Classroom curriculum is child centered and play-based utilizing themes, projects and content units to encourage learning. I strive to provide a fun and an exciting environment with opportunities for discovery, initiative, and inquiry. Children are challenged and encouraged to develop at their own pace through a rich variety of activities and experiences. At the same time, children are given the time and space to be children--free to play, explore and imagine. Developmentally appropriate activities are planned for each content area to give success and challenge to each age level.
The curriculum is based on the process of play while interacting with materials, environment, and peers, and not on the product of that interaction. They are encouraged to try new things, extend projects, brainstorm on solutions to problems, and verbalize about what their plan was, what happened, and how or why they got the final result. The program is designed to lead them from wonder to discovery and from investigation to affirmation in a safe, loving, learning community.
Curriculum Goals for Three Year Old Class
Emotional Growth
- Provide a safe, healthy and secure environment away from home.
- Provide a welcoming atmosphere of joy and warmth for the child.
- Provide a nurturing atmosphere and become a significant, consistent adult in the child’s life.
- Create an environment that encourages curiosity, discovery and exploration.
- Provide experiences that will increase child’s positive self-image, sense of competence and pride in accomplishments.
- Provide experiences to develop qualities of responsibility, initiative, and independence.
- Provide opportunities to expand attention span, including practice working independently, sitting still, concentrating, following directions, and persevering until a task is finished.
Cognitive Growth
- Provide learning activities in language arts.
a. receptive language.
b. expressive language and increasing vocabulary
c. pre-writing activities using crayons, pencils, pens, markers, and fingerpaints, water paints with small brushes.
d. visual discrimination through matching, finding hidden objects, sequencing activities, color naming.
e. introductory activities for letter recognition
- Provide concrete activities in pre-math and logical thinking skills.
a. sorting, classifying, matching, patterns
b. sequencing and recalling sequence of events
c. counting
d. one-to-one correspondence
e. beginning number recognition
f. memory skills
- Provide learning experiences in science.
a. growing and the care of living things
b. cooking activities
c. gathering and collecting things from nature
d. simple experiments
e. activities to enhance observation skills and develop concepts such as same and different
- Provide a wide range of art and music activities.
- Facilitate creative and make-believe play
-with objects
-about situations
-assuming pretend roles
-interacting with other children
- Provide opportunities to express self through music, art, and movement.
- Provide opportunities to begin learning Spanish.
Social Growth
- Encourage building friendships among all class members.
- Encourage sharing and taking turns.
- Encourage and model understanding and respecting differences.
- Encourage child to accept responsibility for maintaining classroom environment.
- Encourage child to work cooperatively with others.
- Encourage child to resolve conflicts constructively.
- Encourage child to share adults with other children.
- Encourage child to attempt to conform to rules and follow directions.
- Provide child opportunities to practice thoughtfulness and giving.
- Encourage respect for authority, property, and the rights of others.
Physical Growth
- Provide opportunities for large muscle development, muscle and limb control.
- Provide opportunities for small muscle development.
- Provide opportunities to develop spatial skills, hand-eye coordination, balance and coordination.
- Encourage good habits of health and safety.
Spiritual Growth
- Encourage and model showing love for each other.
- Demonstrate and encourage consciousness of God.
- Guide in development of ecological values and concern for God’s world.
- Help children recognize differences and likenesses in people and to show acceptance.
- Provide learning experiences about Christmas and Easter.
- Introduce rituals of thankfulness and concern.
Character Development/Religion
My classroom is a warm, caring, nurturing, risk-free environment where young children are encouraged to develop a positive image of themselves and others. They are blanketed in the knowledge and awareness that we are all God’s children and members of a Christian community that values love, friendship and family.
. We incorporate the following Core Values into all we do.
· Caring: compassion, forgiveness, generosity, kindness
· Honesty: integrity, fairness, trustworthiness
· Respect: acceptance, empathy, self-respect
· Faith: to believe, trust and hope in God
Child Guidance Techniques
Behavior management and self-control are necessary components of a child's education. I attempt to teach appropriate behavior through a system of modeling and logical consequences in which the child makes choices that are acceptable in the situation. Below is a menu of strategies I use to assist children in these choices.
1. Have realistic expectations of children.
2. Structure environment to facilitate the atmosphere you wish to create.
3. Set clear and simple limits.
4. Be aware of body language, facial expression, and tone of voice. Children's cooperation is greatly
influenced by an adult's demeanor.
5. Be kind but firm in upholding classroom rules.
6. Menu of strategies:
Start each day or transition by reviewing the school/classroom rules.
Give five-minute warning before transition by using "lights out, freeze."
Praise and model appropriate behaviors.
Distract or divert attention from inappropriate behavior.
Give child two appropriate actions from which to choose.
Enlist the help of another child to elicit cooperation.
Recognize child's feelings and stress the use of words to work out problems; model responses for children (active and passive listening).
Make consequences of behavior clear and logical. (If a child is not following safety rules on bikes, give the choice of following the rules or finding another activity. If safety remains an issue, close bike riding to that child for that outdoor period and help him or her find another activity.)
Remove child and discuss quietly how child can return to regular activities. Let child make a plan as to how they can better the situation if it is possible. I have a “Cuddle Corner” in the classroom, where children can go (with a teacher) to cool off when needed.
Help child gain self-control. Suggest the three deep breaths.
When all else fails, a short separation from the group may be the most appropriate response . We try to let the child determine when they are ready to return to the group if possible. A timer may also be used, but separation should not last longer than four minutes.
Consult with parents on the child's behavior; propose and try to set up a consistent plan between home and school to modify or change the behavior to ensure a successful day for the child.
Appropriate Communication and Physical Contact
I am committed to values that respect individual rights as well as the rights of the group. It is expected that all communication and contact between adults and children or among adults will be respectful and appropriate at all times.
1. I discourage discussion of children's behavior in the child's presence. I will always want to listen to parents' concerns or information, but request that sensitive issues be addressed in a private conversation. Caring for your child is a team effort and problems need to be handled in an atmosphere of mutual cooperation with the goal of finding mutually satisfactory solutions. Children need to see parents and teachers working as a team and in agreement. This fosters their comfort and security.
2. I use language that empowers children to verbalize their feelings and also helps them respect the feelings of others. When adults are interacting with children they acknowledge feelings, explain decisions simply, and enforce rules equitably. I model coping strategies for children having conflicts. Using words and seeking compromises are presented as appropriate ways to solve problems. Physical aggression and hurtful words are not allowed.
3. Instead of a Time Out chair I have a “Cuddle Corner” that is a designated area that is to be used for rejuvenation, reflection, lowering of intensity, regrouping and down time. It’s a place where comfort is available, and company, too, if requested.
Daily Routines
Morning Arrival
Our school day begins at 8:30. We recommend that you set up a routine where you help your child put his or her things in the cubby, sign in, put the lunch away, enter the classroom and assist your child in selecting a toy, etc., and then tell your child when you will be leaving (for example, in five minutes). If your child is having difficulty separating, you can signal a teacher for help and one will assist you. If your child is upset when you leave, call us when you arrive at work and we will let you know how he or she is doing.
Arrival time is very busy for teachers. Please feel free to communicate necessary information at that time, but please refrain from lengthy conversations and/or discussions. Matters that will require more than a few minutes can be discussed at a mutually convenient time for parents and teachers; I will try to accommodate these requests at the earliest opportunity.
Please arrive by 8:30 AM to ensure your child reaps the full benefit of the class curriculum, which begins at that time. As noted above, timely arrival is critical to a smooth transition between home and school. It is also necessary for a professional teaching environment for children and teachers.
Rest Time
There is an afternoon rest time from 12:30 until 1:30 PM. Children are asked to rest but are not required to sleep. Story tapes and/or soft music are played. The Dept of Early Education and Care requires full day programs to provide a rest period and young children need this quiet time. Just as we do not require children to sleep, we will not encourage children to remain awake. Your child's own needs will dictate whether he or she sleeps during the day. He/she needs a mat cover (a standard size crib sheet works) and a soft “sleeping buddy” if desired.
Toileting
Toileting will occur at regularly scheduled intervals and children will also be encouraged to use the toilet as needed. Although children are expected to be fully potty trained, we understand that accidents do happen and they will be treated with sensitivity. Soiled garments will be placed in plastic bags and sent home for cleaning. Parents are requested to replace spare clothes immediately. Proper sanitary techniques and hand washing are stressed.
School Attire
Experience brings with it the following recommendations:
1. Please dress your child in durable, casual clothing with a consideration for the weather. An outdoor playtime will be scheduled every day possible. Please have rainwear/cold weather gear available. Children play freely. Please dress your child in clothing that can get messy and does not have drawstrings. Drawstrings are dangerous on the playground.
2. Clothing they can manage independently in the bathroom is very important.
3. Socks and rubber soled tie shoes or sneakers are best for walking, running, and climbing.
4. Water-proof insulated boots, hats, waterproof mittens, and snowsuits are required for winter.
5. Boots and rain gear are needed for storms and rain showers.
6. Please NO OPEN SANDALS, CROCS, or BACKLESS SHOES-- they are hazardous on our playground.