Literacy: Learning to read and write is actually a process that children begin in infancy when they first become
aware of sounds and the world around them. Children in my care are read to, talked to, and played with from infancy onward.
As children continue to grow and develop, music and rhyme, continued experience with books and language, and activities involving
the ABCs are incorporated into the program. By the time a child leaves for kdg, s/he generally associates the letters with
the consonant sound they make and is beginning to establish a sight word vocabulary.
A children's librarian from Poplar Creek Library visits my home monthly for story time, bringing with her a large
bag of books each visit which the children delight in. This is addition to the many books that are available to the
children from my own collection.
Science: Because of the natural curiosity of children, science is very appropriate to incorporate
in a program for young children. There are a number of things we do which come under the category of “natural science.”
For example, the children and I grow a garden together. We also feed the birds and enjoy watching them. Two of the highlights
of our year are raising monarch butterflies and tapping the maple tree out front to make syrup. The other strand is “experimental
science.” We do child-sized experiments employing scientific method appropriate for young children. “I wonder
what will happen if….” Or “ can you think of any way we could make this ball of clay float? Let’s
try our ideas and find out.”
Health: At mealtimes,
the conversation at the table is frequently about what the food we are eating does for our bodies. Hand washing is an
important part of our routine, as is active play to encourage fitness and healthy hearts. Since rest is important for
healthy, growing bodies as well as to provide energy and promote a positive mood, nap time is part of the routine here.
Social Studies: Much of what I do with the children regarding social studies falls under the category
of learning the values of our culture. I plan activities that require cooperation. I am also alert throughout the day for
opportunities that may arise that would allow us to practice these values. I begin actively teaching problem solving once
a child is three, hopefully encouraging the ability to see things from another point of view as I do so. I am always looking
for ways to give the children opportunities to practice kindness, good manners, respect, responsibility and honesty. As opportunities
arise, I also involve the children in activities that foster thoughtfulness and generosity to others in the community.
Another aspect of social studies involved in my program include learning about jobs that different people
within the community perform. Children are also generally quite interested in the machines we see in our community, trucks,
train, airplanes, etc.
Math: As is the case with
all the curriculum areas mentioned, opportunities for developing mathematical thinking are woven into our day. Examples would
be activities requiring the recognition and making of patterns, shapes, serration, comparisons, classifying, and matching
and counting activities.
Arts and Crafts: Time spent on crafts and process art give children the opportunity for self-expression
and problem solving while developing strength and coordination in their hands needed for later school skills such as writing.
Plus, things like painting, gluing, cutting, using crayons, pen and paper, stringing, hole punching, etc are just plain fun.
Music Music is an important aspect of our time together, it is woven throughout the
curriculum from the thankful song before meals to bi-annual visits from a harpist. We enjoys songs, rhymes, rhythm instruments,
CDs of favorite children's musicians, and stringed instruments such as a ukulele, lap harp, and my guitar. Music is great to move to as well, with
scarves, a parachute, or dancing. Research indicates that it is an activity that stimulates all areas of the brain, In
addition, music is an activity that works particularly well in a multi-aged group.
