Our Curriculum Goals

Our teachers are encouraged to plan curriculum themes around the interests of the children. Activities within these themes provide experiences in the eight basic areas of development defined in Oregon’s Early Childhood Foundations, Three to Five. 


Approaches to Learning

Teachers offer many opportunities for children to make choices, explore, solve problems, try new activities, make predictions, and follow through with longer projects.

 



 Language and Literacy

Teachers engage in conversations with students, model asking and answering questions, read aloud, lead songs and poems, facilitate discussions, and build on students’ knowledge and vocabulary. Games and activities explore concepts of rhyme, syllables, and letter sounds. Print exposure includes eye level alphabets, labels, books, and children’s names. Daily opportunities are given for writing and drawing.


Mathematics

Children are given opportunities to explore a variety of manipulatives including unit blocks, pattern blocks, geo-boards, measuring implements, and objects that can be counted, compared, and arranged in patterns. Teachers model and encourage language relating to size, number, pattern, measurement, prediction, location, shape, and classification.

 


Physical Education and Health

Children have opportunities to develop fine motor skills with a variety of writing and drawing tools, manipulatives, beads, puzzles, etc. and to strengthen gross motor skills with opportunities to climb, run, jump, balance, etc. Health habits are taught explicitly and through example, including hand washing, healthy eating, and safety rules.

 

Science

Teachers use language to model observing, describing, comparing, and predicting. Children are encouraged to explore materials including magnifiers and binoculars, magnets, rocks, shells and plant materials, and nonfiction books on a wide variety of topics. Teachers guide children in representing information with pictures, words or other displays. Topics include life cycles, weather and seasons, bodies and health, and areas of interest to the children.

 

Social Emotional Development

Teachers encourage interactions between children and maintain consistent classroom expectations with positive feedback for appropriate expressions of feelings and needs.  Children are exposed to various cultures and community roles and given opportunities to explore them through dramatic play.

 


Social Science

Teachers use language to model concepts of beginning, middle, end, changes, and making plans and schedules. Children are given opportunities to explore the concept of economics through dramatic play with money, store, and restaurant props. Teachers give clear, consistent instruction on school rules and safety rules. Children are encouraged to share about their families, cultures and parents’ jobs.


The Arts

Music of a wide variety is incorporated into each day through listening, singing, dancing, and to signal transitions such as clean up time. Children are given access to a wide variety of art materials, and opportunities to display their work. Dramatic play is encouraged with costumes, props, and puppets.