PreK - 4
Our PreK-4 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 fifth year.
Our PRE K 4 program helps children advance skills in core pre-academic areas such as literacy, and math, as well as in other essential areas such as art, social and emotional well-being, and health and mindfulness. Our approach ensures that children are exposed to an array of learning activities and that thrive in all areas of child development, creative thinking, complex problem solving, empathetic collaboration, curious investigation, and astute decision making.
- Without giving the child help by pointing or using gestures, the child carries out directions.
- When looking at a picture book, the child tells you what is happening or what action is taking place in the picture.
- The child consistently moves the zipper up when you say “up” and down when you say “down”.
- The child can recite both his/her first and last name.
- Without you giving help by pointing or repeating directions, the child follows three directions that are unrelated to one another
- The child uses all of the words in a sentence (for example, “a,” “the,” “am,” “is,” and “are”) to make complete sentences, such as “I am going to the park, or “Is there a toy to play with?”.
GROSS MOTOR SKILLS
- The Child walks upstairs using one foot on each stair.
- The child stands on one foot for about 1 second.
- While standing, the child throws a ball overhand by raising his arm to shoulder height and throwing the ball forward.
FINE MOTOR SKILLS
- The child catches a large ball with both hands.
- The child climbs the stairs of a playground slide and slides down without help.
- After the child watches you draw a single circle with a pencil, crayon, or pen, ask him to make a circle like yours.
- The child can cut paper with child-safe scissors.
- The child holds pencil, pen or crayon between finger and thumb like an adult.
- The child puts together a five- to a seven-piece interlocking puzzle.
- Using the shape at right to look at, child copies it onto a large piece of paper using a pencil, crayon, or pen without tracing
PROBLEM SOLVING SKILLS
- 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 asked, “Which circle is the smallest?” the child points to the smallest circle.
- The child dress up and “play-act,” pretending to be someone or something else? For example, the child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
- The child recognizes him/herself in the mirror.
- The child puts on a coat, jacket, or shirt by herself.
- Introspection: The child will learn to recognize the lack of coordination between singing, chanting, breathing, and movement.
- Coordination: Child will learn to coordinate singing with breathing and movement.
PERSONAL SOCIAL SKILLS
- Child serves him/ herself, taking food from one container to an- other using utensils. For example, child uses a large spoon to scoop applesauce from a jar into a bowl
- Child tell you at least four of the following: First name, last name, age, boy or girl, city he/she lives in, telephone number
- Child washes hands using soap and water and dries off with a towel without.
- Child tell you the names of two or more playmates, not including brothers and sisters
- Child brushes teeth by putting toothpaste on the tooth- brush and brushing all of teeth without help
- Child dresses or undress without help (except for snaps, buttons, and zippers)
- Level A continues horizontal addition with larger numbers. Mastering addition ensures a smooth introduction to subtraction in this level. This level aims to develop mental calculations, while strengthening students’ concentration ability and their work skills.
- Students continue to develop pre-reading skills by saying words with consonant blends, consonant-controlled vowels, and long vowels produced by the silent e. Students master pre-reading skills by trying to decode wirds with various vowel combinations (digraphs, dipththongs), two-syllable words with middle double
- Badminton, Balloons/Bubbles, Basketball, Bean Bags, Bouncing, Bowling, Football, Frisbee Golf, Hockey, Hula Hoops, Hurdles, Jai Lai/Scoops, Jump Rope, Kickball, Lacrosse, NoodleKinetics, Nutrition, Obstacle Course, Parachute Games, Push-ups, Relays, Running, Scooters, Sit-ups, Soccer, Socci, Stretching, Tee-ball,