Preschool Curriculum

EDUCATIONAL METHODS

Our curriculum is individualized, adapted, and modified as necessary.  We use research-based curriculum practices like multi-sensory education (hands-on learning), individualized instruction, and are guided by The Creative Curriculum ™.  Children are encouraged to experience many relevant education opportunities that include layers of embedded intentional learning opportunities.  Essentially, our teachers know what to teach, how to teach it, and why it is being taught.  These practices make it possible for your child to have an experience that is tailor-made just for them.  
 
 

CURRICULUM GOALS & OBJECTIVES

Steppingstones Preschool has a well-planned, child-oriented curriculum focused on learning through creativity. We believe in teaching each and every child to reach their potential as they become leaders of our communities.  We feel that curriculum development is an on-going process to meet the needs of your child.  Each month themes are introduced in your child’s classroom and divided into specific weekly programs and daily projects.  Teachers develop lesson plans based on the following learning objectives:  emotional, intellectual, social, spiritual, and physical development.  The emotional, intellectual, social, spiritual and emotional progress of each child will be documented in their record and reported to the parents during conferences that are offered 2 times per year.
 

1.  To promote emotional development:

a safe and caring environment
promotion of self-help skills
self-esteem activities
body awareness activities
acceptance of differences
curriculum designed for individual success
 

2.  To promote intellectual development:

problem-solving activities
technology incorporated into daily activities
weekly library visits
exposure to various forms of literature
puzzles and games
science discovery table
a variety of art media to explore
puppetry
math readiness activities
reading readiness activities
music experiences
exposure to sign-language and Spanish
creative dramatics
 

3.  To promote social development:

dramatic play environment
group interaction
cooperative learning experiences
sharing time
group snack time
holiday celebrations
 

4.  To promote spiritual development:

teach children God’s love by connecting it to their lives
participate in community service projects
weave simple prayer experiences into each day
celebrate the Church’s seasons (Advent, Lent etc.)
learn about Saints
enjoy religious music and stories
begin to lay a positive foundation for faith formation
begin to lay the foundation for a strong relationship to the Church community
 

5.  To promote physical development:

A.   Large motor
group large motor games and activities
climbing apparatus
balancing apparatus
gym equipment (including balls, scooters, hoops, cars, etc.)
gym facility
outdoor play area (large equipment and grassy)
 

5.  To promote physical development (CONTINUED):

B.   Small motor
art and/or craft activities
sand and water tables activities
free choice time including blocks (large and small), play dough, measuring experiences, legos, pegboards, sewing cards, lacing cards, dress up, kitchen, reading corner, cars, board games, train table, beauty shop, workbench and more.  Teachers also create intentional learning stations.
 
 

CHILDREN HAVE DAILY ACCESS TO THE FOLLOWING INTEREST AREAS:

1.    Creative Arts & Crafts
2.    Construction
3.    Dramatic/Practical Life Activities
4.    Literacy
5.    Math
6.    Science
7.    Music
8.    Fine Motor Activities
9.    Large Muscle Activities
10.  Sensory Stimulation Activities
 

QUIET ACTIVITIES A TEACHER MAY USE

  1. Audio Stories
  2. Puzzles
  3. Drawing 
  4. Play-dough 
  5. Table Toys

ENERGETIC ACTIVITIES A TEACHER MAY USE

  1. Parachute
  2. Dancing
  3. Playground
  4. Movement Songs
  5. Balls
  6. Bean Bags
Any of the quiet and energetic activities above may be teacher directed or may be initiated by the wants of the children.
 

CULTURAL DIVERSITY

Although Steppingstones curriculum is developed with multiculturalism in mind, it is our policy that parents need to inform us if their child (because of their beliefs) may not participate in certain activities or partake of the food being served.  We encourage children and their families to share their cultural background with us.  This can allow us to incorporate learning activities based on the needs of all children in our program.
 
 

ENVIRONMENT

Although our classrooms are self-contained, we also use portions of the larger school environment, such as the church, gym, lunchroom, playground, and library.  We encourage and allow for spontaneous activities, which come about naturally.  Whenever possible, the staff responds to individual inquiries and interests and attempts to encourage further learning both for that child and for others who might share in the discovery.  
 

SAMPLE HALF-DAY SCHEDULE

9:00-9:30       Check-In, Outdoor Play or Gym
9:30-9:50       Circle Time:   Prayer, Pledge, Calendar, Weather, Story – Theme Introduction
9:50-10:15     Music, Library or Sign Language
10:15-10:45   Bathroom Break/Snack
10:45-11:15   Project Time & Free Play
11:15-11:30   Closing Circle:  Bible Study, Movement Activity, Story, Recap of Day
 

SAMPLE FULL-DAY SCHEDULE

9:00-9:30       Check-In, Free Play
9:30-9:45       Morning Meeting:   Prayer, Pledge, Calendar, Weather, Sharing
9:45-10:30     Reading and Writing
10:30-11:00   Recess
11:00-11:15   Bathroom Break
11:15-11:45   Lunch
11:45-12:15   Bathroom & Story
12:15-1:00     Rest
1:00-1:40       Math 
1:40-2:00       Snack
2:00-2:30       Music, Science, Sign Language or Art
2:30-3:00       Recess
3:00-3:30       Religion, Prayer, Pack-up
 
This program plan will be evaluated annually in writing by a staff person qualified as a teacher by Rule 3.  It will be developed further if so needed.
 
This program plan is available to parents upon request.