pre-KINDERGARTEN Curriculum
Reading/Language arts
- listening skills
- comprehension skills
- pre-reading
- exposure to letters of the alphabet
- rhyming
- exposure to phonics, language concepts, and their applications
- develop motor skills for writing
- storytelling, flannel boards, puppets, board games, classification, rhyming, matching activities, sequencing, phonics, letter recognition, reading, printing
- use forms of emergent writing (e.g. scribble writing, random symbols, random letter-like marks) for making lists, messages, to write stories, etc.
- write or copy familiar words
- use writing tools and materials
- book handling: upright, front to back, left to right, letters and pictures convey meaning
- make predictions
- learn that books have titles, authors, illustrators
- use visual and verbal cues to comprehend new words and stories
- sequence of events
- syllables
- elements that compose a story
- literal meaning of plays, poems, and stories
- difference between fact and fiction, real and make-believe
- relate stories from experiences
- speak clearly enough to be understood (appropriate volume and inflection)
- use new vocabulary to describe things and speak with expression
- descriptive language
- question/answer, conversation skills
- follows one- and two-step directions
- variety of fiction, nonfiction, poetry, drama, rhymes, and songs
Math
- number recognition (0-9)
- meaningful counting
- rote counting
- shape recognition, basic geometric language
- position and location (up, down, below)
- sort/group, put together, take apart
- graphing/data collecting
- patterns
- math vocabulary
- problem solving
- symbol recognition
- exposure to processes (adding and subtracting), measurement, thinking activities
- sequence, comparing quantity
- parts/whole relationships
- estimate quantities, order objects qualitatively by measurable attribute (small to large)
- measurements, more/less
Religion
- God is Here
- God's gifts
- Family belonging
- Special Celebrations
- Have exposure to Bible stories and songs
- Have an opportunity to explore the environment and things God has made
- Have exposure to Christian examples of God's forgiveness and understanding
- Prayer and sharing
Social and emotional development
- self concept
- family
- cooperation
- listening and group skills
- have opportunities to practice effective communication
- have opportunities for dramatic play
- develop skills in self-respect and respect for others
- safe and secure, and predictable environment that fosters growth in self-esteem
- experience many successes and be validated and respected for feelings
- group time, story time, free choice, outside play, creative movements, dramatic play, blocks, music, large muscle time, sharing, and thinking will promote life skills
- participate in group and individual activities, tasks, and play
- practice conflict-resolution techniques
- appreciate diversity, demonstrate empathy and caring, develop friendships, respect, taking turns, contributing ideas, use language to communicate, respond to nonverbal communication (e.g. raising hand, smiling), respects feelings, opinions, and perspectives of others
- assert rights, negotiate roles and tasks with peerslear
Science
- develop an understanding of size, shape, color, and texture
- have exposure to descriptive vocabulary
- develop awareness of the surrounding environment
- have exposure to environmental design that promotes creative thinking
- develop opportunities for problem solving situations
Arts
Dance/Theatre
- have the opportunity to experience movement and skills in performing dance
- create and communicate using dance
- sing
- play musical instruments
- listen and compare different sounds
- experience tempo and rhythm of music
- learn about music in history, culture, different time period
- use acting skills
- puppets, dress up, props
- compare fantasy and real experiences
- act out roles from familiar stories
- experiment with color, texture, shape, concrete and 3D materials
- create with manipulatives (e.g. blocks)
- use a variety of basic art materials (e.g. paints, crayons, cay, pencils) to create works of art and express ideas and feelings
- learn about the history and culture of visual arts in different time periods
- identify artwork in illustrations
- discuss and evaluate the intentions and meanings of personal artwork
Physical development of the typical 3-6 year old:
- gains about 4-5 pounds per year
- grows 2-3 inches per year
- has all 20 primary teeth by age 3
- has 20/20 vision by age 4
- sleeps 11 -13 hours at night, usually without a daytime nap
gross motor development in the 3-6 Year old should include:
- becoming more skilled at running, jumping, early throwing, and kicking
- catching a bounced ball
- pedaling a tricycle (at 3 years); becoming able to steer well at around age 4
- hopping on 1 foot (at around 4 years), and later balancingon 1 foot for up to 5 seconds
fine motor development milestones at about age 3 should include:
- drawing a circle
- drawing a person with 3 parts
- beginning to use children's blunt-tip scissors
- self-dressing (with supervision)
fine motor development milestones at about age 4 should include:
- drawing a square
- using scissors, and eventually cutting a straight line
- putting on clothes properly
- managing a spoon and fork neatly while eating
fine motor development milestones at about age 5 should include:
- spreading with a knife
- drawing a triangle
Language development
the 3 year old uses:
-Pronouns and prepositions appropriately
-3 word sentences
-plural words
-3 word sentences
-plural words
the 4 year old begins to:
-understand size relationships
-follow a 3 step command
-count to 4
-name 4 colors
-enjoy rhymes and word play
-follow a 3 step command
-count to 4
-name 4 colors
-enjoy rhymes and word play
the 5 year old:
-shows early understanding of time concepts
-counts to 10
-knows telephone number
-responds to "why" questions
Stuttering may occur in the normal language development of toddlers ages 3 to 4 years. It occurs because ideas come to mind faster than the child is able to express them, especially if the child is stressed or excited.
When the child is speaking, give your full, prompt attention. do not comment on the stuttering. Consider having the child evaluated by a speech pathologist if:
* there are signs with the stuttering, such as tics, grimacing, or extreme self-consciousness
* the stuttering lasts longer than 6 months
-counts to 10
-knows telephone number
-responds to "why" questions
Stuttering may occur in the normal language development of toddlers ages 3 to 4 years. It occurs because ideas come to mind faster than the child is able to express them, especially if the child is stressed or excited.
When the child is speaking, give your full, prompt attention. do not comment on the stuttering. Consider having the child evaluated by a speech pathologist if:
* there are signs with the stuttering, such as tics, grimacing, or extreme self-consciousness
* the stuttering lasts longer than 6 months
behavior
The preschooler learns the social skills needed to play and work with other children. As time passes, the child is better able to cooperate with a larger number of peers. Although 4 to 5 year olds may be able to start playing games that have rules, the rules are likely to change, often at the whim of the dominant child.
It is common in a small group of preschoolers to see a dominant child emerge who tends to boss around the other children without much resistance from them.
It is normal for prechoolers to test their physical, behavioral, and emotional limits. Having a safe, structured environment in which to exlore and face new challenges is important. However, preschoolers need well-defined limits.
The child should display initiative, curiosity, the desire to explore, and enjoyment without feeling guilty or inibited.
Early morality develops as children want to please their parents and others of importance. This is commonly known as the "good boy" or "good girl" stage.
Elaborate storytelling may progress into lying. If this is not addressed during the preschool years, this behavior may continue into the adult years. Mouthing off or back talk is usually a way for preschoolers to get attention and a reaction from an adult.
safety
Safety is very important for preschoolers.
-Preschoolers are highly mobile and able to quickly get into dangerous situations. Parental supervision at this age is essential, just as it was during the earlier years.
-Car safety is critical. The preschool should ALWAYS wear a seat belt and be in an appropriate car seat when riding in the car. At this age children may ride with other children's parents. It is important to review your rules for car safety with others who may be supervising your child.
-Falls are a major cause of injury in preschoolers. Climbing to new and adventurous heights, preschoolers may fall off playground equipment, bikes, down stairs, from trees, out of windows, and off roofs. Lock doors that give access to dangerous ares (such as roofs, attic windows, and steep staircases). Have strict rules for the preschooler about areas that are off-limits.
-Kitchens are a prime area for a preschooler to get burned, either while trying to help cook or coming in contact with appliances that are still hot. Encourage the child to help cook or learn cooking skills with recipes for cold foods. Have other activities for the child to enjoy in a nearby room while you are cooking. Keep the child away from the stove, hot foods, and other appliances.
-Keep all household products and medicines safely locked out of the reach of preschoolers. Know the number for poison control. The National Poison Control Center (1-800-222-1222) can be called from anywhere in the United States. Call if you have any questions about poisoning or poison prevention. It does NOT need to be an emergency. You can call for any reason, 24/7.
-Preschoolers are highly mobile and able to quickly get into dangerous situations. Parental supervision at this age is essential, just as it was during the earlier years.
-Car safety is critical. The preschool should ALWAYS wear a seat belt and be in an appropriate car seat when riding in the car. At this age children may ride with other children's parents. It is important to review your rules for car safety with others who may be supervising your child.
-Falls are a major cause of injury in preschoolers. Climbing to new and adventurous heights, preschoolers may fall off playground equipment, bikes, down stairs, from trees, out of windows, and off roofs. Lock doors that give access to dangerous ares (such as roofs, attic windows, and steep staircases). Have strict rules for the preschooler about areas that are off-limits.
-Kitchens are a prime area for a preschooler to get burned, either while trying to help cook or coming in contact with appliances that are still hot. Encourage the child to help cook or learn cooking skills with recipes for cold foods. Have other activities for the child to enjoy in a nearby room while you are cooking. Keep the child away from the stove, hot foods, and other appliances.
-Keep all household products and medicines safely locked out of the reach of preschoolers. Know the number for poison control. The National Poison Control Center (1-800-222-1222) can be called from anywhere in the United States. Call if you have any questions about poisoning or poison prevention. It does NOT need to be an emergency. You can call for any reason, 24/7.
parenting tips
Because language skills develop quickly in the preschooler, it is important for parents to read to the child and talk with the child often throughout the day.
Discipline should give the preschooler chances to make choices and face new challenges, while maintaining clear limits. Structure is important for the preschooler. Having a daily routine (including age-appropriate chores) can help a child feel like an important part of the family and enhance self-esteem. The child may need reminders and supervision to finish chores. Recognize and acknowledge when the child behaves, or does a chore correctly or without extra reminders. Take the time to note and reward good behaviors.
From age 4 -5, many children backtalk. Address these behaviors without reacting to the words or attitudes. If the child feels these words will give them power over the parent, the behavior will continue. It is often difficult for parents to stay calm while trying to address the behavior.
When a child is starting school, parents should keep in mind that there can be big differences among children ages 5 to 6 in terms of attention span, reading readiness, and fine motor skills. Both the overly anxious parent and the overly ambitious parent can harm the child's normal progress in school.
source: US National Library of Medicine
Discipline should give the preschooler chances to make choices and face new challenges, while maintaining clear limits. Structure is important for the preschooler. Having a daily routine (including age-appropriate chores) can help a child feel like an important part of the family and enhance self-esteem. The child may need reminders and supervision to finish chores. Recognize and acknowledge when the child behaves, or does a chore correctly or without extra reminders. Take the time to note and reward good behaviors.
From age 4 -5, many children backtalk. Address these behaviors without reacting to the words or attitudes. If the child feels these words will give them power over the parent, the behavior will continue. It is often difficult for parents to stay calm while trying to address the behavior.
When a child is starting school, parents should keep in mind that there can be big differences among children ages 5 to 6 in terms of attention span, reading readiness, and fine motor skills. Both the overly anxious parent and the overly ambitious parent can harm the child's normal progress in school.
source: US National Library of Medicine