Learning Goals for Fours:

Fours classes continue to emphasize growth in the social emotional area, particularly interpersonal skills and skills related to independent function, confidence, and self help. With a mind to kindergarten readiness Fours curriculum sharpens the focus on cognitive learning, particularly in the areas of pre-math and early literacy. Finally, Fours theme-based curriculum affords unlimited open ended and teacher directed opportunities for fine motor skill development.

Social/Emotional:

In support of social/emotional growth the Fours curriculum includes activities that foster the continued development of confidence, independence, self-help skills, an awareness of the needs of others and the ability to interacting cooperatively (socially) with larger groups of children.

Sense of Self:

• A daily schedule, morning meeting and job chart support routines, changes to routines or special events such as classroom visitors. Children are empowered with an expectation for their day.
• During free choice times children are encouraged to explore their classroom and select their own activities.
• Through adult and peer modeling children develop the ability to express their feelings and manage their actions within the classroom setting.
• Children take on more responsibility for managing their own belongings—outerwear, lunch boxes, projects, art work and the like.

Peer Interactions:

• The classroom is set up with clearly defined centers that facilitate individual, small and large group social interaction. Classroom centers provide opportunities for dramatic play, block play, table top construction activities, sensory experiences, creative art and cozy book looks.
• Through cooperative play children develop an awareness of others' feelings and have opportunities, with adult support when needed, to practice compromising skills and conflict resolution.
• Children are encouraged to take responsibility for the care of the classroom. They put away materials and toys after using them, clean up their own spills and conduct themselves in a manner that is safe and courteous.

Cognitive:

Cognitive curriculum capitalizes on a four year olds' natural curiosity and interest in attempting new tasks and expanding his/her knowledge. Pre math learning provides the foundation for more complex conceptual learning. Language and early literacy encompasses phonological awareness, alphabetic awareness, the printed word and story development. Themes provide a rich backdrop for scientific exploration and discovery. Theme-based field trips enrich classroom learning with hands on experiences and connect the children to the community at large. Foreign language continues in the Fours class.

Language/Early Literacy:

• Teachers use conversation, stories and songs to illuminate and teach phonological awareness. Curriculum includes identifying and creating rhyme, hearing similar beginning and ending letter sounds and matching sounds to specific letters.
• Classrooms are print rich environments that foster alphabetic awareness using signs, labels, books, charts, etc.
• Word recognition develops over time and within the print rich environment. For example, Fours often develop the ability to read their own name and the names of classmates after repeated exposure on job charts, cubbies, placemats, etc.
• Opportunities to explore writing exist throughout the classroom. Writing and art centers provide spaces where children can draw, write and make personal journal entries. Other play centers often include notepads or clipboards for writing during children's play.
• Children learn to associate words with pictures and print through dictation. Teachers write children's dictation—words, sentences, stories—regularly. Group and individual books are created. Details of drawings and the complexity of the associated dictations increase as children associate their ideas with drawings and words.

Math:

• Numerical Awareness: Activities that develop an understanding of numbers include: varied counting activities, 1:1 correspondence tasks, daily calendar, number stamps, numerical stories and songs, and graphing.
• Patterning: Fours are beginning to recognize and create simple patterns. Patterning activities may include: noticing patterns throughout the indoor and outdoor environment, making patterns with colored beads, unit blocks, shapes, collections from nature, and creating musical patterns with instruments or sound.
• Compare and Measure: Throughout the curriculum there are opportunities for children to measure and make comparisons. Children use objects from nature (sticks, rocks, leaves, etc.) and from their classroom (blocks, marbles, puzzles, etc.) for ordering, sequencing, sorting, association, and categorization. Activities that expose children to comparing and measuring include cooking, block play, art activities, sensory table activities and scientific exploration. Children may classify, estimate, measure and record their observations on charts and graphs.

Science:

• Throughout the indoor and outdoor school environment, children are encouraged to explore, observe, question, predict, experiment and draw conclusions. Classroom themes provide a foundation for scientific learning.
• Theme-based field trips enrich classroom learning with hands on experiences and connect the children to the community at large. Field trips venues have included Warrup's Farm (pumpkin picking), New Pond Farm (baby animals) and the Garbage Museum (recycling). In house enrichment has been provided by Woodcock Nature Center.
• Children use items from nature to sort, classify, weigh, measure, and examine under a magnifying glass.
• Through teacher directed activities and open-ended experimentation, children explore concepts of momentum, cause and effect, heating, freezing, melting, evaporation and solid vs. liquid.

Spanish:

Fours receive weekly lessons with our Spanish teacher. Children learn Spanish language through listening, speaking, songs, movement and puppets. Fours Spanish curriculum includes: counting from 1–30, identifying colors, greetings, vocabulary words, phrases, basic conversation, Spanish bingo and age appropriate Spanish/English literature.

Creative:

In support of creative development the Four's curriculum includes activities that foster creative development through art activities, music, movement and imaginative play.

Art:

• Children participate in open-ended art experiences where the process is the emphasis not the finished product. Opportunities are provided to work with clay, sculpture, construction, collage, easel painting, watercolors, and items from nature.
• Teacher directed art projects are offered that support the current classroom theme. Projects provide opportunities to follow two to three step directions and often target specific fine motor skills.

Music and Movement:

• Instruments, scarves, dramatic play props and dress-up clothes are available for use during unstructured playtime in the classroom.
• Children participate in daily structured musical activities using song, dance, instruments and drama.
• Our music and movement specialist leads the group in music, dance, and storytelling and includes the use of instruments, puppets and musical props.

Physical Development:

In support of physical development the Four's curriculum includes activities that support their need to be physically active and to develop fine motor skills, especially those needed for handwriting.

Gross Motor:

• On the playground the children develop strength, stamina, coordination and balance while running, climbing, jumping, kicking a ball and swinging.
• During regularly scheduled movement classes children work on motor planning, strength, balance, coordination and ball skills.

Fine Motor:

• Manipulative toys including pegboards, buttons, beading, lacing, Lego and small blocks are used for developing small muscle control.
• To support small muscle development children paint, draw, trace, color, cut and glue. Teacher directed activities target specific skills while materials for open-ended exploration are available in the art center on a daily basis.
• Daily handwriting tasks promote proper pencil grasp, control and legibility.