Curriculum

PROFESSIONAL ETHICS

Some Core Values for Early Childhood Education

We value:

Recognition of each individual as a unique human being.
Realization of the full potential of children and adults.
Environments that foster well-being and positive self-esteem in children, staff and families.
Autonomy and self-reliance in children, staff and families.
Appreciation of the special vulnerability of children and their need for safe and healthy environments.
Recognition that each child is an individual with unique needs and abilities.
Respect for confidentiality and the right of each child and family to privacy.
Development of children: socially, emotionally, intellectually, and physically.
Use of developmentally appropriate instructional techniques for children.
Appreciation of childhood as a unique and valuable stage in the life cycle.
Professional practice based on the best current knowledge of child growth and development.
Recognition and support of the interconnectedness of the child and family.
Support of families in the task of nurturing children.
Effective protection and advocacy for the rights of all children.
Support for the right of all children, regardless of income or other circumstances, to have access to quality early childhood programs.
Unity among people who work in childcare settings and cooperation with other professional groups concerned with the welfare of young children.
Continuing growth as professionals in early childhood education.

-Childhood Enrichment Associates

EDUCATIONAL FOCUS

The curriculum at The School of Grace is not just the goals of the program and the planned activities but also the daily schedule, the availability and use of materials, transitions between activities, and the way in which routine tasks of living are implemented. Criteria for curriculum implementation reflect the knowledge which young children learn through active manipulation of the environment and concrete experiences that contribute to concept development. Realizing the importance of a child's positive self-esteem early in life, the preschool will provide activities in which each child will feel some degree of success. The preschool will strive to enhance each child's social skills and emotional health by providing appropriate activities.

Our classroom consists of organized centers such as:

note that: The center's, guides and goals of our curriculum spectrum are based upon the age of the children and the varied developmental levels.

Block Building

Large wooden blocks, in various shapes and sizes, with accessories for creative play
Development of physical coordination and spatial relationships.
Constructions to recreate home and community life.
Co-operative activity to develop social skills.
Experiences to stimulate imagination and creativity.
Discovery of relationships of size and shape.

Dramatic Play - Housekeeping

Child sized stoves, tables, refrigerator, sinks, chairs and dolls. Child sized pots, pans and dinnerware are included. The center also includes dramatic play materials such as dress up clothes, and accessories
Encourages understanding of self and relationships with others.
Creates an atmosphere for democratic social living.
Avenue of exploring a child's problems and concerns.
Stimulation of verbal expression and imagination.

Art

Paints, paper of various shapes and sizes, paint brushes, markers, crayons, glue, scissors, tape, collage materials and playdough.
Non-verbal means of expressing ideas, feelings and interests.
Developing sensitivity and reliance on personal taste and judgement.
An opportunity to refine fine motor skills, and kinesthetic satisfaction, along with exploration of various media.

Listening

Audio materials in which the child can come and listen individually or by small group.
Promotes individual and small group listening
Enhances listening skills

Manipulative Materials

Materials for the development of small muscles and eye-hand coordination like puzzles and pegboards.
Perception and judgement.
Creativity and invention through experimentation and free play.
Progression to self-directed materials.

Library

Childrens books will be at the child's level and at his /her own discretion as to which ones to view. This center also includes flannel boards and puppets with which to act out and create stories.
Appreciation of literature.
Stimulates language development.
Broadens language experiences.
Quiet space.

Sand and Water Table

The sand and water table is used for exploration and discovery. Sand and water toys are available for the child's use. (shovels, funnels, cups, etc)
Spatial relations, eye hand coordination, strengthening fine motor skills
Exploration and discovery

Science and Mathematics

The science and math center will be set up by the teacher for small experiments and discoveries. Depending on the curriculum for that day - this center will vary accordingly. (For example: If the class is studying bugs and insects, this center may contain bugs, ants, worms, dirt, a magnifying glass, etc.)
Language of numbers through sight and touch.
Concept development through participation.
Understanding through comparisons, sorting and grouping.
Learning through experimentation and discovery.

Our curriculum includes opportunities for fine and gross motor skills development, social and emotional growth, speech and language development, cognitive skills appreciation and respect for nature, worship and reverence. Our 'special goals' are independence and self-esteem which we strive for, facilitate, and encourage throughout our entire curriculum.

Outdoor play is another area on our curriculum spectrum. We believe outdoor play is a vital and necessary part of each child's day. Children learn about their world through play. They remember best what they have experienced with all of their senses. While playing, they solve problems, gain confidence in themselves, discover cause and effect, develop language and relate to others. They experience creativity, disappointment, sadness, pride and joy. They move, think, sense and grow. Play is the natural occupation of young children.

Music is also on our spectrum. We feel music can serve as worship, reverence, and respect for God. Music can provide language and listening skills, while also providing great fun and excitement through the wonderful variety of music exposed to our children.

Typical Daily Activity Schedules

The following schedules serve as a summary of the typical experiences in a child's day. Each teacher will revise the schedule to meet the needs of the children and change as the children learn and grow throughout the year.

TYPICAL DAY FOR INFANTS AND TODDLERS

The School of Grace strives to meet the individual needs and schedules of the infants and toddlers in our care while in a group setting.

9:00	Arrival and Greeting: The teacher will greet each child as he/she arrives. Parents will update the teacher regarding feeding, diapering, napping and other pertinent information.
9:00-9:40	Morning Fun!-Throughout the morning, the children will enjoy centers, music, fingerplays, art, fine motor and gross motor activities, storytime, and other language experiences. All activities will be incorporated into the natural play of the child, allowing infants and toddlers to indicate preferences through verbal and non-verbal communication.
9:40-10:00	Snack
10:00-10:30	Outdoor Play
10:30-11:30	Sensory Activity/ Musical Movement!
11:30-Noon	Lunch
Noon-1:00	Art and Gross Motor Play
Infants and toddlers will be fed and diapered based on each child's individual needs. Children must wash their hands before snack, after toileting and nose blowing/wiping, and before and after water play.
All children are supervised at all times.

TYPICAL DAY FOR TWOS AND THREES

9:15-10:15	Greeting and Free Play: Children select from a variety of centers and are greeted by their teachers.
10:15-10:20	Clean Up of centers
10:20-10:35	Circle Time: Teacher introduces the theme and center choices for the day
10:35-10:55	Art Time
10:55-11:10	Music and Movement.
11:10-11:15	Clean Up time and prepare for Snack: Children clean up the room, prepare the tables and wash their hands.
11:15-11:35	Snack Time: Children enjoy snack and socializing with their peers and adults.
11:35-11:45	Closing Circle: Children participate in Storytime activities.
11:45-12:15	Outdoor Play: Children play freely on the playground. During inclement weather, children have an indoor space in which to experience gross motor activities.
Children are free to toilet themselves whenever they feel the need. Children must wash their hands before snack, after toileting and nose blowing/wiping, and before and after water play.
All children are supervised at all times.

TYPICAL DAY FOR THREES AND FOURS

9:15-9:30	Greeting and Free Play: Children select from a variety of centers and are greeted by their teachers.
9:30-9:45	Circle Time: Teacher introduces the theme and center choices for the day. Children choose which center they would like to go to first.
9:45-10:45	Center Time: Children move freely among a variety of Centers.
10:45-11:00	Clean Up time and prepare for Snack: Children clean up the room, prepare the tables and wash their hands.
11:00-11:30	Snack Time / Free Choice Books: Children enjoy snack and socializing, then choose books to read while others finish eating.
11:30-Noon	Outdoor Play: Children play freely on the playground. During inclement weather, children have an indoor space in which to experience gross motor activities.
12:00-12:15	Closing Circle: Children participate in Music, Bible and Storytime activities.
Children are free to toilet themselves whenever they feel the need. Children must wash their hands before snack, after toileting and nose blowing/wiping, and before and after water play.
All children are supervised at all times.

TYPICAL DAY FOR FOURS AND FIVES

9:15-9:30	Greeting and Free Play: Children select from a variety of Table Top Centers (manipulatives) and are greeted by their teachers.
9:30-9:50	Clean up of Table Top Centers, Circle Time: Teacher introduces the theme and activities for the day.
9:50-10:20	Specials- Music, Movement, and other Special Activities.
10:20-10:40	Clean Up time and Snack: Children clean up the room, prepare the tables and wash their hands. Children enjoy snack and socializing with their peers and adults.
10:40-11:05	Outdoor Play: Children play freely on the playground. During inclement weather, children have an indoor space in which to experience gross motor activities
11:05-11:45	Art and Center Time.
11:45-12:15	Clean Up and Closing Circle: Children participate in Music, Bible and Storytime activities.

PARENT CONFERENCES

Parent/Teacher conferences are scheduled in the fall and the spring. The fall conference is an information gathering time for the teacher. In addition, teachers are available by calling the school and arranging a time to meet. Please let us know if the school hours are impossible to meet and we will do the best we can to serve you. Refer to the school calendar for the dates of these conferences. You will need to make child care arrangements, as these are parent only meetings.

We feel our parent conferences are a time to reflect on your child and offer praise and encouragement to your needs. We will outline your child's progress in the four developmental areas: Social, Cognitive, Physical and Emotional.

Prior to the conference, teachers will distribute a form for you to complete. The conference form will allow you to consider both the strengths and needs of your child. You may also choose to ask your child if there is anything he/she would like you to tell or ask the teacher.

Birthday Policy

The School of Grace recognizes that a child's birthday is a joyful occasion worthy of acknowledgement and celebration. In order to provide consistency for all children at school and to respect each family's unique traditions, The School of Grace offers the following guidelines:

The parents and teacher may choose a day to celebrate each child's birthday during the school year. This should occur as close to the actual birthday as possible. For children who have summer birthdays, a half birthday celebration may be discussed with the classroom teacher.

On this day, the teacher will recognize the child with special responsibilities, such as:

Lead the line as the class goes outside, to chapel, etc.
Pick a group game for the class to play.
Choose a favorite song for the class to sing.

Teachers may also plan a special activity for the child, such as:

A special hat decorated by the birthday child.
A pretend candle used when singing a birthday song.
Receiving a card decorated by the classmates.

Note: To provide continuity, teachers will offer similar activities for each child, throughout the year.

Parents may bring a special snack, as approved by the teacher, such as:

Cake or cupcakes
Other favorite food, like pizza, macaroni and cheese or bananas Note: If snack includes a sweet treat, a healthy alternative must be provided for our growing children.

With respect to all of our diverse families, any additional activities or treats should be on a small scale:

Goodie bags should be placed in cubbies, with inexpensive items inside.

Food items other than the primary treat of cake/cupcakes should reflect healthy eating habits.

Please do not bring in presents for the birthday child.

All of the above school related birthday celebrations should take place during school hours and will not involve field trips.

Invitations to family birthday parties should be mailed. Please do not deliver them in class or via the cubbies.

With respect to children who may not be invited, please encourage your child to discuss party plans away from school.

Remember that all birthday celebrations should be pre-approved by your child's teacher and reflect the school's mission statement 'to empower children and families to reach their greatest potential and to enjoy the richness of the preschool years.'

Home Visitation Policy Adopted by the Board of Directors August 1999

Home Visits allow the teacher to:

Meet both the child and his/her parent(s) before the school year begins.
Interact with the family in an environment that feels secure to the child.
Attain a better understanding of the child's home life, which affects the whole child.
Provide a connection between home and school before classes begin.
Open the door for effective home/school communication.
Establish reference points to use with the children throughout the year.

Therefore, the Board of Directors has developed the following Home Visitation Policy:

Each lead teacher will visit any child who is new to the school or new to that teacher, meeting the following criteria:
The visits will preferably take place prior to the first day of classes in September, but may happen during the first month of school.
The visits will preferably take place in the child's home, but may take place at school if extenuating circumstances exist.
The teacher may choose to visit children who are returning to her classroom from the previous year.
Home Visits may be scheduled by phone, or by sending a letter asking parents to call the teacher to schedule a visit. The teacher should then follow-up with any families who have not called.
Class parties may be scheduled in addition to, but not instead of Home Visits.
Any student who enrolls during the school year will receive a Home Visit within the first month of attendance.