Monthly Archive

This is an estimated order of activities in our daily routine. I will have accurate times available as we experience the first week to confirm the needs of the students.

3 Year Class – Tue./Thur. 12:00-3:15

4 Year Class – Mon./Wed./Fri. 12:00-3:15

Arrival: Put away personal items in cubby, wash hands, sit @ circle. (4’s will go to lunch)

12:40 Circle Time – Story, songs, sharing, calendar

12:50-1:40 – Centers, Free choice activities.

1:35-2:05 – Recess (Emphasis on apparel – be prepared for all weather conditions… we play OUTSIDE for 30-45 minutes, it’s a long time to be too cold/hot.)

2:05-2:10 Circle Time – Songs, Story, Snack game activity

2:15 – Snack – includes restroom, hand-washing. After snack we provide puzzles/books.

2:50-3:15 – Games: Play table/board/card games until departure.

The schedule changes for the 3’s w/o lunchtime. There are exceptions when we have field trips, special guests, 4’s library day, Reading Buddies, Skills Day helpers, etc.

Throughout the year, many events come up requiring us to be flexible in the lesson plans. This list is a guide and can be adjusted whenever it’s in the best interest of the education of our preschoolers. It’s printed here to give ideas of where you can contribute items, ideas and be connected to your child’s learning activities. Please know that I am open to your suggestions and will gladly give parents freedom to be involved in a variety of ways. Children need structure along with flexibility, so I ask that you see me to plan for a special occasion.

SEPTEMBER

School Days…get acquainted, comfortable and have fun!

I’m Me! Fantastic!… 5 senses, emotions

Get Up and Move… Physical movement, muscles, strength, growing

Leaves are Falling… Apples, leaves, squirrels, caterpillars

OCTOBER

Rootin’ Tootin’ Wild West… Cowboys

Old MacDonald Had a Farm… Animals, Farms

Mixed Up Crazy Wacky Week… Silly stories and songs

Things That go Bump in the Night… Bats, Moon, Nighttime, Pumpkins

NOVEMBER

Shapes and Sizes… yep, shapes and sizes

Nutrition and Manners… Foods, manners

What’s Cooking?… more food, cooking

Thankful Week… Thanksgiving, turkeys, being thankful

DECEMBER

Brrr… It’s Cold… Winter, snow, hibernation

Teddy Bear Bonanza… Teddy Bears, bears

Cultural Christmas… Evergreen trees, gingerbread

Merry Christmas… Gifts, sharing, giving, loving (week 3&4 combined for holidays)

JANUARY

Transportation… Careers, machines

Community Helpers… Health, safety

The World’s a Stage… Pretending, dramatic play

In a People House… Construction, homelife

FEBRUARY

Folk Tales… Traditional fairy tales and stories

Valentines Day… Friends, showing love

Rainbow of Colors… Stories about colors

Doctor Seuss… and more… feet, teeth, food, self

MARCH

At the Zoo… Animals

Birds of a Feather… Eggs, nests, birds

Under the Sea… Ocean life

Reptiles… Snakes, alligators, etc. (week 3&4 combined for Spring break)

APRIL

Creepy Crawlers… Worms, insects

In All Kinds of Weather… Rain, storms, snow

Spring… Mud, gardens, kites

Easter… New life, eggs, bunnies

MAY

Island Aloha… Hawaii, tropics

In the Jungle… Nature and creatures

Dinosaur Week… Archeology, fossils

An Adventure in Space… Stars, planets, astronauts

JUNE

Let’s Go Camping… Outdoors, nature, safety

Beach Week… Water play, sand, vacations

SUBSTITUTE HELPER CHOICES

Mother Goose, Eric Carle, Tales, Circus, Castles and more

Give yourself a challenge to save the word “No/Stop” for emergencies and safety issues. Practice finding alternatives for every situation, which can be difficult when you’re in the middle of a conflict, so use your ’spare’ time to brainstorm – in a waiting room, in line at the store, getting fuel, etc. Imagine your day from start to finish and picture a common issue that you correct your child with a negative instruction. “Stop running in the house. Leave that vase alone. Don’t be so rowdy.” Turn it into a direction that tells the child what you want them TO DO. “Walk in the house. That vase stays on the shelf, go choose a toy. Now is a good time to choose a book and we’ll read it together.”

It would be miserable to work in an environment where the supervisor was constantly making negative comments but imagine the productivity and cooperation where encouragement and appreciation are given. Children are learning to make good choices – they will make poor choices as they develop. It doesn’t make them a bad child, it makes them just like us… human. They should be aware of the effect of their wrong choice and complimented when they make a good choice. As a child, I can remember wanting to know why and how decisions were made… it helped me be able to make my own as I grew older. Some parents look at it as disrespect or arguing. Use your children’s questions as an opening for discussion. If it becomes an argument, explain that they’re allowed to make some choices: pretending, books to read, clothes to wear, but some choices are for the parent and this is one that the parent will make. It will help them feel understood and less frustrated if their feelings are acknowledged. “Yes, I know you want to stay up late, but your body can’t grow healthy if you do. It won’t feel good when it’s time to get up in the morning. You can choose a story and climb into bed.”

I share a goal with the preschoolers and it’s surprising how well they are able to accomplish it… “Please do (a task) the first time you are asked.” Then, I become a ‘detective’ and ’spy’ until I see it happen – then we recognize it and encourage it to happen again.

Whatever your methods, be consistent. How confusing would it be to drive in a town where the police could give a ticket for no reason or not give it when it’s deserved. I would not respect that law enforcement and it would make obedience meaningless. (Except I want to have safe roads to drive on!)

Find something positive to say everyday (actually, many times during the day). “You worked hard on that block structure. It’s very tall and didn’t fall down. Let’s take a picture of it.” “It’s exciting that you can pretend you’re a sheep – that takes imagination. What would a sheep walk like?”

As you work in the classroom once a month, let’s take advantage of learning from each other and be better people -  I’ll never know it all and see lots of room for improvement in myself. So, don’t be hard on yourself when you make a mistake but strive to change - children are resilient and if you model how to apologize, they will learn a valuable skill. If you need to explain to me a mistake that I made, please use kind words as you discuss it with me. It’s important for me to know about it but ask that we are professional and not discuss between parents – it only breaks down our relationships. I’m an approachable person and will listen carefully to your concerns. Your child is the priority in my classroom… but I’m human and depend on you to teach me about your child. Our children deserve the best!

Physical exercise and fresh air are important for your child’s health and well being. We take children outdoors everyday so they can run, jump, swing, climb and use all the large muscles in their bodies. They run around, breathe in the fresh air, look at the clouds or catch a ball or a bug. They lie on the ground and watch clouds and birds or they climb high and look down. We also talk about the things children see, hear, touch and feel so they become aware of change in the weather, seasons growth of plants and animals.

Cooking is an important part of our curriculum. When children cook, they have an opportunity to learn about nutrition, to be creative and to prepare their own healthy snacks. Cooking teaches alot of academic skills too. When children learn to follow picture recipe cards, they develop skills they need to read and write. Measuring 1 cup of flour and pouring 1/4 teaspoon of lemon juice into batter gives them a lesson in math. Whipping egg whites into meringue and melting cheese under a broiler are lessons in science.

When children cook, we talk alot about what they are doing and why. They are scientists, observing what happens to flour when we add water to it and predicting how high we should fill a muffin tin so the batter doesn’t overflow.

When we prepare the special foods of each family, your child learns to appreciate the cultures of everyone in our class. Perhaps you have some favorite family recipes that you would like to share with us. Please let us know so we can include you in our day. We’d like it, too, if you could come introduce the children to your child’s favorite foods.

Cooking is a very special part of our program. It is one of the few activities children get to do that is also done by adults. Children pretend to be grown-ups making meals in their dramatic play. They can read books and sing songs about food. But in cooking, children can actually behave as grown-ups.

What You Can Do at Home – Since cooking is already a part of your home life, think about involving your child. Including your child may take extra time, and there may be more of a mess than if you cooked alone, but there are many rewards. Your child will be learning literacy, math and science skills just by helping you. In addition, cooking sets the stage for lifelong healthy eating habits. When children help prepare their meals, they tend to eat better.

Start your child on simple tasks like stirring batter, squeezing lemons, adding spices or shaping meatballs. Discuss what you are doing together while cooking. Ask questions like these: What happened to the butter when we put it in the microwave? How should we get the flour into this cup? Did we get all the juice out of that lemon? Let’s push down on the lemon together and see what happens? The beauty of cooking with children is that they learn skills and have fun at the same time you are attending to a household chore. What could be better than that!

copyright 2002 Teaching Strategies, Inc. Permission granted to duplicate the material for use in Creative Curriculum Preschool.

Although you’re probably used to seeing your children splash in the bathtub and dig in a sandbox, you may be surprised to know that the Sand and Water Area is an important part of our school program. Both sand and water are natural materials for learning.

When children pour water into measuring cups, they are exploring math concepts. When they drop corks, stones, feathers and marbles into a tub of water, they are scientists exploring which objects float. When they comb sand into patterns, they learn about both math and art.

We encourage children to experiment with these materials. As they do, we ask questions to focus their thinking on their discoveries: Now that we’ve turned the water blue, what should we do with it? How did the water change when we added the soap flakes? What can wet sand do that dry sand can’t? What can dry sand do that wet sand can’t? How many of these measuring cups of water do you suppose it will take to fill this quart pitcher?

What You Can Do at Home – If your child particularly enjoys playing with water and sand, you may want to set up some play areas for these activities in your home. Water play can be set up at the bathroom or kitchen sink. Lay a large towel on the floor and if the sink is too high for the child, provide a stool or stepladder. Outdoors, you can use a small wading pool, tub or old baby bathtub. Give your child a baster, plastic measuring spoons and cups, a funnel and plastic or rubber animals and boats. Or for a novel experience, add soap flakes or food coloring to the water. And don’t forget about blowing bubbles with your child. Try using different kinds of bubble blowing frames. Plastic six-pack rings, empty berry containers, or an eyeglass frame w/o lenses make interesting bubble wands.

If a sandbox is not available outdoors, you might use a small dishpan as a miniature sandbox. Put an old tire in your yard and fill with sand. Collect small items such as shells, rubber animals, a very small rake, coffee scoops, measuring cups and spoons, sieves and funnels. Offered a few at a time can lead to many hours of enjoyment.

The opportunity to play with sand and water on a regular basis helps children to develop their minds and bodies in relaxing and thoroughly enjoyable ways.

copyright 2002 Teaching Strategies, Inc. Permission granted to duplicate material for use in Creative Curriculum Preschool.

Young children have many questions about the world around them. They ask: “Where did the puddle go? What do worms eat? How can I make my truck go faster? Do fish go to sleep?”

In our classroom, the Discovery Area is a place where children can explore and investigate to answer their questions. They observe, experiment, measure, solve problems, take things apart and explore the materials and living things we put out. They guess what will happen as a result.

In the Discovery Area children DO what scientists do – ask questions, plan and conduct investigations, gather information, construct an explanation and communicate findings. They also learn important concepts in science as they study plants, animals, magnets, properties of materials, light, shadows, how things work, rainbows, our body, our senses, how things move and change and more. In addition to learning science content, they learn how to solve problems together and how to communicate with others.

What You Can Do at Home – Young children are curious and love to investigate. You don’t need to be an expert to help your child learn about science. Science is all around us – from making bubbles in the bathtub to boiling water on the stove. Your enthusiasm and positive attitude about science will be contagious. Get in the habit of wondering out loud (”I wonder how that ant can carry that big piece of food. I wonder why your shadow is sometimes small and sometimes big.”)

The kinds of questions you ask and statements you make when your child is exploring will help develop his scientific thinking skills. Here are some exmples: What do you think will happen if…? I wonder why…? How do you think we can find out…?  Look for opportunities to develop your child’s scientific thinking during everyday activities: while playing with toys, taking a bath, helping to bake cookies, playing in the backyard or going on an outing. Remember, you don’t need to know all the answers! It’s a good sign if your child is curious, wants to discover everything, asks lots of questions and wants more answers. We welcome you to come and visit our Discovery Area with your child.

copyright 2002 Teaching Strategies, Inc. Permission is granted to duplicate the material on this for use in Creative Curriculum Preschools.

The book corner is a very important part of our classroom and of your child’s life. It’s where children gain the foundation for reading and writing. It’s also a place where children can relax and enjoy the wonderful world of children’s books.

We encourage children to look at books, listen to taped stories, retell stories and to scribble and “write” throughout the day. Sometimes children dictate stories to us, which we record in “books.”

Art is an important part of our curriculum. Every day, children find a variety of art materials available on the shelves. Drawing, painting, pasting, molding and constructing are not only enjoyable but also provide important opportunities for learning. Children express original ideas and feelings, improve their coordination, learn to recognize colors and textures plus develop creativity and pride in their accomplishments by exploring and using art materials.

When children are engaged in art activities, we talk with them about what they are doing and ask questions that encourage them to think about their ideas and express feelings.

We are just as interested in the creative process as we are in what children make. We say things that will encourage children to be creative and confident, such as: Tell me about your picture instead of Is that a house you made? It looks like the playdough is sticking to your fingers. What could we do to make it less sticky?

What You Can Do at Home – Art is a very easy way to bring your child’s school life into your home. Children love to bring home their art products to share with the most important people in their lives. Take time to talk with your child. Here are some things you might say: Tell me about your picture. How did you decide which colors to use? What do you like best about it? Should we hang it up in a special place so we can all enjoy your work? You can help your child appreciate art right in your home. When you look at books together, talk about the illustrations with your child. Discuss the art on the walls in your home.

Art is something your child can do at home in almost any room. You might designate a drawer in the kitchen or living room as an art drawer, or use a bookshelf or sturdy cardboard box. In this space include crayons, markers, paper, child-sized, blunt-edged scissors, glue, tape and container of collage materials. A child’s mind is much more creative and artistic than any coloring book allows.

Toys and games include puzzles, various table blocks, small construction materials such as Legos, board games and collections of objects (including shells, bottle caps and buttons). When children use toys and games, they explore how things work; learn to be creative and use their imaginations; strengthen and control the small (fine) muscles in their hands; work cooperatively and solve problems; and larn math ideas and concepts.

When children use toys and games in the classroom, we encourage them to talk about what they are doing. For example, we might say: Tell me about the design you made. How did you get those rings to fit together? You’ve picked out all blocks that look the same. Can you tell me how they are the same? These questions and comments are designed to help children develop their thinking skills.

The hardwood unit blocks that are used in classrooms are one of the most valuable learning materials we have. They come in exact sizes and shapes. For this reason when children build with blocks they learn math concepts such as the number of blocks that fill a certain space. They compare the height of their buildings and learn about geometric shapes (triangles, squares and rectangles.) When they lift, shove, stack and move blocks, they explore weight and size. They learn about engineering when trying to balance and design a structure. Each time they use blocks, children are making decisions about how to build a structure or solve a construction problem.

In the Dramatic Play Area, children take on different roles and recreate real-life experiences. They use props and make-believe to deepen their understanding about the world they live in.

The ability to pretend is very important to your child’s development. Children who know how to make believe develop a good vocabulary, which is important for reading. They learn to cooperate with others, solve problems and are able to think abstractly – all important skills for success in school. When children pretend, they have to recall experiences and re-create them. To do this, they need to picture their experiences in their minds. For example, to play the role of a doctor, children have to remember what tools a doctor uses, how a doctor examines a patient and what a doctor says. In playing the doctor or other roles, children learn to cooperate with others and to share their ideas.

When children make believe, we might ask: Is your baby sick? What are you going to do? Are you the storekeeper here? I need to buy some food. What are you cooking for dinner tonight? It smells so good. We talk with children and participate in their play to extend their thinking.

What You Can Do at Home – You can encourage the same kind of pretend play at home that we do at school simply by playing with your child and providing some simple props. A sheet over a table creates a house or a hideout. A large empty cardboard box can become almost anything – a pirate ship, a doghouse, a castle or a train. The nice thing about dramatic play is that it requires only your imagination. Here are some simple ways to encourage your child’s learning through dramatic play:

* During bath time, include plastic boats, cups and rubber dolls then play pretend.

* Save food cartons, make some play money and play store with your child.

* Read stories together and involve your child in acting out different parts of the story.

* Collect some old clothes your child can use to dress up and make believe.

* Say to your child, “Let’s pretend we’re going on a train ride. What do we need? Tickets? Suitcases? Do you want to collect the tickets?”

It is important to use any opportunity to add writing to your play. It gives words a purpose and meaning – a beginning step to reading. When you engage in pretend play with your child, you are teaching important learning skills and you are spending valuable time together.

copyright 2002 Teaching Strategies, Inc. (permission was granted to duplicate the material on this page for Creative Curriculum Preschools)

That title sounds dry compared to what will take place! Some subjects are familiar, some are new. A new curriculum set has been purchased to use as a foundation for the lessons. It’s exciting to prepare for learning experiences that allow each child to learn in their own way. Each developmental domain is included in the lessons: social/emotional, language, physical, fine/gross motor and cognitive. Centers will incorporate language/literacy, science/discovery, math/manipulatives, dramatic play, music/movement and art expression. In addition, we will learn about Mr. Yuk and things to not put in our mouth. Along with the upper classrooms, we use the Heartwood curriculum that teaches about character: courage, loyalty, justice, respect, hope, honesty and love. The 2nd Step Program shares strategies to share, calm down and problem solve. It explores feelings of self, others and how to react to them. Lots of things to do and so little time but we’ll sure have fun in the process!

It’s time for our ‘Can’t Wait for School to Start’ annual potluck at Kings Valley Charter School. Each family can bring a main dish and a beverage or dessert to share. Tableware and water will be provided. It’s a great social time, whether you’ve had siblings attend previously or it’s your first experience.

We will have our meal in the gym, then visit the schoolgrounds and finish up in the classroom with a time for giving updates, sharing information and answering questions. Mark Hazleton will attend to share some thoughts, get acquainted with new families and continue developing relationships with current families. We are in the process of taking applications for the prek teacher assistant. This will be an opportunity to discuss the exciting benefit this will provide.

It is important for the students to become familiar with me, their new friends and the environment. Most families have similar needs for information and it’s a good opportunity for me to be sure it reaches them. I am planning to model the tasks of the volunteer helper, instruct drill procedures and become familiar with our behavior management methods. This event will be beneficial to all families. I respect the time you’ve given to attend and will be efficient so that we accomplish everything in a timely manner. It is a privilege for us to participate in our children’s development!

The first thing that needs mentioned is that no two days have ever gone ‘as planned’. And that’s as it should be: the children’s needs direct their learning, so the ‘routine’ has to be flexible to meet those needs. There is a schedule that we follow for events that can’t be changed: our turn for recess, lunch time and a stable flow with circle time, then snack is after recess, etc. For the most part, our day follows an order of events but it may be shortening circle time if everyone has high energy and we switch to some learning that involves movement. Everything we do in the class is beneficial in some way… play is their work, whether waiting a turn, watching cause and effect – their brain is always absorbing and thinking. So, with that in mind, here is a sample of our daily routine:

Arrival/free choice play - put away personal items, jacket into cubby. Enter classroom, wash hands (use restroom first if needed). Activities will be set out for them to choose and it can help with separation anxiety if you want me to play with them there.

The 4’s class has a circle time @ arrival, then on to the cafeteria for lunch. They can purchase a school lunch or bring one from home. Milk is available to purchase separately.

Clean-up/Recess – We clean up toys that we’re finished with, ask for any restroom needs, get coats and line up at the door for recess. We play 45 minutes, so that’s a long time to be too cold or too hot – please check each day that your child has appropriate attire.

Circle Time – We have stories, songs, check the calendar, play some group activities. It’s flexible enough for me to stop when they are ready. We choose an elimination game to send a child to wash, like musical chairs, etc.

Snack/Puzzles/Books – We sit together at the table and have a school snack. Be sure I know about any food allergies and please provide a substitute snack. The school provides one birthday snack per month for all children celebrating that month. We can hold an individual party but will eat the regular school snack. As each child finishes, they pick up their cup and napkin, put it in the trash and can work quietly at a book or puzzle.

Centers – This is a flexible time that I can continue a story that was unfinished, take a walk if we’re learning about the leaves changing… but the ‘plan’ will be to have about 4 activities to choose from while myself and the adult helper supervise and visit each one. They may be self-directed activities or some that need constant direction. It may include painting, writing, counting, matching, journaling, etc.

Games – Structured table games are selected for small groups to play as adults arrive. I will try to give you an overview of our day at this time. Game time has helped to distract a child that is the last one to leave and it becomes a special time with me. If you are late, (please call to let us know if you can) be assured that I will help your child see it as a treat to do a special activity with me, but please plan your afternoon carefully to arrive promptly by 3:15, as I have meetings or teach piano after school.

If you have questions about our routine, feel free to call or email me.

Each adult has special abilities, knowledge and skills that could be shared with our school. Check with the office staff for the many ways you can contribute, from an hour visit or preparing items at home, to participating in a skills day.

I also would like to be a special guest… in your home. Before school begins, I’ve made home visits to get acquainted. It lets me see what kinds of toys are favorites, meet the pets we can talk about and it gives time for the adults to have discussions that are difficult to have once we get busy with school. I’ve heard positive feedback from students and it’s become a privilege for me to show them how important they are. It ‘brakes the ice’ when they are on their own ‘turf’. I can be a more effective teacher if the child is comfortable to ask me questions and express needs, which results in mutual respect.

Please call/email now to make an appointment for me to visit in July/Aug. I have experienced being a busy parent, so don’t think of this as an ‘inspection’ or be concerned about making a big impression – sometimes a perfect house can actually mean we’re too busy to play with our children. It’s a very casual visit and only takes 30 minutes or less. I will probably bring along some papers that you can bring back to school the first week. It’s a great time for me to take your child’s photo, so I can use it with their new friends as we learn names.

Contact me: phone 929-5438, email lulu_4_laughs@yahoo.com