- Age 3 curriculum focuses on age appropriate development
within the following skills:
Social and Emotional Skills Fine Motor Skills School Work Habits Gross Motor Skills Listening Skills Learning Body Parts Language Skills Keeping Safe Self-Reliance Skills Problem Solving Creative Thinking Preparation for Kindergarten (Reading Readiness, Math, Art, Music)
- Age 4 and 5 curriculum focuses on age appropriate development
within the following skills:
Social and Emotional Skills Fine Motor Skills School Work Habits Gross Motor Skills Listening Skills Learning Body Parts Language Skills Practical Skills Keeping Safe Self-Reliance Skills Problem Solving Creative Thinking Preparation for Kindergarten (Reading, Math, Science, Social Studies, Art, Music)
Examples of What Pre-K Students Do...
At age 3 they are learning to be more independent and confident through:
Coloring, Cutting, Painting, Gluing - building fine motor skills, learning the appropriate color to use and staying within the lines, developing creative skills, learning art techniques.
Singing & Dancing - balancing on one foot, hopping on one or two feet, repeating patterns, developing gross motor skills, sing alongs, starting and stopping singing as directed by teacher, developing good school work habits.
Color & Shape matching games - learning colors and shapes, learning colors and shapes of specific objects, children are asked questions about colors and shapes, developing language skills.
Play Time - play centers with building blocks to explore creativity; puzzles to build fine motor skills and challenge problem solving skills; dolls to dress up to build fine motor skills, practicing with buttons, snaps, zippers; building social skills through sharing and taking turns; building self- reliance skills by putting play items away, building listening and school work habits by starting and stopping play at teachers instruction.
Circle time - children are asked to explain in detail about their day, developing language skills, understanding they have to raise their hands and respect others while they are speaking, etc.
At ages 4 and 5 they continue learning to be more independent and confident through:
Show and Tell - developing language skills by helping children speak in complete sentences and answering questions; building social skills by waiting their turn and raising their hand to ask other children questions about their item.
Coloring, Painting, Writing, Cutting, Gluing - developing creative skills using multiple mediums to create a piece of art, continuing to build fine motor skills through more challenging projects, learning colors by mixing paints, following detailed instructions from teachers about how to do specific projects develops listening skills, learning letters and numbers through related art projects; for example, cutting out pictures of objects that start with the letter K, etc.
Simon Says or Follow the leader - developing gross motor skills through jumping, hopping on one or both feet, galloping, skipping, developing listening skills, developing social, emotional and language skills being the leader giving instruction, playing well with others.
Circle Time - building practical skills, children are asked to say their full name, age, address, point out colors on other children, say other children's names, day of the month, day of the week, what date is tomorrow, what day of the week is tomorrow, letters and their sounds. Also children are asked to talk about the seasons, time, holidays and weather. These exercises also build language skills as the children are helped and encouraged to answer questions in complete sentences. Through these discussions, they also practice good social skills listening to others, raising their hand to speak, being respectful of the person speaking, etc.
Activities surrounding sorting, patterns, puzzles, money, measurements, quantities and counting - developing math, problem solving, fine motor and creative thinking skills.
Story Time - children are read to then asked to answer questions or discuss the story. This develops listening, comprehension and language skills. Children may also be asked to read to the group with the help of the teacher beginning to sound out words.