Pre-Kindergarten Curriculum follows the PA Learning Standards for Early Childhood Education
Our curriculum encourages learning through play, using a variety of activities and techniques to reach particular goals.
Our developmentally appropriate curriculum provides for the whole child; it combines
physical, emotional, social, and cognitive learning through an integrated approach. Each of
these domains is interconnected and impacts the others.
Children learn by doing. Through active involvement with their environment, children
attempt to make sense of the world around them. They learn by exploring their environment
through hands-on experience. Teaching young children is a creative process. An early
childhood curriculum provides the framework for what actually happens in a planned
environment where children interact with materials, peers, and adults. The primary teaching
goal is to help young children use the environment productively and see themselves as
capable learners. They will acquire the skills and abilities needed for a lifetime of learning
through carefully planned, developmentally appropriate activities arranged by the teachers.
When a learning environment encourages exploration and discovery, children develop a
sense of trust and belonging. They feel important and valued when others listen to them, seek
out their ideas, and allow them to express themselves. This type of environment is considered
hands-on or learning through play.
Children in our classrooms are encouraged to discover things on their own. They learn by
exploring the actual objects we talk about. The teachers inspire the children by asking open-
ended questions and finding new ways to teach new things within the subject area.
Lesson plans are weekly lists of activities and goals that make up the curriculum as a whole.
Lesson plans can be created by the Director, Assistant Director, or individual classroom
Lesson plans should be completed the week prior to implementation. A lesson plan dictates
the week's events at a glance. A lesson plan should cover every subject area. Each area
should have a new item added every week to teach the classroom objective(s).
Please refer to the Curriculum Development Guide for more information about how to create lesson plans and
develop a curriculum for your classroom.
The play yard is meant to be an extension of our classroom. The items that are in the
classroom are items that can be adapted for outside use. For instance: the easel. Typically, an
easel is set up in the classroom, but outside it becomes different experience for the children.
The same goes for the discovery table, dress up, dramatic play, blocks, science, etc. Outside
we also play games and, best of all, we get to do lots of things that are unacceptable inside,
like yelling and running.
Gross Motor Play
Gross motor play develops and builds large motor skills (walking, crawling, running,
jumping, climbing, etc.). Children develop these skills outside while using the play
equipment, running, taking walks, and inside by exercising, climbing on the soft blocks, and
climbing in the ball pit. These skills are important in many ways. The children develop large
muscle movements that ultimately translate into beginning writing skills. Children grow from
the trunk of their bodies out to their fingers. They need to master large movements before
they can master the small ones. Teachers can facilitate play by planning games and exercises.
Small Group Activities
Teachers take groups of 2-3 children to work on projects or do assessments. The children get
more individual attention in the small group.
Large Group Activities
In large group activities the entire class participates in an activity. This allows the children to
use peer interaction to help one another with ideas. This is a great way to teach and use
cooperation skills. Older children who have mastered skills are usually willing to help the
younger ones. This helps to teach both of the children.
Circle time is a large group activity. During circle time, children learn about the days of the
week, the months, the weather (and weather predictions), the alphabet, and counting. The
children also find out their jobs of the day. The teacher generally reads a story at this time as