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By Anu Anand
Technology Teacher and Director of Staff and Program Development

The program team (Carlye, Lauren & Anu) and most of the preschool teachers (Kim, Robin, Molly, Kathy, Maureen and Lauren F.) spent a very productive summer working on a new preschool curriculum. As a staff, we are interested in continuing to learn about and apply current research on brain development, teaching and learning.

We began by reviewing state and national standards, looking at various developmental models, analyzing current research on learning theory, and incorporating material and curricular content with teachers' and students' interests and needs in mind. We utilized the backward design model of curriculum development to facilitate this curriculum planning process. We looked at the "enduring understandings" for each age group. What are the most important concepts and skills we want the children to learn by the end of preschool? How should we organize the preschool curriculum so parents and teachers can see the progression in learning from 2-day to 3 & 5-day preschool? How can we make sure that integrated themes are developmentally appropriate? How do we ensure that students' interests are incorporated in our curriculum?

The program and preschool teams reviewed the curriculum guide from Bank Street College of Education, analyzed "developmentally appropriate practice" from NAEYC (National Association for the Education of Young Children), and combined both with Chip Wood's Yardsticks to ensure that what the children are learning in our preschool program is age and developmentally appropriate.

The preschool curriculum is now organized based on developmental domains – physical, social and emotional, and cognitive. There are ten guiding principles in the preschool curriculum which provide information on how young children learn and originate from research on learning theory. One of the fundamental principles of the curriculum is that cognitive growth cannot be separated from physical, social and emotional development. SRV's preschool program supports the development of the whole child. The curriculum provides experiences that address the social, emotional, cognitive, and physical learning of 3, 4 and 5 year olds. Our indoor and outdoor learning environments ensure that throughout each day children have opportunities for active play, exploration, experimentation, social interaction, exposure to a wide range of materials and resources, rest, nutrition and other health routines.

In addition, developing a sense of identity, the ability to act on one's own, make choices, take risks, and accept help are key skills that children learn in preschool. Development in social skills teaches children what it means to care about others, feel part of a larger social group, form friendships and resolve conflicts. The preschool curriculum also encourages creativity. The emphasis is not on the product but honors the process of creating. Creative and aesthetic expression in preschool takes many forms. Physical movement, drawing, painting, spoken or written words, rhythms, symbolic play, scientific and mathematical ideas, are all means by which children create.

Curriculum integration supports these educational goals. Preschoolers' experiences in music, science and woodshop create even more opportunities for social, emotional, physical and cognitive growth. Preschool teachers will have more to share with parents about this curriculum as we work with it this year. Please speak to any of them, or Carlye, Lauren or myself if you have questions about this exciting work.