3/4 Class: Ages Three to Four
Program for Young Children ages 3/4
In the 3 /4 class, girls develop a deeper sense of self, as well as a sense of school community. Together with parents, our teachers provide children with opportunities to progress in all areas including social emotional, language, fine and gross motor, mathematics, science and social studies. Throughout the day, natural opportunities encourage girls to become independent. The girls are encouraged to verbally express their needs, ideas and opinions, participate in conversations, listen, ask questions and share in front a group. Girls in the day care program remain with the same teachers for two years to allow the teachers and girls to begin their second year with an established home/school relationship.
- Social Emotional Development
- Physical Development
- Approach to Learning
- Expressive Language Arts
- Social Studies
The power to learn at this age is almost entirely emotionally-based. Social and emotional learning is the process through which children and adults develop the skills, attitudes and values necessary to understand an manage life tasks such as cognitive learning, forming relationships and adapting to the demands of growing up in today’s complex society. Therefore, It's important to encourage this development at this age. CSG enables and empowers our young learners in the day care program to develop their social-emotional values.
The physical education experience in our 3/4 program focuses on the development of both fine and gross motor skills. Students are introduced to locomotor, non-locomotor, and manipulative concepts in both individual and cooperative learning environments. Additionally, the children explore body movement through a variety of learning styles.
Our all-girl Pre-K program takes a unique approach to common development.
The early years are important years for all aspects of development. Children’s natural dispositions to be intellectually curious and to investigate their environment emerge. (Katz, 1995) They learn about reading and writing and become motivated to develop and use a wide variety of related skills. It is important that they have an opportunity to experience active, engaged learning. While academic goals address small units of knowledge and skills, intellectual goals address dispositions; that is, habits of mind that include a variety of tendencies to interpret experience. (Katz,1993).
Classroom experiences are integrated and focused to provide students with many opportunities to speak, listen read, write, and express ideas through a multitude of avenues. Teachers assist children to focus on the conventions of written English as is developmentally appropriate. They also work with individual students, small groups, and, as appropriate, larger classroom groups to help children identify the function of print and symbols to convey ideas and express thoughts in a concrete permanent form.
Reading readiness research has demonstrated the importance of the following prerequisite skills in the acquisition of reading and spelling skills:
- Phonological/Phonemic Awareness
- Letter recognition
- Sound-symbol correspondences (alphabetic principle)
- Oral language
Through an integrated approach, children have experience in oral language, asking and answering questions about a text, retelling familiar stories and telling own stories, singing and reciting the alphabet, phonological and phonemic awareness and handwriting.
In the Program for Young Children, teachers recognize, foster and challenge children’s natural curiosity and innate sense of inquiry. Children and teachers work collaboratively to co-construct knowledge. Together, they use their senses and scientific equipment to observe, hypothesize, experiment, and analyze to establish science as an exciting, useful, and enjoyable way to learn and relate to the world.
In the classroom and beyond, children explore and experiment with the properties of building materials, respond to “what if” questions asked by teachers, sketch objects and communicate findings in familiar and unfamiliar places, and engage with care, respect and curiosity the outdoor environment.
Through a variety of authentic experiences, children investigate the language of time, develop an understanding that maps and globes can be useful for finding places and learning about culture, geography and time zones. Through classroom and school experiences, the children understand and demonstrate the actions of a good classmate and community member.