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 Curriculum  

 

SPOTLIGHT

Curriculum Goals:

1. To provide instruction and practice of social skills needed to successfully function in a group setting away from the home environment

2. To expose children to the major cognitive concepts in order to provide a foundation, which can be built upon during the Kindergarten year

3. To promote curiosity and a love of learning.

4. To support families through providing parenting support, connection to community resources, and assistance with the transition to and from other early learning programs.

Typical Daily Schedule

7:30-9:15     AM

Free Play

9:15-10:00   AM

Snack Time

10:00-10:45 AM

Center Time

10:45-11:15 AM

Circle Time/Stories

11:15-12:00 AM

Free Play

12:00-12:30 PM

Playground

12:30-1:15   PM

Lunch

1:15- 2:00    PM

Table Toys

2:00- 3:15    PM

Rest Time

3:15- 3:30    PM

Snack

3:30- 5:00    PM

Playground/Free Play

 

Curriculum Objectives

1. Creative Arts

3 Year Olds

4 Year Olds

5 Year Olds

a. Select different media to express emotions and ideas

 

 

 

b. Represent thoughts and ideas through various art forms

 

 

 

i. A growing number of details

0 to 2 details

3 to 4 details

5 or more details

ii. Increasingly realistic representations

Describes own artwork

Picture is somewhat recognizable

Adult can identify picture

c. Understand and share opinions about art work produced by others

 

 

 

d. Repeat songs and finger plays

With teacher prompting

With less assistance

Independently

e. Identify differences in forms of music (tempo, rhythm, pitch)

 

 

 

f. Represent fantasy and real life through pretend play

 

 

 

2. Language and Literacy

3 Year Olds

4 Year Olds

5 Year Olds

a. Develop and expand listening and understanding skills

 

 

 

i. Follow simple and multiple step directions

Follows one and two step directions with reminders

Follows two and three step directions with little or no reminders

Follows three step direction with no reminders

ii. Recognize expressions, gestures, and body language

May need help recognizing and responding appropriately

Should recognize but may need assistance when responding

Should recognize and respond with little to no assistance

iii. Listen attentively

Needs redirection

Needs redirection only occasionally

Should not need redirection

b. Communicate ideas, experiences, and feelings

 

 

 

i. Ask and answer questions appropriately

Begins communicating simple needs, ideas, and questions

Communicate more complex needs, ideas, and questions; responds to simple questions

Be able to carry on and initiate conversations by asking and answering questions

ii. Control volume of voice

 

 

 

iii. Speak clearly enough to be understood by others

Child may be asked to repeat words and phrases frequently

Few errors in sounds when speaking

Should articulate most sounds correctly; can be understood by people outside of the family

iv.      Use increasingly complex and varied vocabulary

Speaks in 3-4 word sentences

Speaks in 4-5 word sentences

Speaks in 5+ word sentences

v. Retell a simple story

Can remember 3 major parts of story

Can tell story with increasing detail

Can tell beginning, middle and end of story with increasing detail

vi. Express opinions and feelings

Begin to use words with prompting

Uses words more frequently but may need adult assistance

Should use words with little or no prompting

c. Recognize two or more words that begin with the same sound

 

 

 

d. Identify initial sound in words

Correctly identifies initial sound 25-50% of the time

Correctly identifies initial sound 50-75% of the time

Correctly identifies initial sound 75-100% of the time

e. Recognize rhyming words

Play with words or repeat rhymes

Pick a rhyming word from a list

Should make connection when hearing rhyming words

f. Associate names of letters with their shape and sound

Associate with letters in own name

At least 13 letters

All letters

g. Identify letters of the alphabet

Letters in own name

At least thirteen upper and lower case letters

 All upper and lower case letters

h. Identify Own Name

Recognize in print, begin writing name

Be able to write most letters in their name

Be able to write in upper and lowercase letters independently

i. Understand that writing is a way of communicating for a variety of purposes

Writes primarily in scribbles

Asks for adult assistance for help writing (How do I write…?)

Begins independently writing meaningful words/invented spelling

3. Logical-Mathematical

3 Year Olds

4 Year Olds

5 Year Olds

a. Number Concept

 

 

 

i. 1-1correspondence to 5 or 10

Point and count possibly not in correct order

Point and count up to five in correct order

Point and count up to ten in correct order

ii. Rote counting to 5 or 20

Up to 5

Up to 10

Up to 20

iii. Identify and write numerals 0-10

Identify

Identify and begin to write

Identify and write recognizably

b. Sort, categorize, classify, and order objects

By one attribute

By two attributes

By two or more while verbalizing reasoning process

c. Recognize, name, and draw four basic shapes

Recognize and name

Recognize, name, and begin to draw

Recognize, name and draw successfully

d. Understand directionality and position of objects

Three position words

Five position words

Six or more position words

e. Measurement Concepts

 

 

 

i. Demonstrate awareness of measurement attributes

 

 

 

ii. Develop awareness of seriation

 

 

 

4. Personal Social

3 Year Olds

4 Year Olds

5 Year Olds

a. Interacting with staff members and peers

 

 

 

b. Persisting in tasks

Complete simple task

Complete multiple step task

Work cooperatively over time on a task

c. Following basic classroom and safety rules

 

 

 

d. Using materials appropriately

 

 

 

e. Initiating independent play

 

 

 

f. Playing cooperatively in small and large groups

 

 

 

g. Separating from parents

 

 

 

h. Dressing self

Manipulates large buttons and Velcro

Manipulates snaps and zippers

All clothing including attempts at tying shoes

i. Cleaning up after self

 

 

 

j. Raising hand and waiting for recognition

 

 

 

k. Choosing to participate in an increasing number of experiences

 

 

 

5. Physical – Health

3 Year Olds

4 Year Olds

5 Year Olds

a. Develop gross motor coordination

 

 

 

i. Walking on balance beam

Attempts to walk stepping off occasionally

One foot in front of other without stepping off

Walks forward easily and backward with effort

ii. Balancing on one foot

On dominant foot

Attempt on both feet with some success

Successfully on either foot

iii. Hopping on one foot

On dominant foot

Attempt on both feet with some success

Successfully on either foot

iv. Catching, kicking, and throwing ball

Somewhat awkward movements

With increasing control

With increasing accuracy

v. Walking on tiptoes

 

 

 

vi. Climbing

 

 

 

b. Develop fine motor control

 

 

 

i. Use of increasing control with writing/drawing implements

 

 

Uses tripod grasp

ii. Complete 5 or 10 piece puzzles

5 piece with assistance

5 piece independently, 10 piece with assistance

10 Piece independently

iii. Use scissors with control

Make snips on paper

Cuts along straight line

Cuts curved line with proper grip

iv. Demonstrate appropriate eye-hand coordination

Performs simple manipulations (large beads)

Performs manipulations with increasing control (small peg boards)

Manipulates materials while attending to detail

v. Appropriate use of computer mouse

 

 

 

c. Identify and appropriately express emotion

Needs help verbalizing, may act out physically

Verbalize with little assistance, few physical manifestations

No assistance needed, no physical manifestations

d. Managing meal and snack times

 

 

 

i. Identify healthy and non-healthy foods

 

 

 

ii. Try new foods

 

 

 

iii. Cleans spills with assistance

 

 

 

iv. Participates in family-style serving of meals

 

 

 

v. Uses eating utensils with control

 

 

 

e. Managing personal hygiene needs

 

 

 

i. Managing toileting independently

 

 

 

ii. Modeling appropriate hand -washing techniques

 

 

 

iii. Demonstrating acceptable tooth-brushing method

 

 

 

iv. Blowing nose independently

 

 

 

v. Covering mouth when sneezing or coughing

 

 

 

6. Science

3 Year Olds

4 Year Olds

5 Year Olds

a. Use inquiry approach to promote curiosity about surroundings (observe, explore, gather information)

 

 

Asking questions to gain knowledge

b. Participate in scientific investigations

 

 

 

i. Use tools

 

 

 

ii. Make comparisons

 

 

 

iii Participate in experiments

 

 

 

iv. Make predictions

 

 

 

c. Distinguish between living and non-living things

 

 

 

i. Lifecycles

 

 

 

ii. Changes over time

 

 

 

d. Explore simple machines

 

 

 

e. Explore surroundings using the five senses

 

 

 

f. Observe and describe weather and seasonal changes

 

 

 

g. Understand the value of natural resources and how humans affect the environment

 

 

 

7. Social Studies

3 Year Olds

4 Year Olds

5 Year Olds

a. Identify similarities and differences of personal characteristics

 

 

 

i. Gender

 

 

 

ii. Body parts

Names several body parts

Associate senses with body parts

Names most body parts

iii. First and Last Name

 

 

 

b. Understand and respect diverse customs and beliefs

 

 

 

c. Understand sequence of events over time

 

 

 

i. Daily routine

Follow daily routine

Anticipate what comes next

Describe schedule in order

ii. Calendar

Follow along when counting

Identify days of the week

Identify months of the year

d. Understand the community

 

 

 

i. Characteristics of where we live/visit

 

 

Know town, state, and country

ii. The role of community helpers

 

 

 

iii. Means of transportation

 

 

 

iv. Recite pledge of allegiance

 

 

 

8. Social/Emotional Competence

3 Year Olds

4 Year Olds

5 Year Olds

a. Increasing self-control when upset or angry

Calm enough to talk to adults about the situation

 

Calm enough to talk with peers about the situation

b. Increasing understanding of how our actions affect others

 

 

 

c. Fostering friendships with peers

Anticipating seeing the same children each day

 

Including multiple peers in play

d. Social problem solving abilities

Step back from the situation

Brainstorm solutions

Anticipating consequences

 

The U.S. Department of Education has approved a grant of $93,920 for the child care center.

007 McKay Education Building
Slippery Rock University
Phone: 724-738-2102
Director: Ms. Lisa Ringer
Assistant Director: Ms. Katie Stanley

Hour of Operation: M-F 7:30am - 5:00pm