Children’s interests and skills must guide curriculum planning. Our planning efforts respond to the direction of a child’s learning. We feel that the process of learning is very important and therefore we focus on the process of learning by emphasizing the experiences the children are having rather than the results of those activities.
The classroom environment includes child sized furniture and equipment in each classroom to help your child develop self-reliance in taking care of his/her own personal needs. Our learning centers offer block play, dramatic play, language arts, science, art, and math for exploration and problem solving. Your child will be enriched by an abundance of equipment such as blocks, dolls, computers, CDs, games, books and much more. Children work and play together in small groups learning to play cooperatively, be creative, become persistent, develop problem solving skills, etc. Our classroom environment will encourage your child to become involved in meaningful self-directed activities.
Georgia defines school readiness, or how prepared a child is to learn in school, by focusing on the nature of four year olds and how they learn.
A child is ready for school when
•Possible health barriers that block learning have been detected •Suspected physical or mental disabilities have been addressed •Enthusiasm, curiosity, and persistence toward learning is demonstrated •Feelings of self and others are recognized •Social and interpersonal skills are emerging •Communication with others is effective •Early literacy skills are evident •A general knowledge about the world, things, places, events, and people has been acquired.
An appropriate program for four year olds is not a watered down Kindergarten program. Children learn through play and learning centers, which are integral parts of Pre-K classrooms. Pre-K programs reflect an understanding of how children learn by emphasizing active learning, consistent daily routines, and the use of positive behavioral management and assessment strategies. The school readiness goals of the Pre-K program provide appropriate preschool experiences emphasizing growth in language and literacy, math concepts, science, social studies, arts, health and physical development, and social and emotional competence.
During the early childhood years, young children are learning to be in charge of themselves. We believe in consistent, well defined limits, and respond to inappropriate behaviors with insight, sensitivity, and understanding. When clear, consistent, and age appropriate limits are present children become increasingly more responsible for themselves. When appropriate behavior does not occur, we believe it is important to modify it through redirection and reassurance. Guidance should be solution-oriented as it is designed to help solve problems.