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Our Days ... Where do you want to go?
LEARNING CENTERS
Each classroom provides learning
centers where children can explore creative activities
in science, math, books, blocks, dramatic play, art, sensory, manipulative, and cooking.
The equipment within the centers is rotated on a regular basis,
including dress-ups, experience tables, a workbench, and a puppet
stage. There are also many small muscle manipulatives so that
each room has variety of items to play with.
Crayons, pencil, paint and glue, We never know what we will do, Until we try it, and learn it it; And when we're through, We'll put it here, to show to you!
GROUP TIME
Group time incorporates beginning listening skills. Children
are
encouraged to follow instruction and to prepare to work together. During group time, children participate in story time, show and tell, finger
plays, songs, singing and musical games, creative movement, audio-visuals, and hands-on
science experiments. Activities are discussed with the children and their
participation is encouraged. There are also opportunities for the children
to sequence events, predict the outcome, practice auditory and visual memory
skills and beginning group skills of listening to others, waiting for a turn
to talk, etc. Periods of quiet play are alternated with periods of
muscular activity to best meet the needs of young attention spans.
Reading stories and singing songs, Sharing toys and bring-a-longs.. At group time we learn to count and wait now and then we even concentrate!
LARGE MUSCLE AREAS
Using the large muscles in a
variety of ways is one of the many readiness skills that
children must acquire and practice during
the pre-school years. Each day, depending on weather
conditions, children play either on one of the playgrounds or in
the indoor muscle room with a team of two teachers. Large
muscle development comes before the small muscle development, and
the control of small muscle activities -- like the proper use of a
pencil -- cannot occur without it. (Development in
pre-schoolers moves from large to small, from top to bottom, from
inside to out.)
Both indoors and on
the playground, our equipment is selected for quality, durability, and safety. We
rotate it regularly to provide the children with many different opportunities for using
their bodies in space. Much of the equipment is open-ended for various
ages and skill levels. In addition to climbing and other large play pieces, the
courtyard contains a large sandbox, where the children can play with a variety of
equipment designed to develop the children's motor skills.
If the sun is shining, we go outside, But if it's cold or rainy, we still can ride --
And jump -- And run --
And play inside!
SHOW AND TELL OR SHARING TIME
Show and tell, or sharing time, is chosen by each groups'
teachers. This special time for the children includes sharing, not only
possessions or cherished items, but also thoughts, ideas, and enthusiasm. Things like expressing oneself in front of
others, listening to others, waiting a turn, not interrupting, or touching someone else's
belongings without permission may seem like simple achievements to adults; but for
children these skills are difficult to learn. As part of a learning unit, older groups may be
asked to bring a specific item for show and tell. It is their responsibility
to select the item and to remember to bring it to class. As with the other
elements of show and tell, children grow in their ability in this area as the year
progresses.
SNACK
Children
receive a snack during each school session. They wash their
hands on the way to the snack room, and learn to move in an
orderly and safe fashion from place to place in the building.
When arriving at the table, they practice matching objects by color,
number, name, and shape, etc.
This reinforces how things
are alike and different, which is a pre-reading skill. Before snack, children thank God in words or
song, and the snack period is a time for continued socialization.
We encourage them
to practice good manners in asking for or declining food and drink, and to listen as well
as to respond and initiate conversation. They practice additional motor skills and
learn responsibility by pouring, passing, and cleaning up after themselves. Snack food is always nutritious. We
provide the children with 2% milk and a variety of crackers and fruit-type snacks,
limiting refined sugars, preservatives, additives and colorings to the best of our
ability. On some occasions children experience tasting items that they have
cooked or prepared in the classroom themselves.
Popcorn, muffins, pears and thanks, For
sharing all these healthy snacks! We learn good manners while we eat, And best
of all, we get a treat.
CREATIVE ACTIVITIES
Creative activities
are part of the unit plans. Our teachers provide your child with a wide variety of
art materials to manipulate. We encourage parents to remember that we select
creative activities that will be pleasing to the children when finished, not necessarily
pleasing to us as staff or to you as parents. Our creative activities encourage
children to explore what they please, how they please, and at a time of their
choosing. The staff uses a number of guidelines in choosing creative
activities.
The activity must:
- Suit the skill level of the individual child.
- Be achievable by the child --mainly without
teacher supervision.
- Provide experience in the use of
age-appropriate materials - paper, paste, crayons, paint, scissors, etc.
We do not expect
finished projects to look like samples. All creative activities are about
exploration and learning, not about perfection.
Dinosaurs and grocery
stores,
Are both bigger than you would think they'd be,
But that's why field trips are so much fun,
For learning and discovery. Visitors teach us special things.
We love the hat the fireman brings!
But special events are just as great.
We especially love to celebrate!
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