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	We learn best and retain knowledge longer, when we have a need and/or a desire to know.
	Rote learning creates robots.
	Learning comes through INVOLVEMENT
	Children want to win the approval of the adults who are close to them.
	Learning begins where the child IS, starting with the familiar and progressing to new.
	Children learn through PLAY.
The following curricular objectives have been adopted that reflect our philosophy.

LANGUAGE DEVELOPMENT
	To appreciate spoken and written language as
	a. Practical
	b. A source of knowledge and pleasure
	To recognize the value and need of communication.
	To explore a variety of means for communication.
	To recognize that in our language words are placed on a horizontal base line
	To recognize left and right sequence in reading
	To develop eye/hand coordination
	To increase number of words used meaningfully
	To discriminate between visual stimuli
	To discriminate between auditory stimuli
	To recall sequence of events
	To enjoy and appreciate stories and poetry
	To create original stories and poems
	To enjoy dramatic activity as a means of expression of emotions, ideas and language skills
	To recall sequence of events

MUSIC
	To develop physical and aesthetic responses to tone, beat, and pitch
	To experience music in a variety of ways
	To utilize body movements as a means of communication
	To express emotions through bodily movement

MOVEMENT
	To know and appreciate the physical self
	To know the joy of spontaneous movement
	To utilize body movements in expression of ideas
	To utilize body movements as a means of communication
	To express emotions through bodily movement

DRAMATIC PLAY
	To acquire understanding of world and relate self to own society through play which concerns:
	a. family life
	b. life styles of work and play
	d. community helpers

SCIENCE
	Obtain some understanding of natural forces:
	weather, light, heat, gravity, air, motion, machines, space, sound
	To develop respect for natural environment
	To develop respect for animals
	To develop senses for practical and aesthetic purposes

MATHEMATICS
	To explore numerals
	To experience and assimilate number concepts
	To acquire basic understanding of basic math processes through practical daily application

DAILY SCHEDULE
	Morning:
	9:00 Meeting, Calendar, Weather
	9:30 Snack, books
	10:00 Small Group Art
	10:20 Small Group Circle
	10:40 Free Choice
	11:30 Story
	11:35 Clean Up
	11:45 Lunch
	12:00 Outdoor Play
	Afternoon:
	1:00 Show & Share
	1:15 Learning Centers/Free Choice
	2:15 Music & Movement
	2:30 Dismissal



ARRIVAL TIME:
	The children are welcomed individually as they arrive at the school. The parent bulletin board is located just outside the classroom

GROUP MEETING:
	The children and teachers meet to discuss plans and choices for the class. The Good Day song is sung and the calendar and weather are reviewed.

FREE CHOICE/DISCOVERY TIME:
	During this period the children are free to choose activities from the various learning centers and they may change activities at any time. The teachers supervise the activities and work with the children as required in a group or individually.

CLEAN UP TIME:
	This is a time where all the children work together cooperatively to tidy up.

SNACK TIME:
	Nutritious foods are served to the children at this time. Occasionally the children help in the preparation of snack.

CIRCLE TIME:
	This is a time for participating in small groups. Students work with materials related to the theme or one of the goals of the program.

MUSIC/MOVEMENT:
	This is a “high energy” time which allows the children to explore their own bodies for creative expression and physical development through music and singing games. Children explore basics of music (beat and pitch) through songs and rhythm instruments.

LEARNING CENTERS:
	Small groups of children move through various centers set up by the teachers.

DEPARTURE:
	Students dress to go home or join the after school program

LEARNING CENTRES:
	The following learning centers support the goals of the program:
	Creative Art Area: A double-sided easel, tables and chairs, plus shelves for art materials are readily accessible to the children.
	Water Play Area: A water play table with material is available to the children.
	Sand Play Area: A sand table with equipment is accessible to the children.

Dramatic Play/Housekeeping
	A loft with railing defines this area and is accessible by four steps. Equipment includes child size stove, refrigerator and sink, table with two chairs, ironing board and iron, cradle, dolls, dress up clothes, play food and dishes. Puppets and puppet theatre are also available to the children.

Block Play Area:
	plenty of shelf and floor space for hardwood unit blocks plus accessories to extend play. Ie. Cars, trucks, planes, train set

Manipulative Play Center:
	tables and chairs sized for use by children allow for a variety of activities such as lego, puzzles, unifix cubes, attribute blocks, parquetry blocks, beads, matching games, pattern blocks and much more.

Science Center:
	magnets, balance scale plus weights, magnifying glass and more.

Listening Center:
	headphones, cassette player plus cassettes and books allow children to listen to music or have a book read to them.

Reading Center:
	book rack, books, cushions and child sized chair and couch make reading a pleasure.

Computer Center:
	an IBM compatible computer with multi-media capabilities and developmentally appropriate software.

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