The Preschool and Prekindergarten classrooms are where exploration becomes more formalized. The children are learning basic skills they will need for Kindergarten: familiarity of routines, social skills in a group setting, math concepts, language arts, cognitive skills, fine and gross motor skills and problem solving within a nurturing environment designed just for them. Using the Creative Curriculum as our foundation provides a thorough curriculum that supports the children in meeting the Desired Results and the California Preschool Curriculum Foundations and Frameworks. The Creative Curriculum also encourages our teachers to individualize and make the learning experiences relevant to the children in the classroom by framing learning in the children’s interests. This learning and development is shown in our Floorbooks, where the teachers and children work together to document their thoughts, to record and reflect on their experiences, and plan future opportunities of exploration.
The children will be studying an interesting topic, such as insects or balls, and while exploring this topic, be exposed to different planned activities and materials that encourage their development in all developmental domains and areas. This planning is carefully thought out by their degreed and credentialed teachers. Each teacher in the classroom is the primary care giver for ten children with a maximum of 20 children in the class. The teacher’s responsibility is to develop activities and provide materials in the classroom that will encourage each child’s individual developmental needs in his/her primary group, as well as meet the needs of the classroom overall with the other teachers.
Each activity, from play dough, to playing with others making sand cakes, to building a city in the block corner, provides the child with many developmental growth opportunities.
The classroom environment is fundamental to supporting the child’s experiences and learning while in the program. The ECEC strives to make the classrooms a welcoming place for both the children and family, with “homelike” touches. The room and playground allow the children to freely and safely explore the environment. The classrooms are divided into strategically located interest areas, so learning experiences do not interfere or interrupt one another. For instance, noisy activities (blocks, dramatic play) are separate from quiet activities (book reading, writing, and art). The teachers rotate materials often to keep the children interested in all areas of the classroom and the opportunities each area brings, while increasing the difficulty in order to challenge them mentally and physically.
