Curriculum

The First Congregational Preschool, Inc. staff uses play to incorporate all areas of the curriculum in the early childhood classroom.

“Play is the highest form of research.”
Albert Einstein

Our curriculum framework is The Creative Curriculum, as well as the Connecticut Preschool Assessment Framework.  Both include developmentally appropriate expectations for children and are play based.

  • All curriculum is play based; we understand that children learn best through play. Play contributes to and enhances all areas of development in young children.
  • Our curriculum is child interest based and intentional, we plan for the growth and development of the children in our classrooms.
  • Sensitive to the needs and cultures of the children and families who attend our program.
  • Activities and materials that support children’s learning
  • STEAM is an important part of the curriculum since children are so intrinsically interested in science, practical based activities.
  • Enrichment activities will supplement the classroom experiences, among the examples, special visitors, Bookmobile visits, Zumba, karate, cross fit, nutrition activities, music visitors, field trips.
  • Teacher-child interactions, child-child interactions and how they relate to the activities and materials in the classroom. A lot is learned through thoughtful questioning and conversation.
  • The classroom environment is set up to ensure success for all children in the classroom.
  • A parent/home partnership is optimum and is fostered. Family engagement is paramount in the growth and development of children
  • Content, and skills of the children that need to be strengthened
  • Systematic planning and implementation of experiences are based on observation and assessment of skills demonstrated by the children in the class. The purpose for observation and assessment is to foster continued growth and development of the children in the class. Reflection by staff is used to determine effective strategies and build upon the success of children and their experiences.

(Epstein, 2014)