What is curriculum? “Designs of experiences and activities developed by the teachers to help children increase their competence; this should be thought of as including everything that happens to children during their time at the preschool.” (Hendrick, J.,1990.)
Curriculum in Christian early education programs addresses the spiritual implications of children’s development within every domain, recognizing the interplay of physical, social, emotional, cognitive, and spiritual development and the need for full maturity in each area in order to fulfill God’s purpose” (Lydic, 2007, p. 121.)
For our 2016/2017 School Year Neighborhood Christian Preschool will implementing the following curriculum:
The Program for Infant/Toddler Care
The Program for Infant/Toddler Care seeks to ensure that America's infants get a safe, healthy, emotionally secure and intellectually rich start in life. The goal of PITC is to help infant/toddler care teachers recognize the crucial importance of giving tender, loving care and assisting in the infants' intellectual development through an attentive reading of each child's cues.
The PITC Philosophy
The Program for Infant/Toddler Care (PITC) approach equates good care with trained infant/toddler care teachers who are preparing themselves and the environment so that infants can learn. For care to be good, it must explore ways to help infant/toddler care teachers get "in tune" with each infant they serve and learn from the individual infant what he or she needs, thinks, and feels. Six program policies anchor the PITC work:
- primary care
- small groups
- individualized care
- cultural responsiveness
- inclusion of children with special needs
These policies create a climate for care that reinforces our responsive, relationship based approach. They allow relationships to develop and deepen over time between infant/toddler care teachers and the children as well as between infant/toddler care teachers and the children's families.
NCP curriculum serves children birth through kindergarten and features skills that research correlates with school success and aligns with California State standards (Common Core) along with the California Preschool Learning Foundations (these foundations identify paths of learning that support children’s learning.)
We support learning through nine domains:
- Social-Emotional – refers to a child’s ability to identify feelings, self-regulate and build relationships.
- Physical – refers to a child’s gross and fine motor skills. The child also requires adequate nutrition and fitness levels to support healthy growth and motor development.
- Language and Literacy – sills refer to a child’s ability to communicate and connect with others through listening, speaking, reading and writing.
- Mathematics and Reasoning- skills include a child’s ability to count, understand number sense, manipulate objects in space, and create patterns, sort, compare and measure.
- Social Studies – skills refer to a child’s ability to understand oneself in relations to the surrounding world. It includes exploration of roles, responsibilities and cultural traditions.
- Science – include a child’s ability to inquire, predict, and evaluate observations. They support a child’s ability to explore everyday life, physical properties, and to make sense of concepts such as weather, natural habitats and technology.
- Creative Development – is the ability to respond to experiences by expressing ideas and the imagination through music, dance, dramatic play and art.
- Second Language Learning – is a complex social and cognitive process. It includes phases from pre-production to advanced fluency.
- Spiritual - character development, biblical principles and prayer.
Saxon Early Learning Curriculum
*Supplemented in Transitional Kindergarten only
The Saxon Early Learning Curriculum is a fully integrated, comprehensive early childhood curriculum. It is carefully designed to support 36 weeks of teacher-guided, sequenced, classroom instruction and learning-center activities. Lessons integrate concepts in language and early literacy development, mathematics, science, social studies, fine arts, health and safety, personal and social development, physical development, and technology. The curriculum provides transitional language support for English-language learners. The content is aligned with multiple sets of pre-k guidelines for the state of California.
Handwriting without Tears
The printing and cursive programs follow these principles for learning:
1. Simply Smart Student Materials
Materials are designed to be intuitive, engaging, and developmentally progressive. Direct experience and knowledge of how students learn helped to develop unique teaching materials that are easy and fun. The lessons and activities also make it easy to integrate handwriting into other lessons, and support children working at all levels.
2. Active Teaching
Teaching instruction engages children, so that they are active participants. Students will move, sing, talk, and experience each lesson. Integrated, informal assessments allow the tracking of each child's progress, and adjust, repeat, or vary instruction for the best learning outcomes.
“The Story” Bible Curriculum
The story is an abridged, chronological Bible that reads like a novel. There are no verse references, and Scripture segments are seamlessly woven together with transition text into a single grand narrative.