Curriculum
Reading and
language are integral to our program. Our library contains over
1,000 volumes which we rotate often and as a particular event arises
(ex. New baby in the family, potty-training, Dr./Dentist visits,
etc.). Our book shelves contain books for all ages, and often
reflect the unit we are currently exploring.
We read to the
children every day at snack and meal-time. We find that the
children are focused and eager to hear and discuss books at this
time. Babies, toddlers and pre-schoolers alike benefit from this
rich, early exposure to the magic of reading. We hear many new
words and concepts being expressed at this time.
BABY SIGN-LANGUAGE
A family of
infant twins first introduced us to this useful tool. We often use
basic sign-language to communicate with children before they have
the words to say what they need.
INFANTS
Our goal is
to establish a comfortable routine that coincides with their typical
schedule when at home. This routine usually includes tummy-time and
floor play as they explore the room of interesting toys (objects to
reach for, mirrors to see themselves, etc.), fun time in a bouncy
seat, group and individual story time, songs and rhymes, relaxing
time in a swing, lap and cuddle time, and the stimulation of seeing
older children in active play. Feeling cozy, safe and having their
needs met in a timely manner are key here. Infant positions are
changed often to enable them opportunities to progress in their
motor development. We have several pieces of great equipment which
support these infant needs. We arrange a “Baby Safe Area”, gating
off a portion of the room where they can crawl and explore with
age-appropriate items.
TODDLERS
Continuing to
elaborate on all infant skills, the toddlers enjoy exploring the
room and various activities in greater depth. They quickly become
familiar with the morning routine of removing shoes, hat and coat
and putting them in their proper places, washing hands and then
joining us in the playroom to make a choice. Children don’t often
have a difficult time separating from their parent but we are
available to help with that transition. A toddler can often be seen
enjoying a puzzle or picture-matching game at the table, drawing
with markers, feeding babies in the dramatic-play area, placing
large pegs in a pegboard, building a tower of blocks, or pouring
oatmeal from one container to another in the media-table. Learning
to make a choice is a skill children of this age grow accustomed to
as well as enjoying the experience of the activity. When a child
draws a picture, we usually ask them to tell us about their picture
so that we can capture their thoughts and they can see their words
in print. These are some of the readiness skill that these planned
activities help to develop: memory, identification of colors,
shapes and animals/items, imagination and pretend, fine-motor,
building of vocabulary, self-expression as well as sharing and
taking-turns.
PRE-SCHOOL
At this age, the
children are becoming great role-models for their younger friends.
Everyone shares in the excitement when the infant begins to crawl,
or the toddler begins to walk. The older children enjoy the
experience of sharing books and learning to do things that bring a
smile from their younger friends just as they would with a sibling.
We closely monitor what items are given, for safety reasons.
The preschooler can often be seen engaging in any of the previous
activities but with greater skill and more depth. Their pretend
play is more imaginative, the puzzle or matching game is a little
more challenging, their art work is taking on a new dimension, and
they enjoy the fact that they are beginning to recognize some
letters and numbers. We capitalize on this interest by planning
activities that enhance learning in this way.
For instance,
recently in our dramatic play area, we had set up a bakery, and the
children asked what a recipe was. We then planned a real baking
activity so that we could demonstrate how a recipe is used as well
as several baking tools. Pretend muffins and cakes were prepared in
the play kitchen and in the sandbox for several days following.
We also have a
variety of letter and beginning sound activities which we pull out
at the appropriate times. Our library
includes several wonderful counting books and we include these in
our story time on a regular basis. A preschooler may begin a
journal if interested. As the child draws in the journal, we help
them write down their words about their drawing. These pages are
dated and it is very interesting to watch how these drawing and
vocabulary skills develop. On a particular day in January, we had a
cave which we had a lot of fun making, and the children played in
this with the animals as we finished up a unit about animals in
winter. We then began a unit about “Community Helpers” and the
children enjoyed role-playing the various people they see in a
community.
(See
“Units and themes” on right for a sampling of the curriculum we
explore)
SCHOOL-AGE
Many of our
“graduates” enjoy coming back to play with their friends, on a day
when they don’t have school. On these special occasions, activities
are often planned to capture the interest of the older, while
stimulating the interest of the younger, child.
We welcome old
friends as well as new friends and it always promises to be a fun
day for all.
Please
contact us to schedule a visit
and determine whether The Kellogg Playschool is right for your
family.
