"How do you know that?"
"What does that mean?"
"Can you tell me more?"
"What should we do?"
Presenting these open ended questions does a few things for the children. First, their responses demonstrate their understanding of the situation and their abilities in the related areas of development. Secondly, it makes the child an integral part to the curriculum, which reinforces their participation. Knowing this, I am able to help children meet the objectives of an activity by doing what the they enjoy. I believe using this method at a young age teaches academic skills, social skills, and how to have fun while loving learning.
800-830 free play
900-915 circle time/story
915-1100 indoor/outdoor free play
1130-200 rest/quiet play
200-230 fine motor focus
300-430 outdoor free play
430-500 music & movement
Following the Reggio Emilia philosophy, activities are child led and play based. This means there is no written curriculum. However, to keep myself organized, I am currently using a checklist to ensure I am providing materials and activities that are continuously stimulating and address multiple areas of development. As my documentation and provocation skills improve, I am planning to fade this out.
Address & Phone Number
Name, Age, & Gender
Predictions & Inference
Compare & Contrast
Recall & Connections
Stencils, Tracing, and Outlines
Writing, Ripping, & Cutting
Lacing & Weaving
Bubble Dance Party
Bubble Dance Party
Each month student will experience classic children's literature in a variety of ways. Reading the books, using artists methods to create art, and reenacting stories during dramatic play all bring the stories to life and foster an appreciation for the arts.
Monthly Author Study
September: Curious George stories by Margaret Ray
October: Leo Leoni
November: Kevin Henkes
December: Jan Brett
January: Bill Martin Jr.& Ezra Jack Keats
February: Tomi dePaola
March: Dr. Suess
April: Eric Carle
May: Mother Goose Nursery Rhymes
June: Virginia Lee Burton & Donald Crews
July: Maurice Sendak
August: Beatrix Potter
Family Involvement Activities
Projects, scavenger hunts, breakfasts, bbqs, and garden parties bring families together and makes the curriculum a part of everyday life. Generally, one "assignment" is done each month and is connected to the current course of study. Research shows that children of parents that are actively involved with their child's education do better overall in school.
Academic skills are accessed through play. You will never see a worksheet or pre-fabricated craft project at GFC. Occasionally we will do a guided activity as a special project, but 99% of the time activities are process based and child led. As each child becomes more proficient with their skills, they will begin to produce more "finished" pieces. Here are some of the skills that are addressed during the year:
Alphabet: writing & identifying
Name: writing & identifying
Storytelling: sequencing, characters
Calendar: days of the week, months
Shapes: drawing & identifying
Family & Friendship
Science: inquiry, explorations
Art: techniques, processes
Physical Ed: games, play, yoga
Numbers: writing, identifying, counting
Storytime: individually & with a group
Reading: front to back, left to right
Time: seasons, morning, afternoon, night
Colors: naming & matching
Prepositions & Positional Words
Geography: address, maps
All About Me
Science: recording data, observations
Music: dancing, instruments
Health: food choices, hygiene
I have experience working in early intervention (ages 0-36 months), pre-school (ages 3-5), and school age (K-5th) special needs educational settings. Reasonable modifications and accommodations will be made for children with an FSP or IEP. Therapists and teachers are welcome to provide services within my program space. I am comfortable integrating individual program goals into the general curriculum. If your child has special needs, please make an appointment to discuss any specific concerns.
Progress reports will be completed based on direct observations of the children and evaluation of completed works kept in their portfolio. Progress reports will be sent home in October and April. Regularly scheduled parent conferences will be held in October and April. Additional conferences will be scheduled as needed.
The development and needs of an infant are far removed from that of a pre-schooler. Additionally, decisions of infant care vary greatly and are deeply personal. I wish to maintain care as closely to the parents personal style as possible. For those reasons, curriculum and progress reports will be developed and implemented on an individual basis for infants and toddlers.
Children younger than six months of age at the time of enrollment must be under direct visual supervision at all times, including while napping, during the first six weeks they are in care.
All infants are put onto their back to sleep, unless child's health care provider orders otherwise in writing.
No child under 12 months of age shall be placed in a crib containing pillows, comforters, stuffed animals, or other soft, padded materials.