PreK - 2
Our PreK-2 program provides a warm, welcoming environment where your child can grow from a bundle of joy to a bundle of curiosity. Your child’s primary caregiver is a nurturing child development professional who is focused on creating experiences and opportunities that invite exploration and support the rapid and important development that is occurring in a child’s third year.
Pre- K 2 program is filled with investigation, exploration, and discovery, where active and enthusiastic children can refine and expand their skills and knowledge.
- Without your showing him, the child points to the correct picture when you say, “Show me the kitty,” or ask, “Where is the dog?”
- Child imitates a two-word sentence
- Without your giving him clues by pointing or using gestures, the child carries out at least three of these kinds of directions: a. “Put the toy on the table.” b. “Close the door.” c. “Bring me a towel.” d. “Find your coat.” e. “Take my hand.” f. “Get your book.”
- If you point to a picture of a ball (kitty, cup, hat, etc.) and ask the child, “What is this?” the child correctly names at least one picture
- Child say two or three words that represent different ideas together, such as “See dog,” “Mommy come home,” or “Kitty gone”?
- The child correctly uses at least two words like “me,” “I,” “mine,” and “you”
GROSS MOTOR SKILLS
- The child walks downstairs if you hold onto one of her hands. She may also hold onto the railing or wall
- When you show the child how to kick a large ball, he tries to kick the ball by moving his leg forward or by walking into it
- The child walks either up or down at least two steps by herself. She may hold onto the railing or wall.
- The child runs fairly well, stopping herself without bumping into things or falling
- The child jumps with both feet leaving the floor at the same time
- Without holding onto anything for support, the child kicks a ball by swinging his leg forward
FINE MOTOR SKILLS
- The child gets a spoon into his mouth right side up so that the food usually doesn’t spill
- The child turns the pages of a book by herself (She may turn more than one page at a time.
- The child flip switches off and on
- The child stacks seven small blocks or toys on top of each other by herself
- The child strings small items such as beads, macaroni, or pasta onto a string or shoelace
PROBLEM SOLVING SKILLS
- After a crumb or Cheerio is dropped into a small, clear bottle the child turns the bottle upside down to dump out the crumb or Cheerio.
- The child pretends objects are something else, For example, the child holds a cup to her ear, pretending it is a telephone.
- The child puts things away where they belong.
- Box to stand on to reach it (for example, to get a toy on a counter or to “help” you in the kitchen while your child watches, line up four objects like blocks or cars in a row.
PERSONAL SOCIAL SKILLS
- The child drinks from a cup or glass, putting it down again with little spilling.
- The child copies the activities you do, such as wipe up a spill, sweep, shave, or comb hair.
- The child eats with a fork.
- When playing with either a stuffed animal or a doll, the child pretends to rock it, feed it, change its diapers, put it to bed, and so forth.
- The child pushes a little wagon, stroller, or another toy on wheels, steering it around objects and backing out of corners if he cannot turn.
- The child calls herself “I” or “me” more often than her own name. For example, “I do it,” more often than “Juanita do it.”
- Shedding Egocentricity: The child will recognize that her movement and babble do not match the sounds of music in the environment.
- Breaking the Code: The child will lean to imitate with some precision the sounds of music in the environment.
- Students count up to 10 pictures and dots individually and as a group. Mastery is gradual and the eventual goal is for students to be able to stay the total number of objects in each group without counting. Students count up to 30 using pictures and numbers. Gradually, students learn to recognize groups of up to 20 dots without counting them individually. Students learn to use a pencil through line tracing exercises, beginning with short lines and advancing to long curved lines. The curved lines gradually takt the shape of large numbers. This develops the fine motor skills needed to trace and write numbers. This develps the fine motor skills needed to trace and write numbers independently and teaches the natural stroke order required for number formation. Students also develop thier concentration ability and learn to recite numbers up to 50
- Basketball, Bean Bag Skills, Football, Golf, Hockey, Hula Hoops, Obstacle Courses, Soccer, Tee-ball, Tennis, and many more