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| Curriculum Outline |
The KSC-CDC curriculum focuses on the "whole child".
Academics are integrated into creative lessons used in
the classroom. Quiet and active times are alternated to
offer a complete schedule. Nutrition is emphasized along
with the ability to acquire the necessary skills for success
in the world today.
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| Infants (Six
weeks-Twelve Months Old) |
Infants at the center are exposed to caregivers who
work to build the trust necessary to thrive. The first
goal of the infant's experience is to establish a bond
between home and school. Transitions serve as a positive
method to ease frustration and fear of the new environment.
Each child is treated as an individual and his/her schedule
is used to determine the daily routine of the classroom.
Individual attention, love, and nurturing are combined
to increase the infant's gross motor and language abilities.
Teachers encourage exploration of materials in the classroom
and outdoor play area. Assessment is used by cross-reference
of the developmental milestones set forth by the National
Association for the Education of Young Children.
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| Toddlers (Twelve
Months-Thirty-six Months Old) |
Toddlers at the Child Development Center are exposed
to a variety of learning possibilities that develop their
social abilities and expand their skills. The learning
possibilities include dramatic play, sensory/art, construction,
literacy, music, movement and outdoor play. The toddler
is able to explore the classroom using his/her interests
as a guideline. The teachers in the classrooms use the
interests of the child and thematic ideas to plan the
daily activities. These include age appropriate activities
tailored to meet the child's developmental level. Assessment
of the toddler includes observation, anecdotal notes,
and portfolios that outline the developmental milestones
of toddlers. Conferences with parents are held periodically
to show growth and development of the child during the
time in the classroom.
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| Pre-School (Thirty-six
months-Five Years Old) |
The pre-school child is exposed to a variety of academic
activities that are integrated into daily plans. The classroom
is broken down into learning centers that include blocks,
math and science, dramatic play/construction, library/reading
readiness, computers, and art exploration. The classroom
environment will foster self-help skills, build self-esteem,
language, mathematical and scientific thinking abilities,
and aide in the development of large and small muscles.
In doing so, the pre-school teacher seeks to create a
bond between with the children and encourage success.
Pre-School classes are small in size, which assists in
the learning process and increases the individual attention
required to flourish. Kindergarten readiness skills are
introduced within the context of the weekly theme (see
attached). The classroom climate is filled with diversity
among the children, materials, and teachers. The child
is able to navigate through his/her surroundings to learn
about the world.
Gathering samples of the work throughout the year and
charting progress assesses the pre-school child's learning.
This is portfolio assessment. In addition, the teachers
use observation skills, anecdotal notes, and narratives
to chart progress. The curriculum of each classroom is
constantly revised and updated to meet the needs of the
population of the school.
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References; Bredekamp, Sue & Carol
Copple. (1997) Developmentally Appropriate Practice
in Early Childhood Programs. National Association
for the Education of Young Children
Dodge, Diane (1997) The Creative Curriculum for Infants
6f Toddlers. Teaching Strategies
Albrecht, Kay & Linda Miller. (2000). The Comprehensive
Toddler Curriculum. Gryphon House Books |
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A Product of the Information Technology & Communications
Services Directorate, Michael J. Bolger, Director
Web Development: IMCS Web Development Team
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Curator:
NASA Official:
Last Updated: June 11, 2009
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