Programs

The curriculum objectives are as follows: 

Intellectual Development

• State own name, age, and identify self as boy or girl
• Name the colors (red, orange, yellow, green, blue, purple, black, brown)
• Recognize their first name in print
• Identify the common shapes (circle, square, triangle)
• Know the names of their major body parts (head, arms, legs, feet, hands, fingers, toes)
• Participate and recite simple songs and rhymes
• Know some positional words (up, down, in, out, on, under)
• Rote count 1-10
• Sing ABC's
• Problem solve
• Talk in complete sentences

Relationships

• Separate from parents
• Know name of teachers
• Play independently with others without adults
• Come for help when needed
• Say good morning to adults/peers
• Wait until it is their turn
• Use simple manners (please, thank you)
• Give eye contact to others in conversation
• Name at least 3 children in class
• Share with peers

Personal Development

• Recognize individual space in cubbies
• Seek help when needed
• Flow with the daily schedule
• Engage in conversation with peers
• Express feelings, ideas, and needs in sentences to adults and peers
• Calm themselves with assistance
• Accept responsibility in cleaning up after self
• Begins to develop some self-help skills (coats, restroom, napping, wash hands, etc)
• Use the restroom (with assistance) and eliminate diapers

Fine Motor

• Color with a variety of materials using whole hand grasp
• Draw vertical line
• Hold a paintbrush to paint without assistance
• Engage in finger plays (Itsy Bitsy Spider, Tommy Thumb, etc)
• Begin to roll and squeeze playdough
• String large beads
• Build a tower of 3 blocks
• Draw a horizontal line
• Drink with a cup

Gross Motor

• Dance and move to music 
• Run
• Jump and hop
• Walk on a balance beam
• Roll on a mat
• Throw a ball
• Ride a tricycle without assistance
• Walk backwards

The curriculum objectives are as follows:

Intellectual Development

• Know colors (red, orange, yellow, green, blue, purple, black, brown, white, pink)
• Name the shapes (circle, square, triangle, rectangle)
• Recognize name in print
• Count to 10
• Identify sounds (clock ticking, dog barking, water running, etc)
• Group things together that are alike
• Sing and memorize songs and finger plays
• Count objects 1-5 with 1:1 correspondence
• Describe the weather (sunny, cloudy, windy, rainy, cold, hot, etc)
• Order items from smallest to largest and shortest to tallest
• Look at pictures in a book, hold the book correctly, and turn the pages
• Use the plural form of words correctly
• Explore and understand the five senses (see, hear, smell, taste, touch)
• Use pronouns correctly
• Write first name using capital and lowercase letters
• Talk about a story that was read to them
• Draw a figure with a face and body parts
• Repeat a simple pattern by clapping, speaking, moving, or singing (ex: clap, snap, clap, snap)

Relationships

• Use manners such as good morning, please, and thank you with adults and peers
• Name members of family and teachers/friends in class
• Function as part of a group, taking turns and sharing
• Help another child and ask for help from another child
• Problem solve verbally and appropriately rather than physically
• Engage in cooperative play
• Handle most situations involving peers without adult help
• Learn the give and take of play
• Invite others to play

Personal Development

• Complete bathroom routines such as squirt soap on hands, wash, dry and use the restroom independently
• Wait their turn in line, on the carpet, or in play
• Follow routines such as cleaning up, sit at circle, line up at door, etc.
• Put on a coat without assistance (teacher zips and ties)
• Listen attentively to stories
• Follow two-step directions
• Control feelings, such as anger or sadness, without hurting anyone or anything or throwing a temper tantrum
• Complete an activity before starting another
• Solve a problem without adult assistance
• Care for their personal needs and belongings (hanging coat in cubby, getting snack from cubby, putting artwork away, etc)

Fine Motor

• Participate in finger plays (Tommy Thumb, etc)
• Roll, squeeze, tear, and build with playdough
• Trace, draw, and copy lines and circles
• Snap legos together to build
• Lace puzzles
• Build a tower of 5+ blocks
• Zip, snap, and button
• Control glue and snip with scissors
• Hold a crayon appropriately

Gross Motor

• Tip toe
• Move body with simple command (touch your head, bend your knees, etc)
• Balance on one foot
• Throw overhand and catch a ball
• Jump off of a step
• Hop on one foot and alternate
• Skip
• Alternate feet on stairs

The curriculum objectives are as follows:

Language Arts

• Hold a book right side up and turn pages in correct direction
• Begin to write and draw to communicate
• Follow print/pictures by pointing to characters, pictures, and objects in books when listening to a text being read
• Follow words from left to right and top to bottom on printed page of a story as it is being read
• Make scribbles, pictures, and symbols with meaning and verbally explain the meaning of the picture
• Begin to use tools to write and draw with increasing coordination and Handwriting Without Tears terminology (big line, little line, big curve, little curve)
• Show that print represents spoken language and conveys meaning
• Name the parts of a book including front cover, back cover, and title
• Purposefully engages in activities that promote phonological awareness (songs, finger plays, rhymes)
• Use picture clues and context to aid comprehension
• Identify (non-verbal) at least 13 upper and lowercase letters
• Retell a story in logical sequence
• Participate in creating narratives by dictating, drawing, or writing with teacher written student dictation
• Recognize difference between letters and numbers
• Classify common pictures into categories (ex: animals, clothing, food, etc)
• Identify number of syllables in a word/name
• Spells first name correctly and write with correct print directionality
• Manipulate phonemes to make rhyming words (car, star)
• Interpret information from stories and printed materials
• Recognize and write last name
• Recognize groups of words that begin with the same beginning sound
• Identify beginning sounds of spoken words
• Manipulate phonemes to make new words (bat, boy)
• Begin to match letter sounds to appropriate letters
• Name all uppercase and lowercase letters

Mathematics 

• Count to 12 (September)
• Identify first and last related to order or position
• Duplicate and extend simple patterns using concrete objects (AB)
• Duplicate and extend simple patterns using concrete objects (ABC)
• Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to
• Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group
• Say the number names in the standard order, pairing each object with one number name and one object (1:1)
• Count to 20 (March)
• Create and build shapes from components (sticks, clay, etc)
• Understand that each successive number name refers to a quantity that is one larger
• Sort objects into categories and count the number of objects in each category
• Correctly name shapes regardless of size (square, circle, triangle, rectangle, hexagon, oval, rhombus)
• Represent a number of objects with a written numeral 0-10
• Demonstrate an understanding of addition and subtraction by using objects, fingers, and responding to practical situations (ex:  If we have 3 apples and add 2 more...)
• Identify measurable attributes of objects such as length and weight.  Describe them using correct vocabulary (small, big, short, tall, empty, full, heavy, light)

Personal Development 

• Play and share cooperatively with other children
• Respect and show concern for people and things
• Complete an activity before starting another
• Solve a problem without adult assistance
• Care for their personal needs and belongings (hanging coat in cubby, getting snack from cubby, putting artwork away, etc)
• Have good self image

Fine Motor 

• Control a paintbrush and glue
• Cut on a straight or curved line with assistance, if needed
• Zip without assistance
• Draw a person showing correct body parts (head, body, arms, legs)
• Hold scissors and use without assistance
• Pull tape from a dispenser, tear, and place appropriately
• Use a tripod or quadropod grasp with crayons, markers, and pencils
• Button and unbutton
• Tie

Gross Motor 

• Walk backward
• Hop on one foot and alternate
• Throw and catch a ball
• Walk up and down stairs alternating feet
• Gallop
• Skip
• Balance on one foot and walk on a balance beam
• Do a forward somersault

Please note that all children are given the opportunity to learn at their own pace.  The curriculum is set according to the Common Core State Standards and is modified to reach each child's individual needs, whether that be through enrichment opportunities or intervention.