Philosophy

 

We are dedicated to the philosophy that young children grow in an orderly and
sequential manner with predictable stages of development. We recognize that
each child is unique and accept children at their current stage of development.
It is our intention to nurture the development of the whole child –physical,
emotional, social, cognitive, and spiritual growth.

 

The program shall provide each child with age appropriate experiences, which will
encourage:

1. Self-esteem and positive self
   image
2. Social interaction
3. Self-expression and
   communication skills
4. Creative expression
5. Large and small motor skills
6. Intellectual growth
7. Spiritual development

 

The program schedules shall be planned to provide a flexible balance of:

1. Active and quite activities
2. Individual and group activities
3. Indoor and weather permitting
   outdoor activities

 

Objectives

 

Our goal is for all the children to reach or exceed these objectives before leaving Crossing Point for Kindergarten.

 

The state of Texas has developed prekindergarten Guidelines that offer detailed descriptions of expected behaviors across multiple skill domains that should be observed in 4 to 5 year old children by the end of their prekindergarten experience. The staff at Crossing Point uses these guidelines when developing our curriculum.

 

Our curriculum provides developmentally appropriate experiences for the learning needs of all children to help them have an effective and positive prekindergarten year.

 

The prekindergarten guidelines are divided into 10 skill domains, which have specific outcomes that the children strive to meet while at Crossing Point. Each child comes to our school with unique experiences and knowledge which influences their rate of learning. Therefore, some children will be at the beginning of the learning continuum while others will be further along. Crossing Point meets each child at their skill level and works with them on an individual basis.

 

10 Skill Domains

(As outlined in the Texas PreKindergarten Guidelines)

 

Social and Emotional Development

Cognitivedevelopment is very important but just as important is the emotional and social
development of preschoolers. Crossing Point teachers help guide the children in social and emotional situations to help them build a sense of who they are and what they can do. Children will develop relationships with their peers,separate smoothly from mom and dad, begin to become independent in appropriate ways and participate appropriately in classroom activities.

 

Areas of development include:

• Self concept skills – respects personal space, positive self image, problem solves
• Self control- behavior & emotional control & focuses
• Social competence-role playing, communicates effectively with peers
• Social awareness – becoming aware of the needs and feelings of others

 

Language and Communication During the preschool years young children’s language skills expand greatly. By providing language rich classrooms, the teachers are able to help the children get experiences that will help them as the progress in school. Oral communication is expanded by the labeling of objects and through conversations that take place throughout the school day.

 

Areas of development include:

• Listening comprehension – following directions, responding appropriately to commands and questions
• Speaking (conversation) – uses conversational language correctly
• Speech production – children are understood by others
• Vocabulary– labels items, describes people, places, things and actions
• Sentences & structure – increases descriptions of items and begins to tell stories

 

Emergent Literacy: Reading

Children want to learn to read and write! The teachers at Crossing Point engage the children in reading and writing activities to help develop a love for reading and an interest in writing. Phonological awareness, awareness of the sounds in language is one of the key predictors of later reading success.

  

Areas of development include:

• Motivation to read
• Phonological awareness – letter sounds
• Alphabet knowledge
• Comprehension of read aloud stories

 

Emergent Literacy: Writing

Children begin to learn that words are made up of letters and that words have meaning
through hands on activities. The children write in journals using pictures and “pretend writing”.

 

Areas of development include:

• Motivation to write
• Independently coveys meaning
• Forms letters
• Concepts about print

 

Mathematics

Problem solving is an integral part of our math curriculum. Children are encouraged to ask thoughtful questions, recognize problems that occur in their environment, and to use
mathematical reasoning with familiar materials in their classroom. The teaching of mathematical concepts happens throughout the day not just at a set time.

 

Areas of development include:

• Counting
• Adding to/taking away
• Geometry and spatial sense
• Measurement
• Classification and patterns

           

Science

Upon entering the four year old program the children will meet “The Quirkles”, a group of characters representing the letters of the alphabet. Each letter introduces the children to a different scientific concept.

 

Areas of development include:

• Physical science
• Life science
• Earth and space science
• Personal safety and health

  

Social Studies

Preschool children are interested in learning about the world around them. They begin with the world revolving around them and move to understanding that the world is a big place and is made of people from different backgrounds and cultures.

 

Areas of development include:

• People, past and present
• Economics
• Geography
• Citizenship

 

Fine Arts

Children love art! They learn to express themselves and recognize how other people express themselves through the fine arts.

 

Areas of development include:

• Art
• Music
• Dramatic expression

 

Physical Development

Movement is the center of a child’s life. They learn so much by moving through their day and this world. Physical activity promotes cognition and helps enhance a child’s social skills and self-esteem through group participation.

 

Areas of development include:

• Gross motor skills
• Fine motor skills

 

Technology Applications

The use of computers is important for young children. It enhances their learning environment while teaching children to acquire information and possibly communicate with others. We chose not to have computers at CPCS because the majority of the children have access to computers at home. Working on a computer takes away social interaction time, so computers can be done at home and the social interaction can occur in the classroom.

             

 

Meeting the
Objectives in the 3 Year Old Program

 

It is important to remember that the objectives listed above are long term objectives. The children in our 3 year old program will begin to work on these objectives with the goal to meet or exceed them after finishing the 4 year old program.

           

Thematic Approach

The thematic approach is used for curriculum development at CPCS. Thematic teaching
enhances learning by allowing children to make connections between various experiences during the school day.

 

Teachers will incorporate each theme in all areas of curriculum. This helps the children learn more about each theme using a hands-on approach.

 

Themes may include the following:

 

            Family                           Animals              Shapes

            Community Helpers         Dinosaurs                       Seasons

            Colors                Holidays             Weather

            Farm/Harvest                 Plants/Seeds                   Five
Senses

 

 

Faith Development

 

Children will hear Bible stories, sing songs and learn that God loves them! The children will remember to thank God for
their snack and lunch each day through song. No doctrine is taught as we come together from different denomination, but our goal is to partner with parents and guide the children on their spiritual journey. Our hope is that Christ will be part of each child’s daily life and not just on Sundays.

 

·        Create Christian atmosphere in the classroom

·        Children will see themselves as God’s Children

·       Feel secure in God’s love and care

·       Respond to God’s love and care for others

·       Identify the Bible as God’s Word and God’s Book

·       Pray; The Lord’s Prayer and spontaneous prayer

·       Listen to Bible Stories

·       Sing and Praise God

 

 

Reading Readiness

• Speak and express ideas in a social group by asking questions, retelling stories,
  role playing, and participating in creative dramatics
• Follow two step directions
• Listen to short stories and simple poems, develop a love for books
• Begin to develop eye-hand coordination
• Engage in simple conversations using four to six word sentences
• Introduction to print and recognition of first name
• Increase of visual and auditory memory
• Hold crayons and markers correctly
• Tell full name, age and gender

 

Math

·    Point to and labels shapes

• Match Shapes
• Classify objects into two given categories (size, shape or color)
• Match sets containing 5 objects
• Understand concepts of full and empty
• Rote counts to 10

 

Science

• Explore the world in which we live
• Understand there are many kinds of animals and that they move and live in different ways
• Understand most plants make seeds for new plants
• Learning through doing

                                                         

Art

Art gives children the chance to use their imagination, to express their
individuality, and to be creative while having fun

·        
Scissors safety and cutting

·        
Use different art medium (crayons, markers, pencils and watercolors)

·        
Painting using different methods: finger, sponge, marble, straw, prints,
and easels

·        
Stimulate CREATIVITY

 

Free Play/Social Time

·       The child will be provided with plenty of opportunities for play

·       Children will be able to chose what they want to play and with whom

·       Child development shall be fostered through selection of variety of
equipment

• Provide for large muscle development
• Provide for construction activities and for the development of manipulative skills
• Encourage social interaction
• Provide for intellectual stimulation
• Encourage creative expression

 

Movement

·       Movement Awareness – body awareness, rhythm, eye-hand & eye-foot coordination, spatial
awareness

• Locomotor Skills – walking, running, leaping, jumping, hopping, galloping, skipping, body rolling, sliding
• Nonlocomotor Skills – dodging, stretching/bending, turning/twisting,
  pushing/pulling, swinging/swaying Manipulative Skills – ball rolling, throwing, bouncing, striking, kicking, catching, trapping
• Health Related Fitness – basic nutrition, flexibility, aerobic endurance
• Love for Movement!!!

 

 

Discipline

·       Children will learn to make appropriate choices and be accountable for their choices

·       Teachers will talk with children about inappropriate behavior and discuss alternatives

·       Time Out will be used at the discretion of the teachers

·        Parents may be asked for a conference to discuss chronic discipline
problems

·       The school has the right to terminate the enrollment of any child that hinders the learning and the safety of other children