Preschool 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.

Classroom Learning Centers

Each classroom's layout is slightly different,

but all of them contain the following Learning Centers :

• Music center

• Math/ manipulative center
• Art center

• Science center
• Easel

• Dramatic play center
• Play dough table

• Discovery table
• Block center

• Writing center
• Reading center

• Quiet area/Alone spot


The Learning Centers are used in the activities developed for the curriculum

within each classroom. These are described in greater detail in the Curriculum Development

Classroom Management/Curriculum

Developmentally Appropriate Practices

Our teachers use developmentally appropriate practices to nurture the social, emotional,

physical, and cognitive development of each child. The theories of early childhood education

are used to implement the curriculum. Assessments are done to identify the strengths of each

child as well as the needs of each child. These assessments help us to tailor the curriculum to

the needs of each classroom.

Age Appropriateness

Human development research indicates that there are universal, predictable sequences of

growth and change that occur in children during the first nine years of life. These predictable

changes occur in all domains of development - physical, cognitive, emotional, and social.

Knowledge of the typical development of children within the age span served by our

programs provides the framework from which teachers prepare the learning environment and

plan appropriate experiences.

Individual Appropriateness

Each child is a unique person with an individual pattern and timing of growth, as well as an

individual personality, learning style, and family background. Both the curriculum and

adults' interactions with the children should be responsive to those individual differences.

Learning in young children is the result of interaction between the child's thoughts and

experiences with materials, ideas, and people.


Each month the entire day care focuses on one general theme or concept (camping, the zoo,

etc.). The group activities are themed as well. Individual teachers are encouraged to base

their classroom's appearance and activities on the theme.

Each class has its own goals and objectives, appropriate to that classroom's age group. The

goal is for each child to reach his or her full potential with these goals before moving to the

next classroom. Every month, we focus on up to 10 goals and objectives for each classroom.

Activities are then designed to facilitatelearning the objectives. While participating in the activities,

eachchild's individual discoveries and progress are noted in that child's file.

Every time a similaractivity is done or a comparable objective is desired, this record provides

the means by which the child's overall progress may be assessed against common core standards, where

appropriate. Some goals and objectives will be determined by the curriculum designer. Others may be

determined as appropriate by the teacher in each particular classroom. The Curriculum

Development Guide provides more detail about these objectives.