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Three and Four Year Olds CurriculumOur
daily program is based on the child’s physical, social, emotional, and
intellectual development. Our
objectives include an effort to establish basic values, positive self-image,
observation, language, and math and science skills.
We encourage the development of self-control as well as response to limit
setting in the external environment. We
expose the children to a variety of carefully chosen materials and experiences
in an atmosphere of trust and respect. We
believe that each child must be allowed to function on an individual development
level. It is our responsibility to
provide a safe, nurturing environment in which children can develop happily and
comfortably. One
of the most important ways children develop and learn is through play.
Under the supervision and guidance of our teachers, play is really
children’s work. Through daily activities such as block building, creative
arts, stories, cooking, science activities, dramatic play, and talking together,
children learn to ask questions, get answers, and express their feelings.
We recognize that there are children at many different levels in our
classes and try to plan curriculum with varying developmental needs in mind.
While the children have a great deal of choice in our program, we are
watching to make sure that each child is trying out activities in all the
curriculum areas; we will encourage, and gently lead those who may be hesitant
to participate in a particular area. There
are ample opportunities for working on physical development in both fine motor
and gross motor areas. Through
playing alone and in groups, children have time to organize their thoughts and
learn to share and get along with others. While
there are no fixed or predetermined units, themes may develop, inspired by
children’s experiences, developmental concerns and according to the
teacher’s strengths and interests. As
a pre-school that is part of Synagogue, a portion of our program is exploring
Jewish life and culture. We
celebrate Shabbat and all Jewish holidays.
The holidays are integrated into many areas of the curriculum. We
have a basic schedule for each day. Blocks
of time and areas of activity are planned and occur in sequence.
Within the framework there is considerable flexibility, however, and
children are encouraged to choose activities that interest them.
Sometimes part of the usual schedule is set aside so that the children
may enjoy special events such as field trips or enrichment programs that are
brought into the classrooms. The
children are encouraged to play alone as well as in small or large groups and
they have opportunities for experiencing both free and structured activities. Teachers
plan curriculum at meetings, but will amend those plans if something develops
spontaneously in the classroom. The
program is flexible and fluid to allow teachers to respond to individual needs
and interests. Teachers are also
aware of the shifting dynamics and interests of the group, the interests and
needs of the group drive the curriculum as well as individual needs.
The curriculum emerges and differs from year to year.
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