Our Core Curriculum Creativity, Play, Preschool & Communication
Children portray the world around them through art. We can understand their ideas and thoughts through their creative expressions. Children find a way to express themselves and their feelings through art. Children find a way to express themselves and their feelings through art. It is acceptable for each child to progress at his/her own rate. The purpose of the child’s artwork is not just to make something to take home, but also to meet their developmental needs, and to expand their educational program. We encourage children to think, reason, question, and experiment.
Play, in reality, is a child’s work. If you doubt this, just ask a child who is making something, what they are doing; invariably they will answer “working.”
At preschool, a child has the opportunity to experience sharing, friendship, separation, and all phases of learning. Our children learn more about the school’s atmosphere, which provides a positive, healthy, and fun environment for his/her first and/or continuing experience with school. Our teachers support children’s beginning friendships and provide opportunities for them to learn from each other. We introduce children to new experiences, ideas, or challenges. We coach and/or directly guide children in the acquisition of specific skills as needed, being careful to challenge, but not frustrate any child.
Communication among teachers and families are frequent, such as when children are dropped off and picked up, or through notes/telephone calls. Families are informed about all official announcements/curriculum/policy or regulatory changes and other critical issues that could potentially affect the program and/or the early childhood profession. Through newsletters, bulletin boards, calendar, lesson plans and other appropriate means, current information and important notices for the children’s parents are known. Parents must communicate with teachers regarding a sudden change in their children’s behavior/attitude/health, or a change in their home environment. Teachers work in a collaborative partnership with families, establishing and maintain regular, ongoing, two-way communication to build trust and a mutual understanding to ensure that children’s learning and developmental needs are met. Parents are informed about our program and any policy or regulatory changes through newsletters/calendars newspaper articles/bulletin boards/etc. We also inform parents about day-to-day happenings/special events/field trips/etc. that affect children. Changes that affect children, such as changes in room or teacher or use of special services, are discussed with parents before decisions are made. When a parent has a questions or a concern regarding classroom procedures, subject contents, etc., the first person to contact would be the teacher. If there is a continuing concern after communicating directly with the teacher, the parent should then contact our office personnel. Through portfolios, individual descriptions of children’s development are written/compiled as a basis for planning appropriate learning activities, as a means of facilitating optimal development, as a means of identifying children who may be in need of more systematic diagnosis of a learning or developmental problem, and also as records for use in communications with families.