Child-First Curriculum

Infants

Sometimes it is easy to forget how much our infants are learning every day. However, neurological connections are forming at an amazing rate. The most important needs of an infant are security and confidence that their needs will be met promptly. They need to sense that their caregivers enjoy them and will be there for them. Infants are seeing and hearing what goes on around them, and as they grow and develop they begin to explore their environment. Hearing books read, looking at pictures and enjoying outdoor time (1 hour each day) and having age-appropriate toys to play with are very important. Plenty of tummy time is provided for those who are not yet crawling. Social activities such as songs, finger plays and other games are a great way for children this age to begin to form social connections.


Prerequisite for Toddler Program

− play beside other children 

− shows a sense of humor 

− seeks independence

−  begins to have concept of self 

− beginning to walk 

− climbs over objects

− feed self with fingers 

− drinks from a cup with help 

− understand simple directions 

− imitates behavior of others 

− practices words 

− responds to words and gestures



Toddlers

Our toddlers are an inspiration with their curiosity and love of learning. Toddlers are just beginning to feel confident in their ability to navigate and often feel they are ready to take on the world. They love learning the names of items in the world and mastering new skills. They are amazed by new experiences and everything is an adventure. Lots of active play is vital for our Toddlers, as well as a large variety of sensory experiences such as textures, sounds, smells and colors. They are all fun for this age. The Toddler room will be filled with activities that provide these experiences, as well as offer cozy spots for those times when things get a little overwhelming for their active brains and they need a place to simply relax and process all they are learning.Books and music will be a part of their everyday routine, as well as puzzles, blocks, dolls, cars and early art experiences, such as learning to put color on paper with a crayon.


Prerequisites to Two-Year-Old Room  

− recognize his self in mirror 

− engages in pretend play 

− express ownership of objects 

− uses “I” “mine” “me” “you” 

− shows awareness of others’ feelings 

− walks forward, backward, sideways 

− walk and runs without falling 

− jumps with both feet 

− climbs 

− builds a tower of three blocks 

− makes individual marks with crayon or marker 

− uses a spoon and cup with control 

− pulls zippers 

− turns pages in a book 

− names familiar objects 

− fills a box or can with objects 

− recognize his body parts on a doll 

− imitates past events 

− uses two word sentences 

− follows simple directions 

− names pictures 

− uses words to make needs and wishes known 

− uses social words including “hello” “please” and “thank you” 

− uses nouns, verbs, and adverbs 

− begins to use propositions 

− call self by name 



Two’s

Children between the ages of two and three are in a rapid stage of development and need plenty of chances to explore, develop fine and gross motor skills and continue learning to relate to peers. The 2-year-old room will provide ample opportunity for children to pursue all these activities with a variety of blocks, toys, art and craft activities, water play, puzzles, and of course books. Caring teachers will provide guidance with peer relationships and learning the skills needed at this stage. These include beginning toilet training, learning to wash and dry their hands, putting on shoes, picking up toys, sharing with and being kind to peers, etc. 


Prerequisites to Preschool Room 

− Enjoys routines 

− curious 

− aware of own skills 

− take turns in games 

− shows independence 

− expresses feelings with appropriate actions 

− understands “mine” and “his” or “her” 

− helpful to others 

− climbs and runs easily 

− stands on one foot 

− builds a seven block tower 

− washers and drys own hands 

− eats independently 

− begins to classify objects 

− understands quantity concepts “some” “more” “gone” “big” 

− understands space concepts “up” “down” “behind” “over” “under” “under” 

− understands time concepts “now” “soon” 

− can count two objects 

− names six body parts 

− uses fifty single words 

− identifies and labels own actions and others actions 

− imitates word patterns 

− knows first name when asked 

− carries on a conversation using two to three sentences 

− follows instructions with two or three steps 

− identifies objects by use in pictures when asked 

− does puzzle with three or four pieces 

− copies a circle with pencil or crayon 



Preschool 


Kindergarten Prerequisites - Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards

Literacy

Oral Language

Vocabulary

Phonological Awareness

Letter Knowledge and Early Word Recognition

Print and Book Awareness

Writing

History and Social Science

History/Similarities and Differences

History/Change Over Time

Geography/Location

Geography/Descriptive Words

Economics/World of Work

Economics/Making Choices and Earning Money

Civics/Citizenship

Math

Number and Number Sense

Computation

Measurement

Geometry

Visual Arts

Visual Communication and Production

Art History and Cultural Context

Analysis, Evaluation, and Critique

Aesthetics

Personal and Social Development

Self-Concept

Self-Regulation

Approaches to Learning

Interaction with Others

Social Problem Solving

Music

Music Theory/Literacy

Performance

Music History and Cultural Context

Analysis, Evaluation, and Critique

Aesthetics

Physical Development

Skilled Movement/Locomotor Skills

Non-locomotor Skills

Manipulative Skills

Movement Principles and Concepts

Personal Fitness

Responsible Behaviors

Physically Active Lifestyle

Health Knowledge and Skills

Nutrition

Habits that Promote Health and Prevent Illness

Information Access and Use

Community Health and Safety

Science

Data Collection and Statistics

Patterns and Relationships

Scientific Investigation, Reasoning, and Logic

Force, Motion and Energy

Matter/Physical Properties

Matter/Simple Physical and Chemical Reactions

Life Processes

Interrelationships in Earth/Space Systems

Earth Patterns, Cycles, and Change

Resources