Our curriculum philosophy began with the collaboration of two of our founders as an engaging, fun way for children to reach each developmental milestone. A rich piece of classic literature provides the setting to immerse children into the story through art, music, math, reading, writing, social studies and science.
Today, the curriculum is fully developed for preschool children of all ages. It is literacy-based and is designed to promote language, early literacy, and phonological development. Every activity is based on children’s literature to assist children with developing vocabulary to discuss and participate in activities. Whether they are participating in music or art, children are learning about math, science or social studies across the curriculum.
Literacy Begins At Birth
With the development of language and cognitive skills during infancy through play, social interaction, and reading books with and to young children we believe literacy begins at birth. As students age and develop more sophisticated skills, literature is the obvious tool to assist them in developing higher-level thinking skills as children learn to discuss, predict and make inferences.
The early childhood classrooms are rich in visual literacy. Through manipulative language activities, picture communication symbols, and communication board supports, students are able to communicate, participate, and retell activities throughout the day, replacing frustration with communication.
Research Based Practices
Not only is our curriculum fun and engaging, but it is also research-based. Vocabulary at age 3 is an indicator of the reading comprehension of a 9- or 10-year-old student. We place a heavy emphasis on vocabulary development for oral communication and comprehension, both of which have a direct impact on reading.
The No. 1 predictor of reading failure is the lack of phonemic awareness in preschool. Phonemic awareness is the ability to identify and manipulate units of oral language, such as words, syllables, onsets and rhymes. Children who have phonemic awareness can recognize that sentences are made up of words, words can be broken down into sounds and syllables, sounds can be deleted from words to make new words, and different words can begin or end with the same sound or have the same middle sound.
Research also reinforces the importance of play. It is critical to the development of social, emotional, language, and motor skills. Play is a child’s work and provides the perfect setting to work on development of specific language, social, cognitive and motor skills. Play happens all day whether in the classroom, therapy sessions or on the playground.