PreK - 3
Our PreK-3 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 fourth year.
Through Howard Gardner’s Multiple intelligence philosophy, practices, purposefully-designed learning environments, and enriched activities, teachers ensure PRE K 3 students have joyful, suitable, and meaningful learning experiences that lead to success in school and in life.
- When you ask the child to point to her nose, eyes, hair, feet, ears, and so forth, she correctly points to at least seven body parts (She can point to parts of herself, you, or a doll. Mark “sometimes” if she correctly points to at least three different body parts.
- The child makes sentences that are three or four words long
- Without giving your child help by pointing or using gestures, ask him to “put the book on the table” and “put the shoe under the chair.
- When looking at a picture book, the child tells you what is happening or what action is taking place in the picture.
- Child says both his/her first and last name.
GROSS MOTOR SKILLS
- Without holding onto anything for support, the child kicks a ball by swinging his leg forward.
- The child jumps with both feet leaving the floor at the same time
- The child walks upstairs, using only one foot on each stair.
- The child stands on one foot for about 1 second without holding on to anything.
- The child stands on one foot for about 1 second with both feet leaving the ground at the same time.
FINE MOTOR SKILLS
- After the child watches you draw a line from the top of the paper to the bottom with a pencil, crayon, or pen, ask her to make a line like yours.
- The child strings small items such as beads, macaroni, or pasta “wagon wheels” onto a string or shoelace.
- Draws a line from one side of the paper to the other
- The child’s hold a pencil, crayon, or pen between her finger and thumb like an adult.
PROBLEM SOLVING SKILLS
- If the child wants something he cannot reach, he finds a chair or box to stand on to reach it.
- When you point to the figure and ask the child, “What is this?” the child says a word that means a person or something similar.
- When you say, “Say ‘seven three, the child repeats just the two numbers in the same order.
PERSONAL SOCIAL SKILLS
- The child uses a spoon to feed herself with little spilling.
- The child pushes a little wagon, stroller, or toy on wheels, steering it around objects and backing out of corners if he cannot turn
- When the child is looking in a mirror and you ask, “Who is in the mirror?” she says either “me” or her own name.
- The child puts on a coat, jacket, or shirt by himself.
- Using these exact words, When you ask the child, “Are you a girl or a boy?” The child answers correctly.
- The child takes turns by waiting while another child or adult takes a turn.
- 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 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. Students learn to write numbers up to 50. Students deepen their understanding of the number sequence through writing consecutive numbers and filling in the blanks in number tables, number boards, and complete-the-sequence problems. By the end of the level, students lean to read up to 100.
- Enjoyable “look, listen, and repeat” exercises and colorful illustrations help pre-readers develop phonemic awareness of the beginning of sounds of words, build a sight word vocabulary, and make the connection between spoken and written language.
- Basketball, Bean Bag Skills, Football, Golf, Hockey, Hula Hoops, Obstacle Courses, Soccer, Tee-ball, Tennis, and many more