and interest in counting and numbers; Sorts objects into subgroups that vary by one or more attributes; Identifies several shapes and shows understanding of several positional words; participates in measuring activities.
• Cognitive/Science: Uses senses too observe and explore classroom materials and natural phenomena; begins to use simple tools and equipment for investigation; Makes comparisons among objects
• Cognitive/Engineering: Begin to explain the function of structures; Show awareness of height, weight, width and balance

• Language and Literacy: Comprehends and responds to stories read aloud; Uses scribbles and unconventional shapes to write; Follows two step directions, shows beginning of phonological awareness; Shows interest in letters and words; Shows appreciation for books; Expresses self using words and expanded sentences; Demonstrates knowledge of alphabet

• Personal and Social Development: Demonstrates pride in accomplishments; Shows some self-direction; Follows simple classroom rules and routines with guidance; Shows eagerness and curiosity as a learner; Begins to use classroom materials carefully; Approaches play with purpose and inventiveness; Interacts with one or more children, Interacts with familiar adults. Demonstrates appropriate trust in adults; Recognizes own feelings and manages them appropriately, Uses thinking skills to resolve conflicts

• Physical Development: Moves with some balance and control; Coordinates movements to perform tasks; Uses strength and control to perform simple tasks; Explores the use of various drawing and art tools; Begins to perform self-care tasks independently; controls small muscles in hands; coordinates eye-hand movements.