Preschool Program Philosophy
At The Towne Creek School, we strive to provide:
- freedom to independently explore, create and express ideas within a developmentally structured environment
- an environment in which each child feels successful and is an active participant in the learning process
- a focus on developing appropriate social behaviors, forming a foundation for future interpersonal relationships.
Over the years, it has been proven that children thrive in a holistic learning environment, where they are challenged and nurtured to develop intellectually, physically, emotionally, and artistically. When children feel free to explore, discover, create, interact and play, they learn quickly.
Our curriculum is based on the hierarchical stages of early childhood development, considering that each child is an individual and will learn at their own pace. In planning our curriculum, we believe the variety of skills developing at this age and various developmental levels of the children.
Planning The Curriculum
The daily routine allows for a balance of activities so that the child is involved in extensive group experiences, small group experiences, and opportunities for individual activity. There should be a balance of active and passive indoor and outdoor activity.
We strive to teach concepts and plan activities that are meaningful to the child. Careful planning and observation on the teacher’s part enable the child to develop at their own pace and to their full potential. The teacher continually assesses each child to determine the level of understanding and knowledge in what areas the child needs strengthening or reinforcement.
The daily routine provides a variety of experiences that promote growth in each skill area: physical, social, emotional, and cognitive. Each of these skills so vital to the development of the whole child:
SOCIAL/EMOTIONAL SKILLS: Sharing, taking turns, verbalizing feelings, getting along with others are skills that must be fostered and encouraged throughout the early years. The preschool teacher places a high priority on facilitating the development of these skills. Cooperating, resolving conflicts, and above all, feeling good about oneself are components that make up a happy, well-rounded child.
SELF-HELP SKILLS: dressing, toileting, putting away personal items, cleaning up after snack and lunch
CLASSROOM SKILLS: following class rules, listening and following directions, completing tasks; respecting and caring for personal property, school property, and property of others
GROSS MOTOR SKILLS: climbing, running, tiptoeing, hopping, jumping, catching and throwing a ball, perceptual-motor skills, coordination, balance
FINE MOTOR SKILLS (laying the foundation for future writing skills): buttoning, stringing, drawing, tracing, gluing, cutting, coloring, folding, lacing, working with playdough, painting, manipulatives
LANGUAGE SKILLS: listening, recalling, interpreting, expressing ideas and complete thoughts; verbalizing feelings, storytelling, singing, memory skills
LOGIC/COGNITIVE: matching, sorting, classifying, sequencing, memory, and problem-solving. Concepts such as colors, shapes, numbers, letters, and the themes for each week.
Learning Centers are an integral part of the preschool classroom, providing a wide range of experiences and so much opportunity for growth in all areas of development. Children learn to interact with the materials and each other in ways that encourage questioning and discovery. During “center time,” there are many opportunities for one-on-one activity between teacher and child.
The children choose among various centers set up daily in the classroom: fine motor, language, listening, puzzles, block building, dramatic play, construction with manipulatives, sand/water play, art/creative expression, games, collage, books, science, and discovery. Through the use of Learning Centers, the children reinforce newly learned concepts and skills. As the children are involved in the centers, the teacher is in a position to observe each child’s progress and assess their needs. The teacher monitors, supervise, listens, and is available to meet the needs of the individual children in the classroom.
PHONICS PROGRAM (Introduced in the Threes classrooms)
We use several resources, including “The Creative Curriculum,” utilizing big books, songs, rhymes, and games to promote phonemic awareness. Phonemic awareness is the understanding that speech is composed of a series of individual sounds. As we introduce a new letter each week, children will match letters to sounds, work on the formation of the letter, see that groups of letters become words, discover word families, sight words, rhyming words, use pictures as clues as they are reading. Punctuation and parts of a book are included in our reading discussions. Being excited about reading is an excellent avenue to learning to read. Once a teacher sees that some children are reading, she will use simple readers with those children individually and send books home with the children to read with their parents.
Preschool Daily Schedule
*Schedules may vary a bit from class to class, but this gives an idea of the activities during the day and when they take place.
|7:30-8:30||Early arrival, socialization, choice of activities set out by the teacher|
|9:00-9:30||Circle Time – Language Development, Theme Discussion, Show and Tell, songs, games, finger plays|
|10:30-11:00||Outdoor Play, Gross Motor|
|11:00-11:30||Stories, Music, Creative Movement|
|12:00-12:30||Quiet music, story, relaxing activities|
|12:30-2:30||Rest Time / Nap|
|2:30-3:00||Up from nap / snack, free choice|
|3:00-3:30||Outdoor play / gym|
|4:35-5:00||Stories, songs, games, creative movement|
|5:30-6:00||Story / game or activity related to the story|
|6:00-6:30||Join the late afternoon staff in the 3 year old classroom|
|*Motor Development Class – Twice per Week
*Music Class – Every other week for 2 and 3 year old classes
*Spanish Instruction – 3 year old, PreK and Kindergarten Classes