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Indoor Play
Children learn through play. A variety of materials are available throughout the day which children may construct, design and adapt to their own purposes. These materials are presented by the teacher with the developmental characteristics of two, three, four and five year olds in mind. Selection of activities and play throughout the day is a matter of individual choice. The teacher carefully observes these choices and watches for those moments when leading and guiding may enrich the play content.
The visitor may be surprised by the intense interest of children in what they can do with blocks, or dress-up clothes, or water and sand, or paint and clay. Sometimes alone, sometimes with others, children go about the business of learning and growing.
Fine Motor Skills
Many fine motor activities are presented. Manipulatives, puzzles, peg boards, and beadwork are but a few of the fine motor activities that promote fine motor control and hand-eye coordination.
Gross Motor Skills
Playtime in our gym and playgrounds is an important part of a child's day. Running, jumping and climbing are activities that develop coordination as well as cognitive abilities. Please see our Gross Motor monthly curriculum plan which is posted in the child care centre.
Creative Activities
"This is my picture." These are words that often greet a parent at the end of a day. Through this type of activity the child realizes a sense of accomplishment and positive self-worth. The child is encouraged to experiment with materials. These materials include drawing with paint, chalk, crayons and finger painting. These are exciting and novel experiences that whet a child's appetite for further adventure and mastery.
Music
Music offers excellent opportunities for sound discrimination as well as body movement and emotional satisfaction. For the young child, who is consistently engaged in finding out about the world, music is a way to try on movement and roles.
Math Centres
Math centres are a planned part of the curriculum and are listed on our weekly curriculum sheets which are posted outside each classroom. The following concepts are presented: numbers, measuring, money, spatial relationships, time and problem solving opportunities.
Dramatic Play
This gives the child the opportunity to act out roles by imitating behaviours which she or he has observed. This type of play allows the child the opportunity for clarifying concepts in a real way. Dramatic play areas such as doctor's office, a puppet theatre or a donut shop give the child the opportunity to take on roles and experiments with ideas and props. Language is promoted by the opportunity to interact in an imaginative and often intense manner with other children. Problem solving strategies are often experimented with and thereby become part of the child's repertoire of interaction.
Circle Time
This is an important part of our program. Our classrooms are divided into groups of eight at circle time. Circle may be a formal experience or an impromptu group experience. Group experiences usually include stories, games, poems or rhymes. It is also a time away from the larger group. The teachers ensure that each child is given the opportunity to be the centre of attention. Children may be encouraged to speak out in front of the group or to bring something from home that can be shared with friends. It is a good time for building positive self-concepts.
Reading and Writing Centres
Pre-reading and writing activities are part of our child development centre's curriculum. We present a print rich environment. Activities include classification, sorting, matching and sequencing events. Books are an important part of the curriculum.
Snack and Lunch Time
Children enjoy a variety of familiar and unfamiliar foods. The relaxation that comes from eating and the opportunities for socialization are inherent to meal time.
Rest Time
After lunch and a busy morning of exercise and activity, the children rest on cots for approximately 1 to 2 hours. Children may bring a special animal, toy or blanket for sleep time if they wish. Children enjoy their sleep time and look forward to it. The children are given a personal touch when tucked into bed.
Cognitive Development
All activities build on cognitive development. Running, listening, talking, sharing, manipulating materials, are all activities which stimulate a child's curiosity and provide the opportunity for the mastery of skills. The program provides opportunities for children to see letters and words in the context of their learning environment. Basic understanding of math are part of the day to day curriculum as well. Teachers are aware of each child's stage of development and provide for the challenges of new experiences and new goals.
Outdoor Play
The freedom of physical challenges and investigating possibilities make a generous amount of time for outdoor play desirable. Natural materials to the preschool child are fascinating and readily available outdoors for curious hands, eyes, ears and noses.
Sensory activities include water, sand, clay, dough and finger paint, to name but a few. These materials are soothing and provide for the release of feelings. They also allow the child to experience the descriptive words that go with each of these experiences, thus aiding language and concept development.
Trips
It is important for children to experience activities away from the school. Because of the location of Emmanuel, we have easy access to the park, library and downtown community merchants. In our 4 year old and 5 year old program, trips are planned away from the school on a regular basis. For example, bus trips to Conestoga Mall, trips to the Humanities Theatre to see a play, the Science Museum at the University are included in our field trips. Our 4 year old class and our Afternoon Kindergarten children go ice skating during winter months.