Curriculum: At CCNS we view the process of learning as the key to a child's progress in school. Having time to try ideas, talk about experiences, and make choices is a fundamental part of learning. Teachers develop activities from careful observation. They watch children play and engage in conversations with them about ideas and interests that build curriculum. Process-oriented experiences allow children to use materials given creatively, in a self-directed fashion.
Teachers plan curriculum with goals for learning. We use the State of Connecticut Benchmarks for Preschool as a guide for planning. These Benchmarks are designed to assure that children develop the skills needed for a successful transition to Kindergarten. CT State Department of Education Preschool Curriculum Framework We assess children two times a year using the Benchmarks. These observations are utilized to plan activities for the class and for the individual children.
Through a carefully planned classroom setup, children explore, experiment, and learn valuable decision making skills. Teachers move through the classroom watching children play, asking questions and offering instructions.
A good example of our hands-on approach to learning is how we teach literacy skills. Our 4's use the Handwriting-Without-Tears method. We also integrate words, written and spoken, into the daily classroom activities. Books can be found throughout the classroom and reading is emphasized every day. We play games and sing songs at circle time designed to build phonemic awareness. Children sign in and out each day with pictures, or by marking or writing depending on their level. Each cubby is labeled with the child's name and picture. Children learn to identify their own nametags and those of their classmates.
Expectations of Children: Teachers help children learn responsibility, self-control and independence in the classroom. As a school that respects children and responds to their needs, we also have clear expectations of them. Foremost among these expectations is that children must respect the rights and feelings of others and treat others how they themselves wish to be treated. They are taught to respect teachers and to value materials; good manners are also emphasized in the classroom.
Teachers are mediators, helping children settle conflicts, while allowing youngsters to independently practice conflict resolution. When conflicts arise, teachers help children generate alternatives to inappropriate behaviour.
Families: At CCNS, we understand that families are different from eachother in many ways and we honor and respect those differences. Not all families are from the same culture, not all families speak the same language, and not all families make the same personal or professional choices.
We recognize the importance of communication with families. We have multiple modes of formal and informal communication including: in person, phone, e-mail, photos, conferences and parent questionnaire.
The school fosters an understanding of early education with families through conversations with teachers, school events, workshops, documentation panels and sharing of articles. Bi-annual parent-teacher conferences are held to discuss children's learning styles and progress.
Routine: The classroom routine is built around a predictable schedule that provides security and stability for the children. Routine is critical for preschoolers' feelings of security.
Learning Spanish Numbers. Bueno!
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