Top Navigation

Early Childhood Programs

Two’s Curriculum Details

Each child and each group of children is different so there is no one “right” schedule. Our carefully planned activities will:

  • Be predictable. Routines provide security and comfort for younger children as they grow out of infancy.
  • Be flexible, not rigid.
  • Include a variety of activities in some form every day:
    • Variety of toys/activities that focus on development of large and small muscles
    • Art, books, music and signing, simple problem solving, cause and effect, and social experience
    • Opportunities for visual, auditory, and sensory stimulation
  • Have a balance between activities that are:
    • Active vs. calm
    • Individual vs. group
    • Child-initiated vs. teacher-directed
    • Indoor vs. outdoor

 

Three’s Curriculum Description

Problem-solving, reasoning, and self-control are fostered as children’s attention spans increase, allowing for cooperative play and learning independent life skills. Children are encouraged to treat each other with caring and kindness as they become more aware of their own emotions as well as the feelings of others. Children learn best using hands-on activities while working at their own pace. We are there to help in the learning process.

 

Four’s Curriculum Description

Complex, inventive play is evident as the Pre-K children plan and work together toward a common goal. Written language is introduced with the curriculum, addressing readiness for elementary school. The four-year olds’ classroom has been prepared to provide the children with many materials and activities designed to help them learn through self-discovery. The games, books, puzzles, etc. vary in difficulty to meet the needs of their different levels of ability. Music, science, math, language, art, and social skills are learned through many experiences during the day. For example, the children sing when they work together to clean up, quiet down for a story, or gather for circle. They learn about math as they measure and pour in the sand or water table. As they work together to make a classroom book, or individually work on their journals, they form a foundation for reading and writing. They learn cooperation skills as they help take care of their classroom and work and play together.