Nurturing & Caring Environments

Preschool Care

We use the ‘Creative Curriculum’ as outlined by Teaching Strategies, Inc. with our monthly unit curriculum guide. Through this concept we operate three and four year old preschool programs with emphasis on whole language, emergent curriculum, social emotional development and kindergarten readiness.

​​Children engaged in the whole language process develop the understanding that words can be spoken as well as heard and written as well as read. As children use language to actively explore the world around them, converting early experiences into words, emergent curriculum evolves. Teachers observe interests and use this information to implement lesson plans and extend the learning into all developmental skill areas.

The Teachers

All of our Preschool Teachers hold a Bachelor’s Degree in Early Childhood Education or a related field as approved by NYS OCFS. The task of the teacher is to continually assess what the children are learning and extend their understanding through enriched activities and experiments. Children are provided with a visual schedule as well as adaptive seating to help maximize participation.

The ‘Creative Curriculum For Preschool’ Individual Child Profile instruments are completed in the Autumn and Spring for each child age 3 – 5 years. The purpose of these assessments is to determine each child’s developmental strengths and weaknesses and assist the teachers in curriculum planning. Teacher will also compile and maintain an educational portfolio on each child, consisting of examples of daily work, photos, and anecdotal observations. You will be given an opportunity to discuss your child’s progress at a parent-teacher conference following each assessment period.

The Schedule

Our preschool morning is spent primarily in the classroom learning centers. Each center contains a variety of educational materials that are changed daily or weekly to reflect the current curriculum and maintain children’s interests. During this time teachers are involved in assisting and extending the children’s participation in activities of their own choosing. This type of teacher facilitated – child initiated play helps the child develop critical thinking and problem solving skills.

The entire group comes together each morning for a brief circle time. The children enjoy active movement exercises, sing group songs, learn finger play and sign language, enjoy stories and participate in a group discussion led by the teachers.

During the period from 11:45 to 1:00 the room is cleaned, children toilet and wash up, eat lunch together family style, clear their dishes, and brush teeth. Then a story telling time eases the transition to nap time, 1:00 – 3:00 p.m. After an initial rest period children who remain awake may be provided with quiet activities. The afternoon is then spent in learning centers provided with alternative choices.

The Curriculum

‘Creative Curriculum’ is supported through encouragement of the children’s ideas, questions and interests. Emergent curriculum takes shape week by week with teachers thoughtfully redirecting plans based on the children’s interests and abilities. Teachers constantly observe and evaluate what the children are doing and learning and then arrange materials that extend the child-initiated exploration. Daily activity plans insure that activities include social, cognitive, linguistic, emotional, cultural and physical criteria. Our learning centers include Art, Science, Math,Music, Reading, Writing, Blocks and Drama Centers. Daily time spent outdoors is a valuable learning experience for preschoolers. This is the time for hands on exploration of nature, working together as a team, enhancement of large motor skills and is generally everyone’s favorite learning center.

Behavior Management

Each classroom establishes their own behavior guidelines, with the help of the children. In this way the children understand classroom expectations and how it relates to the safety of everyone in the classroom environment. The guidelines that are established set up expectations to ensure the safety of the children, teachers and the care of the room. The teacher ensures that the expectations and limits are clear and consistent, and appropriate to the ages of the children.

When needed, children will experience redirection and/or will be gently reminded of the expectation and it’s importance to keep everyone in our community safe. When children are able to discuss the expectations, a problem solving dialogue should take place in which the children involved can suggest possible alternatives, with the support of the teacher.


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