Our Creative Curriculum… To Care, To Love, To Educate Children

Curriculum

Amherst/Getzville Daycare and Preschool Curriculum

Planning & Implementing Curriculum

Though much of the day is guided by the children’s interests, teachers must plan for children’s activities.  Developmentally appropriate, weekly lesson plans for children are created that focus on skill development.  Lesson plans outline weekly activities and include individual activities, large and small group activities, teacher-directed and child-initiated activities, active and quiet activities, and open-ended, process focused activities.  Teacher’s prepared lesson plans are handed out every week to families.

Our goal is to provide parents with a program that meets the individual needs and interests of the children in our program.  This is accomplished by creating an environment that is developmentally appropriate for the children in their classroom.  Teachers present activities in a way that allows children to best learn.

The Creative Play Learning Center curriculum is based on the following guidelines:

Classroom Learning Centers

Classrooms of appropriate age children will have the following areas of focus: Art, writing, computers, quiet library area, music, science, sensory table, floor/block play, table toys/manipulative tools and dramatic play. These centers are set up to allow the child access to areas of interest that provide a stimulating, fun and educational experience.

Children’s Literature

Children’s literature is promoted through books that each classroom may focus their learning activities on for their Lesson Plans.

ITERS / ECERS

The ITERS and ECERS are each designed for a different segment of the early childhood field. Each scale has items to evaluate: Physical Environment, Basic Care, Curriculum, Interaction,Schedule and Program Structure, and Parent and Staff Education. The scales are suitable for use in evaluating inclusive and culturally diverse programs. The scales have proven reliability and validity.

The scales define environment in a broad sense and guide the observer to assess the arrangement of space both indoors and outdoors, the materials and activities offered to the children, the supervision and interactions (including language) that occur in the classroom, and the schedule of the day, including routines and activities. The support offered to parents and staff is also included.

Developmentally Appropriate Practice

The editors of Developmentally Appropriate Practice in Early Childhood Programs - Revised Edition relied on research regarding how children learn as well as beliefs about what practices are most supportive and respectful of children’s healthy development. The materials in the book help teachers make informed decisions about educating young children. It provides sketches of characteristics and widely held expectations for children’s development in four domains: gross motor development, fine motor development, language and communication development, and social and emotional development. Charts that give examples of contrasting appropriate and inappropriate practices are provided to encourage teachers to reflect on their own teaching strategies.