Programs
Monday, 31 October 2011
Programs
EARLY CHILDHOOD CENTRE uses the Early Learning Standards curriculum. Early Learning Standards is a quality curriculum which is nationally recognized by NAEYC. The curriculum is a theme based program with factors in the wide spectrum of abilities and interests of children to assist them in reaching their full potentials cognitively, socially, physically and emotionally. The program encourages learning through participation, exploration and thinking. The ultimate goal is for children to become competent, eager learners. EARLY CHILDHOOD CENTRE provides the Early Learning Standards for all children, ages one through pre-Kindergarten, in order to provide many opportunities for creating powerful positive interactions for learning.
The objectives listed below are a small sample of what Early Childhood Centre encourages through the use of the Early Learning Standards curriculum:
Curriculum for Toddlers
| Domain | SAMPLE Objectives Supported by Curriculum for Toddlers |
|---|---|
| Creative Expression | Learns directions, expressions through verbal/nonverbal skills, arts, music and crafting. |
| Science and Math | Begins to understand concepts of size, weight, shapes, smells and tastes. |
| Language and Literature | Learns and understands the concepts of verbal expression through words, sounds, music, pictures. Imitates sounds and facial expressions. |
| Physical Health and Development | Develops an appreciation of walking, playing, sounds, rhythm and group participation in physical activities |
Curriculum for Two\'s
| Domain | SAMPLE Objectives Supported by Curriculum for Two's |
|---|---|
| Creative Expression | Develops self-expression through hands-on arts, crafts and song. Uses crayons, markers, and paintbrushes with increasing control; makes independent choices. |
| Science and Math | Develops skills to sort items by shape. Learns to understand time and daily routines. |
| Language and Emerging Literature | Uses words to communicate wants and needs. Recognizes ways living things interact with the environment. Describes what is observed. |
| Physical Health and Development | Participates in simple interactions with others Identifies places at school that correspond to places at home. Learns importance of following directions. Uses objects as tools. Begins to name body parts. |
Curriculum for Three\'s
| Domain | SAMPLE Objectives Supported by Curriculum for Three's |
|---|---|
| Games and Music | Understands the concept of sharing with others, develops rhythm and music appreciation through dance, singing and interaction with others. |
| Pre-reading & Writing, Cognitive Development | Develops more understanding of language to communicate ideas, feelings, needs, questions, etc. Begins to understand story sequence. |
| Sensory Development | Compares quantities of two groups of objects. Sorts objects by color, size, or shape. Recognizes familiar places in the community. |
| Dramatic Play | Approaches activities with increased imagination and inventiveness. Utilizes different methods to solve problems. |
| Math and Science Experience | Classifies items that belong together. Names different shapes, lines, colors, forms, and materials. Develop an understanding of numbers, counting and size. |
| Gross Motor Development | Dances with control. Begins to understand the five senses. Communicates through scribbling. |
| Arts and Language | Develops an understanding of colors, sounds, symbols and animate creatures. Concentrates increasingly on tasks or interactions using increasingly complex sentences. |
| Physical Health and Development | Becomes more self-sufficient in using tissues, washing hands, and other self-help skills. |
Curriculum for Pre-K
| Domain | SAMPLE Objectives Supported by Curriculum for Pre-K |
|---|---|
| Games, Music and Art | Initiates and responds in conversations and discussions. Increases ability to play well in a group. Moves in time to different music rhythms. Begins to understand concept of imagination. |
| Pre-reading & Writing, Cognitive Development | Progresses from using letter-like symbols to writing familiar words. Spoken sentences increase in length and grammatical complexity. |
| Sensory Development | Duplicates and extends simple patterns. Combines, separates, and names "how many" objects. Develops skills of sight and sound. |
| Dramatic Play | Makes predictions and explanations based on past experiences. Connects own life with related events in books. |
| Food, Math & Science Experience | Develops independence in hygiene and personal care. Gains knowledge of people in the community. Takes turns in games and using materials. |
| Gross Motor Development | Grows in dexterity in using pencils, markers, and paintbrushes. Increases ability to set goals and follow through. |
| Artistic Skills | Creates more detailed drawings, paintings, and other artwork. Eagerness to learn about and discuss a wide range of topics grows. |
