Kindergarten

Emergent Curriculum
Our curriculum is focused and directed by the theme of “Similarities and Differences.” Children engage in project work that is an in-depth investigation of a particular topic, deliberately focused on finding answers to questions about that topic posed by the children or the teacher. The choice of topics to study emerges throughout the year and is determined in several ways. Topics may emerge directly from teachers’ observations of children’s spontaneous play and exploration. Project ideas may also come from academic curiosity on the part of the children, social concern of the teacher, or serendipitous events that raise questions to be answered. Ideally, topics selected can be investigated directly by the children in their immediate environment. Project work is in support of the NAEYC’s (National Association for the Education of Young Children) position that information must be meaningful to the child in order for it to be remembered and truly learned.

Language Arts
Our balanced language arts curriculum is a program of instruction and learning that combines activities in reading, writing, speaking and listening. Language arts activities are often built around classroom themes and projects. Application and practice of skills occur in a variety of contexts throughout the day. Reading instruction occurs both informally and systematically. Informally, we create opportunities that allow students to explore and manipulate the sounds of language to develop phonemic awareness. We approach phonics by using appropriate moments in reading and writing activities to convey relationships between letters and sounds. Systematically, we directly present the letter-sound correspondence through Lindamood-Bell’s LiPS and a variety of other resources. Our literacy program also includes guided reading and literature centers. We use Handwriting Without Tears, a developmentally based program for writing readiness that incorporates multisensory lessons to address different learning styles.

Mathematics
Math activities are based on grade level benchmarks and implemented using a variety of resources, including Houghton Mifflin. The math program emphasizes both hands on activities using manipulatives and verbal interactions. Math strands include the following: counting, numeration, patterns, functions and sequences, measurement, money, time, geometry and spatial sense, exploring data and chance, and operations. These strands are explored through a variety of common life applications and often incorporated into the current classroom projects.

Social Studies
Social studies becomes a part of many cross-curricular projects. Concepts that are covered encourage the child to develop an awareness of herself and others, as she moves from “me to we”.

Free Choice
Our free choice times are those parts of the day reserved for free play and exploration in the classroom. This important part of the program provides opportunities for the child to experience independence, choice, and decision making. Taking risks, building friendships, and developing social skills are at the core of free choice time. We emphasize learning to be accountable for decisions, to complete tasks independently, to manage one's own time, and problem solving. Some activities include art, dramatic play, building toys, computer, and crafts.

Class Meetings
Class meetings are an opportunity for children to learn and practice communication and problem solving skills. Class meetings are one of the ways in which we focus on building a sense of community. Small group teacher-led discussions focus on real issues that arise in kindergarten. Some examples include making friends, entering play situations, sharing materials, and conflict resolution.