Our preschool follows the Common Core State Standards and grade level expectations as well as the Connecticut Preschool Frameworks.. Daily programming encompasses the following:
- Each session is designed to provide a developmentally appropriate learning experience for all of the children who attend. The curriculum supports growth in the areas of communication, social, emotional, cognitive/pre-academics, self-help, sensory, creativity, and gross and fine motor development. Activities are designed to be individually appropriate for each child. The curriculum provides opportunities for students to develop school readiness skills, such as increasing one's attention, following directions, listening and questioning skills, turn taking, task completion, increasing independence and pre-academic skills as appropriate.
- A consistent daily classroom routine provides the framework for instruction. The classroom is arranged into organized areas so that children's needs direct the function of each area. These areas include: Housekeeping, Art, Puzzles-Games and Table-Top Toys, Books, Play Corner, Sand and Water Play, Blocks and Instructional. Instruction is also provided through whole class activity. In addition to the classroom, children have the opportunity to participate in other activities in Hurlbutt.
- Children are systematically and sequentially taught at their own pace within a highly structured learning environment that is positive and nurturing while promoting the mastery of skills. Interactions among peers are encouraged and facilitated when needed. Language facilitation occurs throughout all activities and adults model language that is appropriate to each child's level of understanding.
4. Individual student needs are respected and utilized to program for each child. Where appropriate, one-to-one instruction within the daily routine is used to teach a student new skills utilizing approaches such as discrete trials, task analysis, prompt cues, and consistent instruction and social reinforcement. These skills are also developed during group instruction to promote generalization of skills. Educational goals and objectives are integrated into the school day to teach the whole child and include speech/language/communication, social skills, play, cognitive/pre-academics, appropriate behavior, self-help, gross motor and fine motor skills.
5. Language-based activities are integrated into the school day. Each child's use of self-initiated communication skills and pragmatic language skills are encouraged. Opportunities are created for children to communicate by using strategies such as following the child's lead, modeling appropriate language, creating a need for the child to use his/her language during play and structured activities, offering a child choices of objects and/or pictures, and teaching a child acceptable means by which to protest or reject items. Books, short stories, repetitive word stories, props, fingerplays, rhymes, songs, computers and other forms of play are utilized to enhance each child's language development. When appropriate, augmentative communication systems, such as signing/total communication, picture exchange, and assistive technology are used to develop effective communication skills for individual children.
6. Highly motivating play materials are utilized to encourage developmentally appropriate play, turn taking language, social interaction and imitation skills. Art projects encourage creativity, language and social interactions.
7. Adults clarify and help children to reflect their emotions. Staff provides prompts and/or scripts to help each child work through social conflicts. The staff's response to each child's behavior reflects their consideration of each child's developmental level, communication skills, and understanding of the function of the behavior. The staff helps each child to develop acceptable behavior and communication skills based on each child's needs. Social Skills groups are provided when appropriate.
8. Teachers and staff work together with parents and families to facilitate an understanding of the child's needs and to facilitate effective participation in their child's learning, growth and development. Frequent parent-teacher communication helps children to generalize their skills from home to school and vice versa. Various degrees of support are provided on an individualized basis and may include: home visits, school visits, weekly newsletter, weekly communication log, scheduled parent conferences twice per year and more often when needed, and intermittent phone calls. Parents are encouraged to participate in on-going communication between school and home.