Prek Four Year Old Curriculum

 

The prekindergarten curriculum is aligned with the New York State learning standards. Our comprehensive curriculum incorporates the development of cognitive, social-emotional, and motor skills.

 

Literacy

Students develop skills in the areas of reading, writing, listening, and speaking. Our literacy program consists of research proven strategies on how children learn to read. Children experience literacy through a variety of engaging activities where they explore sounds, letters, and enjoy outstanding literature. Purposeful reading instruction includes phonological and phonemic awareness, both of which play a critical role in learning how to read. Engaging lessons include stories, songs, rhymes and a host of enjoyable activities that delight children and capture their imagination.

The literacy program helps children develop:

  • Phonological skills
  • Letters of the alphabet and letter sound correspondence
  • Print/Book Awareness
  • Listening and Comprehension Skills
  • Writing activities
  • Vocabulary

Math

Mathematical concepts and skills begin to develop in prekindergarten. Children demonstrate a natural interest in counting, sorting, building shapes, finding patterns, measuring, and estimating. They experience math through playing with manipulatives, problem solving and daily experiences.

The McGraw-Hill prekindergarten math program (My Math) has been designed as a foundation for the Common Core State Standards. Mathematical practices are embedded throughout the program. Children develop a conceptual understanding of math and mathematical literacy through a hands on modeling approach, problem solving and higher order thinking activities.

The math program teaches children:

  • Sorting and classifying
  • Number recognition and concepts
  • Ordinal numbers
  • Measurement
  • Patterns
  • Shapes
  • Beginning addition and subtraction
 

Socialization and Emotional

Development

In prekindergarten children learn to engage in cooperative play and form real friendships. Since socialization skills are not always automatic for children, we teach self-regulation, emotional expression, and how to form positive social relationships.

To help facilitate social-emotional growth in young children, we use the Second Step Program. The goal of this program is to build children's social skills and self-esteem by giving them the tools to solve everyday conflicts and problems. There are 3 components of this program:

  • Empathy training (Children learn to identify basic feelings)
  • Impulse control (Children learn to solve problems without aggression)
  • Anger management (Children learn how to calm down and redirect their feelings in more positive ways)

Throughout the year parents will receive Take-Home letters to inform them about the skills that are learned in the classrooms. In addition, our social worker conducts workshops with parents that address the development of social skills and self-esteem in young children.

 

Motor Skills

Physical development is an important aspect of early childhood. Children develop gross motor skills such as running, jumping, balancing, climbing, throwing, catching, and kicking a ball on our outdoor playground or in our indoor gymnasium and playscape. Once a week children participate in a Physical Education class in the gym.

Children develop fine motor skills through drawing, painting, working with playdoh, completing puzzles, stringing beads, cutting, and constructing with Legos. With time and encouragement, the development of hand muscles helps prepare children for handwriting and other related skills.

The Handwriting Without Tears Program facilitates the writing process for young children. This prekindergarten program includes songs, coloring, and building shapes and letters with wooden lines and curves. The wooden pieces and activities from this program help children develop fine motor coordination and letter formation skills. Children also engage in activities to improve visual perception and eye-hand coordination.

 

Activity Centers

Activity centers are established to maximize learning and meet the individual needs of the children. In activity centers, children explore a rich variety of materials, involve themselves in meaningful, independent and purposeful activities, develop responsibility as a member of the classroom, and learn to share and cooperate in groups.

In addition, children may creatively express themselves through art and manipulatives. Some of our learning centers include:

  • Blocks
  • Table toys
  • Sand/water play
  • Dramatic play
  • Art
  • Library
  • Science
  • Math Manipulatives
  • Writing
  • Computers

 Special Areas

  • Music
  • Library
  • Physical Education
  • Computers

 

 

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