Our Preschool Program
High/Scope Oriented Curriculum (formerly known as Cognitive-Oriented Curriculum) emphasizes an open approach to learning; children are active participants. There is a consistent daily routine within the classroom, which involves a plan-do-review sequence of learning activities. Children are encouraged to engage in play activities that involve making choices and solving problems that contribute to their intellectual, social, and physical development.
Parts of our day
Math time
Our math program is called “Mathematics their way”. Each day, children 3 and older, will receive a game bag. They take their “game” to an area where they work independently on it. They open the bag and try to figure out how to play. When they are finished they explain to the teacher how they played the game. A few things the bags work on are: number recognition, one to one correspondence, sorting, matching, patterning, seriating. As they get more experienced the bags get more challenging. There are four different levels.
Art time
Art is an important part of our curriculum. Every day, children find a variety of art materials available on our shelves. Drawing, painting, cutting, pasting, and playing with play dough are not only enjoyable but also provide important opportunities for learning. Children express original ideas and feelings, improve their coordination, develop small muscle skills, learn to recognize colors and textures, and develop creativity and pride in their accomplishments by exploring and using art materials.
Block Area
Blocks come in proportional sizes and shapes, are one of the most valuable learning materials in our classroom. When they build with blocks, children learn about sizes and shapes, spatial relationships, math concepts, and problem solving. When children lift, shove, stack, and move blocks, they learn about weight and size. Each time they use blocks, they are making decisions about how to build a structure or solve a construction problem.
Sensory table
Although you’re probably used to your children splashing in the bathtub and digging in a sandbox at the playground, you may be surprised to know that the sand and water area is an important part of our classroom. This is because sand and water aren’t just fun - they’re also a natural setting for learning.
When children pour water into measuring cups, they gain a foundation for mathematical thinking. when they drop corks, stones, feathers, and marbles into a tub of water, they observe scientifically which objects float and which sink. When they comb sand into patterns, they learn about both math and art.
Housekeeping area
The housekeeping area is a very important part of our classroom. The work children do in housekeeping is called dramatic play or pretend play. In housekeeping children take on a role and recreate real-life experiences. They use props and make-believe about a wide variety of topics.
The ability to pretend is very important to children’s later academic success in school. When children pretend, they have to recall experiences they’ve had and re-create them. To do this, they have to be able to picture their experiences in their minds. For example, to play the role of a doctor, children have to remember what tools a doctor uses, how a doctor examines a patient, and what a doctor says. In playing the role of a doctor, children have to be able to cooperate with other children and defend their own ideas.
Book Area
The book area is an essential part of our program and of your child’s life. It’s where children gain the foundations for reading and writing. It’s also a place where children can relax and enjoy the wonderful world of children’s literature.
We encourage children to use the book area on their own. We invite them to look at books, to listen to taped stories, and to scribble and “write” throughout the day. We also work with children one- on-one and in small groups. Sometimes children dictate stories to us, which we record in “books.”
Every day we read stories to the children. We read books to introduce new ideas, to develop pre- reading skills, to help children deal with problems, and mostly to develop a love of books.
Outside time
Outdoor play is an important part of our curriculum. When the children are outdoors, they like to run, jump, climb, and use all the large muscles in their bodies. They need space to work out and let off steam. They can race around, breath the fresh air, look at the clouds, or catch a ball or a bug. They not only satisfy their physical need for large muscle activity but also develop a sense of wonder about the miracles that take place in nature.
When we take the children outdoors at school, we talk about the things we can see, hear, touch, and feel so that the children become aware of changes in the weather and the seasons, the growth of plants, and animals. We help the children notice changes by asking them what is different about the trees, the caterpillars, or the sky. We point out the many kinds of birds that fly overhead, butterflies, mosquitoes, milkweed seeds, falling leaves, and rain as it begins. We wonder aloud where all these things come from.
Music and Movement
We do a lot of singing and creative movement in our program. Singing and moving to music give the children a chance to move freely, practice new skills, and feel good about what their bodies can do. The children love our daily time for singing together, and it helps them develop the ability to cooperate in a group.
Writing time
Writing time gives children the opportunity to work on fine motor skills. We work on how to hold a pencil as well as left to right progression. It provides children with information on proper letter formation and gives them a chance to practice.