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Curriculum
Preschool Curriculum Summary
At Learning Circle
Preschool we believe that it is by designing an enriching classroom
environment, and making available guidance, stimulating materials, and
motivating curricula, that the foundations for optimum development can be
provided. Young children learn best through playful interactions with their
environment, engaging in activities that are deeply meaningful to them. It
is the teacher’s role to facilitate, plan, watch, listen, model, question,
extend, observe, and help children make connections to both materials and
the other children with whom experiences are shared. The Learning Circle
Preschool curriculum provides children with the extended periods of time
they need to play, to plan, to reflect on past experiences, to practice, and
to connect new experiences and knowledge to that which is familiar and
known.
Each child follows a unique timetable as his/her development unfolds. At
Learning Circle Preschool, curriculum goals are highly individualized. We
strive to offer each child the support, stimulation, and appropriate
challenges necessary for a strong foundation for confident, life long
learning.
Specific curriculum choices are based on careful observations of children in
the classroom environment, and are informed by the Department of Education’s
Guidelines for Preschool Experiences, which in turn are linked to the
Massachusetts Curriculum Frameworks. In addition, our curriculum development
is informed by the National Association for the Education of Young
Children’s (NAEYC) current standards reflecting best practices for the
education of young children.
No short document can include all aspects of the curriculum. In preschools,
curriculum is everything that happens – each interaction, conversation, and
question posed offers engaging possibilities for learning. Since children
learn in a holistic and integrated manner in early childhood, teachers plan
experiences for children that offer opportunities across many domains
(rather than as isolated subjects). The following areas of concentration
have been outlined in this summary:
Emotional Development
Social Development
Diversity
Language and Literacy
Mathematics
Science
Visual Arts
Music
Physical Development and Sensory Learning
Health and Safety
History and Social Sciences
Emotional Development
In order for children to
feel supported and confident in school, great emphasis is placed on creating an
environment that promotes a sense of safety and well-being. We strive to assure
that children know that they will be listened to, and know that their ideas will
be valued. Our goal is to have children feel Learning Circle is a place where
needs will be met and feelings acknowledged. If children need comfort or
reassurance, need help dealing with strong feelings like anger, frustration, or
sadness, they are supported. Teachers help children develop strategies to
express their feelings and resolve the social problems that may arise during
their day at school. Children are greeted by name, and can expect to hear their
names frequently as they engage in conversations, songs, and games. Children are
encouraged to draw pictures and tell stories about their families and life at
home. Children’s work is respected, valued, talked about, and displayed often.
We encourage parents to bring in photos of children and families, so that we can
create class albums, books, and displays that feature family life. Community
life and shared experience at school are documented with photos, panels of
artwork and/or descriptions of past activities. With these, the children can
remember, reflect on, and share past experiences with peers, teachers, and
families. Individual learning styles and interests are acknowledged and
supported as children are encouraged to initiate play, make choices, express
preferences, demonstrate competence, and take on responsibilities, in
partnership with teachers.
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Social Development
The process of developing
the social skills necessary to flourish in a school environment is an on-going
one that needs direct support from caring adults throughout the preschool years.
The classrooms at Learning Circle all include spaces designed specifically for
1, 2, 4 or more children to play, as small groups develop around common
interests and shared materials. Teachers encourage and acknowledge prosocial
behaviors when children take turns, share materials, cooperate, solve problems
verbally, or show concern for others. Teachers are actively involved in
facilitating play, coaching children who need help entering play or playing
constructively. Teachers offer verbal models to children as they learn to
collaborate, share perspectives and materials, and express their preferences,
wishes, and needs. Teachers also coach children in social problem solving and
conflict resolution as children become increasingly able to participate directly
in finding their own solutions to the social challenges brought about by sharing
space, materials, and attention with peers. The school model is that “everyone
is learning” and teachers value and support children’s efforts to help each
other.
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Diversity
We support an anti-bias
approach to curriculum development that encourages the sharing of different
perspectives and feelings among children, and involves children directly in
conflict resolution and in conversations about fairness, as they become able to
participate. We strive to help children find common ground in shared experiences
as we support a growing appreciation of the rich diversity among individuals.
Attention to diversity
permeates every aspect of the curriculum at the school, and is a constant
consideration as teachers plan classroom experiences for children. When teachers
evaluate and reflect on classroom life, they consider the messages that are
conveyed by their curriculum decisions. Teachers think about the ways children
use and experience curriculum choices, the quality of interactions between
children and adults, and the ways in which the classroom environment (with all
its diverse materials and experiences) can support the goals of the anti-bias
curriculum.
The materials and
activities presented to the children project diverse racial, gender, and age
attributes, and teachers are attentive to the principle that the books, dolls,
photographs, and music used reflect the lives of enrolled children and
accurately reflect a diverse society. Our communications with families invite
both direct participation and the sharing of materials, perspectives, and ideas,
between home and school.
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Language and Literacy
Children develop
communication skills – speaking, listening, reading, and writing – continually
as they share experiences throughout their time together. Thoughtfully chosen
books are a central feature in the classroom, and this access to fine literature
is meant to encourage an interest in, and enjoyment of, literature. Teachers
actively work to increase each child’s vocabulary and fluency with language by
encouraging children to talk about their experiences, to describe their play,
ideas, and feelings, and to participate in daily activities such as meetings,
picture discussions, flannel board use, storytelling, and dramatic play. Because
the school environment offers diverse materials and opportunities to children,
it is ”content rich” – that is, there is always a great deal to talk about.
Teachers listen, pose questions, foster extended conversations, and offer models
for describing, initiating play, problem solving, expressing feelings, and
sharing ideas. The classroom environment is print-rich as well, with room area
labels, signs, charts, etc. Writing tables offer daily opportunities for
scribbling and drawing with a variety of writing tools. Journals offer an
opportunity for children to either dictate or write their own stories. There are
many opportunities for children to develop class books, observation records,
recipes, etc. that support class themes and interests.
Children are encouraged to
play with sounds and letters through listening to and reciting poetry and
rhymes, clapping games, musical experiences, etc. The teachers promote a growing
awareness of letter/sound associations as children play with the alphabet, and
begin to read some words by sight. Inventive spelling is encouraged in
children’s free writing (writing words the way they sound). Children begin to
develop book handling skills and familiarity with the conventions of print.
We make a variety of tools
for drawing, painting, and writing available to children, in support of the
muscle development needed to hold and control writing instruments. Activities
that support visual/perceptual skills offer foundations in physical development
necessary for comfortable writing skills.
At this early stage of
development children need a variety of enriching language experiences as they
develop personal enthusiasm and love for fine literature and personal
communication through reading and writing.
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Mathematics
Children explore
mathematical concepts with a hands-on approach that uses concrete, manipulative
activities in support of a solid foundation in mathematics, and lays the
groundwork for symbolic understanding. As children investigate, they are free to
express their thoughts, communicate their ideas, problem solve, and come to
conclusions with confidence. Concepts of number, estimation, measurement,
patterns and relationships, geometry, and spatial sense are explored.
Children are engaged in
mathematical thinking in two related contexts: with spontaneous involvement in
the mathematical aspects of current play, and when teachers organize activities
and projects specifically designed to challenge children to engage in a new area
of mathematical thinking. In both cases, teachers support conversations and
encourage children to formulate theories and test themselves. Classrooms each
have well equipped block areas, a variety of special shapes available with a
variety of props in support of diverse block play. A variety of concrete objects
are available to count, classify, and sort. Small manipulatives, sequence
puzzles, beads, pattern blocks, geoboards, are all used regularly in each
classroom, chosen carefully by teachers to offer children both practice and
challenge. Sand and water play are available on a regular basis, with many tools
available for mixing and measuring. Books, rhymes, games, songs, and dances all
can incorporate mathematical thinking, as can dramatic play areas which include
grocery or other shopping themes, etc. Each class cooks on a regular basis,
taking opportunities to read and create recipes, measure, and count. A
mathematical focus is also supported through the arts, as children create
patterns of color, glue and organize materials, or create two or three
dimensional shapes and sculptures with dough, recycled materials, paper and
tape, or play with rhythmic patterns and other patterns of sound in music.
Non-standard systems of measurement are used as children think together about
the comparative sizes of their constructions, or measure the classroom,
playground, or their own bodies. The classroom environment incorporates simple
charts and graphs as record of shared experiences from which on-going
conversations can occur.
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Science
The science curriculum is
designed to develop each child’s innate curiosity about the world, and to
encourage children both to pose questions and to search for answers to those
questions. Children observe, communicate about their observations, compare, and
organize as they investigate, solve problems, and make decisions. Basic concepts
are explored through sand and water play, block constructions, consideration of
levers, pulleys, scales, and other simple machines, and through observation of
interaction, and reflection/research about, the natural world. The facility
includes a large playground space surrounded by trees and fields. There are many
opportunities for scientific observation and exploration outdoors. Children may
investigate alone and in small groups, participating in both planned and
spontaneous science experiences.
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Visual Arts
Children need time with a
variety of materials to explore possibilities and develop the skills necessary
to express their feelings and ideas through art experiences. Children freely use
crayons, pencils, a variety of paints, clays and dough, scissors, glue and tape,
on a regular basis. Children are encouraged to experiment with the materials at
hand, combining them in new ways as fundamental concepts and skills are
developed. Children are encouraged to talk with others about their work, as they
develop a language to describe their processes, reflect on their work, and make
connections to other children’s approaches present in the classroom. It is the
process of creating that is most important, so process is emphasized, rather
than finished products. As children become more experienced with materials,
teachers can begin conversations about the visual arts in history and culture,
including discussion of techniques used by artists that can inform the
children’s work.
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Music
 Musical experiences are
incorporated into the daily life of the classroom, through use of a classroom
music center, classroom books and song cards, and by incorporating singing times
into the daily routine. Children sing and listen to music from a variety of
repertoires and cultures, and are encouraged to develop comfort in singing alone
and with others (in tune singing). A wide dynamic range is encouraged, as
children sing, whisper, chant, or talk, at a variety of levels. Music readiness
skills in rhythm (keeping the beat) and basic movement are explored. By using
basic patterns and tools over time, children become increasingly comfortable
improvising their own rhythmic and melodic patterns. A variety of instruments
from diverse musical traditions are available to children both for free
exploration and for use in more formal music times. Time and space is set aside
regularly for singing and movement games, chants, and creative dance with music.
Children become aware that systems of notating music are useful ways to remember
and share musical ideas; from this beginning understanding comes awareness of
common musical notation.
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Physical
Development and Sensory Learning
Fine motor development is
supported through the diverse materials available in each classroom daily,
including (but not limited to) a variety of small manipulatives, pegboards,
puzzles, lacing cards, materials for drawing, painting, and modeling, materials
for writing, Teachers choose these materials with care, so children have time
for practice and have opportunities for appropriate challenges as they develop.
Children are encouraged to
participate in active play, and to develop personal skills at their own pace,
with a goal of developing self-confidence in movement. Activities that support
gross motor development (for example, the use of scooters or balls) are used on
a regular basis. Opportunities for running, jumping, balancing, and climbing are
available daily. The importance of physical fitness and an active lifestyle are
emphasized. In addition to time for free play, the program focuses on the
development of basic movement skills and on applying movement concepts to the
development of new skills. The development of a vocabulary for movement is
encouraged (for example high/low/fast/slow, heavy/light, balance, twist).
Children have many opportunities to participate in group games, with an emphasis
on non-competitive inclusion of all. Children participate in creative movement
experiences on a regular basis, often in connection to the music curriculum. As
children explore movement individually, the program encourages both
understanding and respect for individual differences among people in terms of
their interests and skills.
As teachers plan the
curriculum, attention is given to the children’s need for on-going access to a
variety of sensory materials, including sand and water play, and the use of
varied clay and dough textures. Games that support children’s growing awareness
of directionality and positioning in space are incorporated in the school
routine. Planned activities address a wide range of motor development needs,
including the need to build general body awareness, and to encourage the use of
both sides of the body through activities that require bilateral coordination.
Children are encouraged to participate in activities that support developing
comfort with alternating use of left and right sides of the body (crossing
midline), to develop a pincer grasp and finger strength and dexterity, and to
improve visual motor skills and eye/hand coordination.
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Health and
Safety
The health curriculum
encourages children to develop positive habits for self care. The daily schedule
allows time and space for physical activity, and allows time for rest as well,
with the understanding that each child’s needs for rest and activity are
different. Meal and snack times are relaxed, with opportunities taken to serve a
variety of nutritious foods and to talk about the many kinds of healthy foods
available. The classroom environment is one that encourages independence and the
development of self- help skills. Positive interactions between both children
and adults are supported as children are guided towards the appropriate
expression of feelings, peaceful conflict resolution, and the development of
communication skills.
Conversations about family
include awareness of diverse family systems, and discussions of the jobs and
contributions of family members (i.e. there are responsibilities that go along
with community life). Opportunities are taken to talk about community health
workers (for example, doctors and dentists) so that children are encouraged to
feel comfortable with their providers of care, and with the settings in which
that care is given. The same is true of discussion about civic safety workers
(police and fire fighters). Basic safety education and injury prevention is
pursued by talking with children about their safe use of the school environment,
fire safety, seatbelt use, pedestrian safety, and use of helmets, as is
education about consumer and environmental health as both relate to personal
choices and responsibility.
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History and
Social Sciences
The curriculum emphasizes
an awareness of self, both as an individual and as a member of a group (family,
school community, culture). Children are encouraged to identify ways in which
they might be similar or dissimilar to others, and to respect diverse points of
view. We work to have children develop a willingness to participate in community
life – to cooperate with and respect others, to work together, to participate in
setting classroom rules as is appropriate, and to balance personal needs with
the needs of others in the group. Teachers support each child’s social
development through modeling, encouraging connections, and direct work on
problem solving and conflict resolution skills. Children work in small flexible
groups on extended projects, and may use dramatic play as a vehicle to explore
themes relating to the social sciences curriculum. Teachers build opportunities
into the curriculum to develop basic mapping skills, and to help children begin
to understand that symbols can represent people and places. Children are
encouraged to share their observations and descriptions of places in their
personal experiences or of importance to family members. The curriculum aims to
stretch children’s sense of community by thinking about how peoples of different
cultures share basic human needs, even when cultures meet those needs in diverse
ways. By reflecting on personal experience, chronological thinking is developed,
as children begin to develop a concept of how things change (my self as baby,
toddler, now, or family life now, in the recent past, or long ago, for example).
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