Preschool Program

Childlife Preschool offers Early Childhood Education Programs  for children ages 3 and 4 years of age. Each location offers flexible schedules to accommodate the unique requirements of each family.

MORNING PRESCHOOL

A Traditional Morning program for children ages 3 to 4 years of age. We offer classroom curriculum appropriate for each age group between 8:30 am and11:30 am. Morning snack is provided during this program. The morning schedule includes Center time, Music and Movement, Story time and small group instruction. During these activities, children are taught to listen, follow directions, take turns and answer questions.

FULL DAY PRESCHOOL

Our Full Day Program extends the hours of care around our Traditional Morning Preschool from 7am to 6pm. In this program students have a nutritious lunch and rest break. The afternoons are filled with Outdoor Activity, Free Choice and Indoor Enrichment Activities.

The elements needed to motivate the young child to learn are choices, increasing complexity and variety of activities for new challenges. Our classroom arrangements and schedule of activities support the way young children learn. Each room is divided into five age appropriate centers.

  • The Creative Arts Center: Painting, drawing and other forms of art help children express themselves, their emotions and their view of the world. Sand, Salt and water trays provide pouring and measuring opportunities that establish pre-math skills and enhance problem solving and critical thinking skills. The children experiment with sufficient textures and materials in activities such as cutting and pasting, play-doh and clay, cooking projects, paints (finger, sponge and with brushes) and drawing with various instruments (crayons, markers, pens, pencils). All activities are necessary to develop eye-hand coordination and sensory experiences.
  • The Cognitive Center: Manipulative activities and toys such as puzzles, legos, lacing cards, matching and sequencing games provide prewriting skills, math readiness and language developmentBlocks and building supplies promote hands on experience with cause/effect relationships, size, weight and number concepts for the foundation to both math and science. The book area familiarizes children with the concepts of print, using the reading process effectively and demonstrating reading behaviors.
  • The Dramatic Play Center: Dress up clothing, the house keeping area, dolls, and other imaginative play activities encourage children to make sense of the world around them. In almost every activity there is an opportunity to help children develop social skills. Every friendship made or dispute settled brings children closer to appropriate social behavior necessary for future success in school and in our society.
  • The Language Art Center: Language, both receptive and expressive, is developed through the use of books and experiences. Based upon age appropriate guidelines this center may include a writing center stocked with various paper, pencils, pens, stencils, rulers, stamps, stickers and envelopes. Pocket charts and a flannel board set encourage children to construct meaning from a variety of text and illustrations.
  • The Music Center: Singing and finger plays encourage children to participate cooperatively in a group. Different forms of movement expand children’s understanding of their bodies and can develop creative problem solving skills. This center includes musical instruments, audio equipment, children’s music tapes, records or CDs.

 

GROSS MOTOR PERIOD:

The gross motor period on most days takes place on the playground where there are slides, swings, climbers, bikes, sand boxes and water play to help stimulate large muscle development. Each day a mixture of Teacher planned games and activities as well as free play time is provided.

 

ON SOCIAL INTERACTION: 

Social interaction takes place in all areas and helps the child mature in their interpersonal relationships. Our curriculum teaches positive social interactions and character development through hands on activities and projects.  According to the work of Piaget, Montessori, Erikson, and other child development researchers:




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