Curriculum Outline

The KSC-CDC curriculum focuses on the “whole child”. Academics are integrated into creative lessons used in the classroom. Quiet and active times are alternated to offer a complete schedule. Nutrition is emphasized along with the ability to acquire the necessary skills for success in the world today.

Infants (Six weeks-Twelve Months Old)

Infants at the center are exposed to caregivers who work to build the trust necessary to thrive. The first goal of the infant’s experience is to establish a bond between home and school. Transitions serve as a positive method to ease frustration and fear of the new environment. Each child is treated as an individual and his/her schedule is used to determine the daily routine of the classroom. Individual attention, love, and nurturing are combined to increase the infant’s gross motor and language abilities. Teachers encourage exploration of materials in the classroom and outdoor play area. Assessment is used by cross-reference of the developmental milestones set forth by the National Association for the Education of Young Children.

Toddlers (Twelve Months-Thirty-six Months Old)

Toddlers at the Child Development Center are exposed to a variety of learning possibilities that develop their social abilities and expand their skills. The learning possibilities include dramatic play, sensory/art, construction, literacy, music, movement and outdoor play. The toddler is able to explore the classroom using his/her interests as a guideline. The teachers in the classrooms use the interests of the child and thematic ideas to plan the daily activities. These include age appropriate activities tailored to meet the child’s developmental level. Assessment of the toddler includes observation, anecdotal notes, and portfolios that outline the developmental milestones of toddlers. Conferences with parents are held periodically to show growth and development of the child during the time in the classroom.

Pre-School (Thirty-six months-Five Years Old)

The pre-school child is exposed to a variety of academic activities that are integrated into daily plans. The classroom is broken down into learning centers that include blocks, math and science, dramatic play/construction, library/reading readiness, computers, and art exploration. The classroom environment will foster self-help skills, build self-esteem, language, mathematical and scientific thinking abilities, and aide in the development of large and small muscles. In doing so, the pre-school teacher seeks to create a bond between with the children and encourage success.

Pre-School classes are small in size, which assists in the learning process and increases the individual attention required to flourish. Kindergarten readiness skills are introduced within the context of the weekly theme (see attached). The classroom climate is filled with diversity among the children, materials, and teachers. The child is able to navigate through his/her surroundings to learn about the world.

Gathering samples of the work throughout the year and charting progress assesses the pre-school child’s learning. This is portfolio assessment. In addition, the teachers use observation skills, anecdotal notes, and narratives to chart progress. The curriculum of each classroom is constantly revised and updated to meet the needs of the population of the school.

References:
Bredekamp, Sue & Carol Copple. (1997) Developmentally Appropriate Practice in Early Childhood Programs. National Association for the Education of Young Children
Dodge, Diane (1997) The Creative Curriculum® for Infants & Toddlers. Teaching Strategies
Albrecht, Kay & Linda Miller. (2000) The Comprehensive Toddler Curriculum. Gryphon House