The CDA center-based program uses an integrated, emergent approach to curriculum that capitalizes on the strengths of the individual child as well as develops areas that need improvement, is developmentally appropriate, and acknowledges and embraces diversity.

 

Content areas have daily emphasis on literacy and social skills with the following areas integrated into the weekly curriculum and environment: Music, Physical Fitness, Drama, Problem Solving, Science, Decision Making, Math, Nutrition, Language Arts, Fine Arts, Health & Safety, Anti-Bias Curriculum, Values Education, Motor Development, History/Social Science, and Technology.

 

Emergent curriculum is an approach that permits learning activities to arise out of each child's interests, actions or unanticipated events. With input from our families during parent conferences and daily conversations as well as daily child observation and assessment, teachers meet and discuss Weekly Curriculum Building and Lesson Plans for the following week. This allows them time needed to design learning activities and environments that promote innovative teaching techniques that will ensure children’s school readiness and success.

 

All curriculum is designed to include the five domains of school readiness¹, be child-centered and reflect the philosophy and goals of CDA as well as those of the California Department of Education Child Development Division Desired Results for Children and Families².

 

 

Our curriculum is designed to create an enthusiasm for learning.  Small and large group activities are used to introduce basic concepts, expand a child's vocabulary, develop pre-reading and pre-writing skills, and to strengthen motor development and social enabled skills. A combination of teacher-led and our self selected activities offer opportunities for each child to experiment, observe, socialize, participate and learn at his/her level of comfort and individual needs.

 

Activities are designed to meet the needs of individual children as well as those of the group. Regular assessment of each child's acquisition of skills and concepts is accomplished through observation and documentation.

 

Our goal is to provide an optimum opportunity for children to grow and develop through the enhancement of social skills, introducing simple math, science, language, reading, writing and social studies concepts; developing fine and large motor skills, artistic appreciation, and fostering an eagerness to learn. These areas all contribute to children entering school ready for success.

 

 

 

The use of crayons, markers, scissors, glue and play dough, as well as the variety of possibilities for painting with brushes, blowers, gadgets, sponges, etc. are used to increase self-expression as well as to develop artistic awareness.  These mediums not only provide an outlet for creative impulses, but promote the fine motor development and eye-hand coordination necessary for reading and writing.  Art also provides a great opportunity to explore other cultures and to enhance a sense of cultural pride on the part of all ethnic groups.

 

Our curriculum will include appreciation of fine art as well as being able to appreciate our own work.

 

 

 

 

"Kaylee discovers the science of transparency and colors"

 

Science is looked at as discovery rather than memorization of facts.  Staff members will provide opportunities to stimulate children to find their own routes to discovery, to make intelligent guesses and to speculate.  As the children watch, wonder, study and question, they are experiencing science as a part of everyday living and gain an appreciation of the world around them. They also keep alive the sense of wonder; begin to understand the orderliness of the universe, develop a method of thinking and find answers to questions.

 

Science experiences, therefore, will integrate with the children’s daily experiences and to themselves as individuals.  The importance of keeping alive the sense of curiosity and of providing opportunities for exploration cannot be overemphasized.

 

Our math and science center will provide opportunities to explore the world of computers.  Computer programs are available to enable learning through self-guided discovery.  Today's children are living in the 21st century.  It is essential that we provide them with the skills and interests that will equip them to be successful adults.

 

Living science is an important part of our program.  Through care of animals, children learn both love and responsibility.


 

"Block building teaches the concepts of shape, size, length, and location"

 

 

Dramatic play provides the opportunity for children to express themselves, develop important social skills, learn self-help and grooming skills and to become acquainted with family members and their roles at home and in the community.  Children who engage in dramatic play often reenact what they see and hear at home, but to them it is realistic living, not "dramatic play."  It helps them understand the adult world.  Anything is possible... a child can be the mother, father, baby, street sweeper, firefighter, or whatever he likes.  Roles may change rapidly.  With adequate time and space, children play out what is important to them... they express their emotions.  They are making a trail run for the future.  The role of our staff members is to set the stage with time, space, props and support.  The teacher plays a preliminary and supportive role while the children do most of the performing.

 

 
Music & Movement

 

Music is one of the constructive ways in which children can express their feelings.  A life long appreciation for music can be the result of a child's pleasant introduction to it.  We introduce music in a wide variety of ways... listening, singing, creating music with instruments, movement and dancing.

 

Children can increase their immediate knowledge by expressing it through music.  For example: staff members may ask "How does a duck walk?  A rabbit?  How does popcorn sound popping in a pan?"  Children become observant of many things around them which may ordinarily go unnoticed, thus aiding in increasing their vocabulary.

 

Each child is given the opportunity to learn about the different types of instruments and can further their knowledge by exploring and expressing themselves through the use of these instruments.

 

Music contributes to physical development through rhythms and movement and dance.

 

In today's society filled with quick meals with low nutritional value and a wide variety of junk foods. This makes it increasingly important to teach children about nutrition.  We want to help each child learn how to make appropriate food choices and to become aware of the importance of a nutritionally sound diet.  We involve children in the preparation of meals . . . washing the tables, setting the tables, helping to prepare some of the foods and cleaning up afterwards.  Mealtimes and snack times provide the opportunity to discuss proper manners, use of utensils, the origins of food, the wide variety of foods including different cultural groups and the importance of tasting different kinds of foods.   Cooking projects are offered weekly to every child and participating helps each child become independent, to learn about the world, to experience accomplishment and to contribute by helping.

 

 

"Discovering the elements of working with wood"

 

Our motor development program provides opportunities for children to participate in activities that promote large and small muscle development.  Each child is given the opportunity to cope with his physical world, for independence, for repetition, to develop body skills and coordination, for mastery over his environment, for cooperation and for increased self-image.

 

Through play, each child exercises and masters large and small muscles movements.  When children feel competent, they are willing to attempt new and different experiences.  Play opportunities help develop physical abilities of the child through locomotor (running, climbing and other activities involving movement in space) and non-locomotor (bending, twisting, turning, stretching, positioning and other stationary activities).

 

The role of staff members is to offer support, confidence, encouragement, proper set up of equipment, discussion of safety rules and to insure appropriate levels of motor development.

 

 

 

"A quiet moment to share a personal photo journal with a friend"

 

Language development takes place throughout the day and in all areas of our program.  It is promoted during music activities, stories and verses, and the teacher's use of names for all parts of the body, objects in the room and the considerable vocabulary pertaining to our rich and factual learning program.

 

 

 

 

"Anson enjoys exploring the world of computers"

 

Cognitive (or intellectual) development is enhanced and nurtured through the daily activities that are provided.  Children at this age are in what Piaget has labeled the "pre-operational stage of development."  Only through many direct experiences that challenge their thinking and employ their emerging skills will children move into the next cognitive level.  Our staff will be providing many key experiences to aid this growth.

  

 

Goals:  To help each child achieve an awareness of themselves as a special and lovable person, separate from family; to help each child develop trust with people outside the family unit; to help each child develop a positive attitude toward school; and to help each child grow in the ability to do things independently.

Suggestions:  Getting acquainted; learning the names of the children in class; social adjustment; myself; friends; my family; my body; primary colors (red, yellow, blue); shapes (circle and pentagon).

 

 
October . . . The Sights & Sounds of Fall

Goals:  To introduce each child to his five senses; to identify feelings and to recognize and deal with fears; to help each child notice the wonders around him; to stimulate imagination.

Suggestions:  Introduction of the season of Fall and the changes that occur in Fall; explore the range of our emotions (love, joy, excitement, anger, frustration, happiness...) and understand that feelings are natural and acceptable; Halloween; safety; police officer; colors (orange and black); shape (octagon).
 

Goals:  To build an understanding of Thanksgiving as an American celebration; to learn about different foods and good nutrition; to learn about families; to learn about Native Americans.

Suggestions:  Changes that occur in Fall; foods associated with Fall harvest (apples, squash, turkey, pumpkins); manners, hospitality, giving, sharing and concern for others; colors (red, orange, brown, yellow, autumn rusts); shapes (square and cornucopia).
 

Goals:  To learn the traditions of beauty and joy of Christmas and other cultural celebrations; to help each child experience a feeling of love for family and friends.

Suggestions:  Giving and sharing; using our sense of hearing, sight, smell, taste and touch; making holiday gifts and decorations; shapes (triangle and starts); colors (green, silver, gold).

 

Goals:  To be aware of the season of Winter; to learn about different climates and weather; to develop an awareness of ecology and care of our environment; to learn about Martin Luther King Day.

Suggestions:  Winter . . . ice, snow, rain; recycling and conservation; animals in winter; colors (white, blue); shapes (rectangle and dome).
 

Goals:  To learn about the roles and functions of adults in our community; to learn that giving Valentines is an expression of love and friendship; to explore and learn from relationships; to learn how to conserve our resources; to learn about George Washington and Abraham Lincoln.

Suggestions:  Being a friend; making Valentines; visiting the mailbox, mail carriers; doctor and dentist; colors (pink, red, white); shape (heart).
 

Goals:  To help children observe accurately, investigate and organize information, and think critically; to learn about creativity within the natural elements of mud, sand and water; to learn about the season of Spring and the changes it brings; to learn about St. Patrick's Day; to learn how to keep air clean.

Suggestions:  Wind, kites, magnets, how things work, machines; air; color (green); shape (shamrock).

 

Goals:  To deepen a sense of wonder through first hand experiences with plants and growing things, to learn that life begins again in nature with new plants, animals, and humans; to explore the way water comes into our lives (Earth Day), why it is needed and how to avoid pollution.

Suggestions:  Seeds to plants; polliwogs to frogs (reptiles); caterpillars to butterflies (insects); baby animals; colors (purple, yellow); shapes (cylinder and oval).

 

Goals:  To become familiar with animals on the farm or in the circus, in the zoo, in our homes, and in the past (dinosaurs); to learn about Mothers' Day and May Day; to understand wildlife conservation.

Suggestions:  Animals; colors (lilac, fuchsia, orchid); shape (diamond).

 

Goals:  To explore the various areas around our county/city where people can take trips/outings/vacations.  To become familiar with the plant life and animal life in different areas.  To celebrate Father's Day.

Suggestions:  Camping in the mountains, desert, parks; picnicking, colors (beige and brown); shapes (cone, cube).

 

Goals:  To increase awareness of the ocean and its inhabitants as well as the vegetation and sand.

Suggestions:  Sea life, shells, and sand; Independence Day; colors (aqua, turquoise); shape (pyramid).

 

Goals:  To deepen a sense of wonder and increase awareness about space.  To explore the idea of space travel and living in space.
  

Suggestions:  To expose the children to some of the simpler concepts about space in an easily understandable manner (astronauts, space travel); to encourage and interest in astronomy (sun, moon, stars, planets) and other sciences; colors (black, gray, silver); shape (hexagon).

 

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² The Desired Results for Children are: Children are personally and socially competent, Children are effective learners, Children show physical and motor competence, and Children are safe and healthy.