Preschool Program

• In the Art Area, we want children to feel free to explore all areas of the room during work time. The staff will not do a child's project for them, children will create all art. Art supplies such as tape dispensers, stamps, play-doh, paint, straws, etc are all labeled and are always available to the children to encourage their own creativity. Therefore, be prepared to see many beautiful and unique creations that your child will be proud of ! P.S. Never guess what the project is, say "tell me about your picture".  You can't give a wrong answer that way! 
• In the Toy Area, children learn mathematical concepts.  They can sort and match things that are the same or different; they can also arrange things in simple patterns, based on their characteristics; they are beginning to understand the meaning of words and phrases like "more," "less," "a lot," and  "the same as." 
• In the House Area, children learn how to interact socially by using dramatic play as a testing ground. This is a very important learning area for children. Although the children may seem to be "just playing," they are actually acting out their emotions, making new friends, coping with feelings, figuring out family dynamics, and much more! Our House Area contains many real items to simulate those items found at home such as tea kettles, real pots and pans and even their own lamp.
• In the Block Area, children learn spatial relations and cause and effect while building with blocks. Block building is a great area for cooperative play, as children decide together how they will construct their structure.
• In the Writing Area, children are offered various materials to encourage, well writing. A desk that seats 4 children, create a social setting where children work together to create signs, etc.  Other materials include a large chalk board, dry erase boards, clip boards and various writing utensils are always available to the children. Writing activities will be a natural part of our day. We want children to enjoy the art of writing.  What a thrill it is to see your name written all by yourself. We do not believe in "flash card learning." We want learning to come from natural curiosity.
• The Reading Area not only includes a rotation of books, but also other materials such as puppets and a felt board for storytime, and of course a corner nook filled with comfy pillows. However,  favorite stories will be read over and over until we tire of them, children learn through repetition.  Theme stories will also be told using a flannel board, puppets, or our imaginations! We even like to take turns acting out stories or being the narrator of fairy tales! Reading is fun and exciting. We will practice our pre, beginning, and emergent reading skills by playing games, word chants, and spending one on one time with a good book! Reading and writing skills at our center begin with self-name recognition. We have found that children fell very impowered when they recognize their own name in print. After mastering their own name, children often begin to recognize the names of friends, family, etc. (i.e. letter recognition)
• All areas are equipped with books, puzzles and a mini-art cart.
• As the children become familiar with the various areas, new materials will be introduced along with additional areas such as a sand and water area, woodworking area and a movement and music area.
  

How teachers select materials for the interest areas. 
The materials in each interest area are carefully selected to reflect children's interests and developmental levels. Teachers choose many open-ended materials — materials that can be used in a variety of ways, such as blocks in all sizes, art materials, and fabric pieces. Teachers seek out natural, found, and recycled materials, such as shells, twigs, rocks, carpet pieces, used containers, and old clothes. 

Teachers consider it especially important to have plenty of real items that reflect children's lives, for example, cooking tools, small appliances that no longer work, dress-up clothes, and other objects and tools from children's houses and yards. These items reflect children's home cultures and allow children to imitate adults.

Storage and labeling.
To help children find and put away materials themselves, materials are stored in consistent places in the classroom, on low shelves or on the floor, and in containers that children can see into and handle. 

Shelves and containers have labels that make sense to children; for example, the labels might contain words, drawings, tracings of the object, photos, or an example of the actual object.