Learning Objectives

Infants and Crawlers

Our Infant and Crawler classes learn through exploring the environment using their five senses and through cause-and-effect play. We begin enrolling babies at 6 weeks old. The focus for this class is: 

Our Infant and Crawler classes learn through exploring the environment using their five senses and through cause-and-effect play. We begin enrolling babies at 6 weeks old. The focus for this class is: 

  • Structured classroom setting with schedule
  • Focus on the individual needs of the child for eating, sleeping, and diapering
  • Tummy time
  • Music through songs, instruments and fingerplays
  • Christ-centered teaching
  • Bible Story each day
  • Art and Sensory experiences
  • Books and Puzzles
  • Interacting with friends – focus on sharing and playing with others
  • Cause and effect through play and exploration
  • Fine and Gross Motor Development
  • Traveling out of the classroom on buggy walks and to the playground

Toddlers 

The focus for this class is: 

  • Structured classroom setting with class schedule
  • Designated lunch and nap time
  • Bible stories and Bible verses
  • Lesson plans and calendars
  • Fine and Gross motor activities
  • Weekly Music and Motor Skills Classes
  • Outdoor playground and gym play for gross motor skills
  • Sensory exploration with varying materials
  • Art activities (teacher led and open ended)
  • Books and puzzles
  • Dramatic play
  • Potty training
  • Understand that numbers are used to denote quantity: “two birds”
  • Count to 10 by memory
  • Understands “first”
  • Classifies objects by size, color, shape
  • Identify shapes (circle, square, triangle, heart, star)
  • Compares groups by attributes: alike/different, taller/shorter
  • Develop concept of weather (sunny, rainy, cloudy, snowy) 
  • Identify body parts
  • Learn how to wash hands properly  
  • Develop pincer grip with pencils or crayons  
  • Assembles very simple puzzles  
  • Plays with play-dough
  • Jumps on two feet  
  • Runs  
  • Climbs  
  • Hops  
  • Crawls
  • Introduce primary colors  
  • Introduce and experience skills with various art materials
  • Respond to directions and questions
  • Looks at books with interest
  • Uses “I”, “me”, or “mine” to show possession
  • Takes turns in conversations
  • Repeats sounds, words, and phrases [finger plays, songs]
  • Answers simple questions in group time
  • Develop vocabulary by listening to familiar selections read aloud
  • Listen to stories being read aloud
  • Listen to and becomes familiar with Bible stories
  • Participates in Great Expectations curriculum (monthly Bible verse)
  • Develops awareness of holidays (Thanksgiving, Christmas, Easter)

Threes

  • Understand that numbers are used to denote quantity: “two birds”
  • Count to 20 by memory
  • Identify shapes (circle, square, triangle, heart, star, oval, rectangle, diamond)
  • Understands first, second, and last
  • Recognize, repeat, and create A-B patterns
  • Classifies objects by size, color, shape, design
  • Matches objects
  • Compares groups by attributes: alike/different, taller\shorter, more\less
  • Identify which of two objects is longer or shorter using a non-standard measuring tool
  • Answer simple questions about a graph

  • Identify body parts
  • Use senses to make comparisons
  • Develop awareness of nature and the world
  • Develop concept of seasons and weather
  • Learn how to wash hands properly
  • Become bathroom independent
  • Develop pincer grip with pencils or crayons
  • Assembles simple puzzles
  • Learns self-help skills (zip, button, and snap)
  • Manipulates play dough; finger paints
  • Copies simple shapes
  • Stacks blocks up to nine high

  • Jumps on two feet  
  • Runs  
  • Climbs  
  • Hops  
  • Crawls
  • Develops awareness of holidays (Thanksgiving, Christmas, Easter)
  • Develop an awareness of community helpers
  • Participates in the Great Expectations curriculum (monthly character trait, eight expectations, pledges, and Bible verses)
  • Introduce colors (red, yellow, blue, green, orange, purple, pink, black, brown, white)  
  • Introduce and experience skills with various art materials  
  • Begin to learn how to use scissors  
  • Begin to learn how to use glue
  • Respond to directions and questions
  • Participates in group discussions, songs, and conversations
  • Can sit through a 15 minute group time
  • Looks at books with interest
  • Takes turns in conversations
  • Repeats sounds, words and phrases [finger plays, songs]
  • Answers simple questions in group time
  • Develops vocabulary by listening to familiar selections read aloud
  • Sing the abc’s
  • Asks and answers questions of who, what, when, where, why, how
  • Recognize that signs in urban environment convey meaning: McDonald’s golden arches
  • Be able to say the alphabet
  • Begin to recognize and form letters of the alphabet
  • Recognize own name when printed
  • Begin to print own name
  • Share books, Bible stories, poems, and finger plays with students
  • Model reading behaviors to students

Fours

  • Number recognition and concept to 10
  • Count to 20
  • Understands first, second, and last
  • Recognize, repeat, and create A-B patterns
  • Classifies objects by size, color, shape, design
  • Identify shapes
  • Matches objects
  • Compares groups by attributes: alike/different, taller/shorter, more/less
  • Identify which of two objects is longer or shorter using a non-standard measuring tool
  • Answer simple questions about a graph
  • Use senses to make comparisons  
  • Develop awareness of nature and the world  
  • Develop concept of seasons and weather  
  • Identify body parts and facial features
  • Know primary colors and secondary colors  
  • Introduce and experience skills with various art media  
  • Use scissors properly  
  • Use glue properly
  • Learns self-help skills (zip, button, snap)
  • Assembles simple puzzles
  • Manipulates play dough; finger paints
  • Copies simple shapes
  • Stacks blocks up to nine high
  • Develop pincer grip with pencils or crayons
  • Develop awareness of community helpers
  • Identify rules at school
  • Identify possible consequences of not obeying rules
  • Develop concept of self, family, and the world around us
  • Develop awareness of holidays and identify symbols of common holidays: Thanksgiving, Christmas, Easter
  • Participates in the Great Expectations curriculum (monthly character trait, eight expectations, pledges and Bible verses)
  • Participates in group discussions, songs, and conversations
  • Can sit through a 15 minute group time
  • Listen to stories being read aloud
  • Model reading behaviors
  • Use prior knowledge to anticipate meaning or predict events in a story
  • Retell or act out events in stories
  • Predicts logical outcome of story
  • Handles books appropriately
  • Takes turns in conversations
  • Repeats sounds, words and phrases [finger plays, songs, poems]
  • Asks and answers questions of who, what, when, where, why, how
  • Recognize that signs in urban environment convey meaning:
  • Develop vocabulary by listening to books read aloud
  • Be able to say the alphabet
  • Begin to recognize and form letters of the alphabet
  • Recognize own name when printed
  • Begin to print own name

Pre-K

*Must be 4 by September 1st
  • Begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.
  • Identifies and writes numbers 0-15
  • Counts backward from 10
  • Count to 100
  • Counts by tens to 100
  • Identify, name and describe a variety of shapes
  • Uses position words (above, below, up, down, in, out, over, and under with accuracy)
  • Compare and order objects
  • Describe similarities and differences between objects
  • Understand that each successive number name refers to a quantity that is one larger (5 is bigger than 4 and 10 is bigger than both of those numbers)
  • Compare sets and explains which has more/less or equivalent quantities
  • Use ordinal number to order objects first through third
  • Identify the days of the week and months of the year.
  • Verbally explain a graph
  • Sorts and groups objects into a set and explains verbally what the objects have in common
  • Recognize patterns, repeat them, and explain them verbally.
  • Measure objects using nonstandard units of measurement
  • Develop an awareness of simple time concepts within his/her daily life (e.g., yesterday, today, tomorrow; morning, afternoon, night

#BBD0E0 »
  • Plays, works and interacts easily with others.
  • Recognizes the feelings of others and responds appropriately.
  • Develops confidence and stands up for own rights.
  • Shows respect for others and their property.
  • Recognizes and expresses own feelings and respond appropriately.
  • Develops increasing abilities to give and take in interactions; to take turns and to interact without being overly submissive or directive.
  • Seeks assistance when appropriate.
  • Demonstrates emerging awareness and respect for culture, ethnicity, abilities and disabilities.
  • States full name, age, and name of parent or guardian.
  • Demonstrates increased control of hand and eye coordination (using beads, crayons, paint brushes, and puzzles).  
  • Demonstrates increasing control of small muscles in hands  
  • Uses a pencil correctly
  • Develop awareness of community helpers
  • Identify rules at school and possible consequences of not obeying rules
  • Develop awareness of holidays and identify symbols of common holidays: Thanksgiving, Christmas, Easter
  • Participates in the Great Expectations curriculum (monthly character trait, expectations and Bible verses)
  • Know primary colors and secondary colors  
  • Introduce and experience skills with various art media  
  • Use scissors properly  
  • Use glue properly
  • Participates in group discussions, songs, and conversations  
  • Can sit through a 15 minute group time  
  • Listen to stories being read aloud  
  • Listens and responds to Bible stories
  • Understand concepts about print  
  • Understand that printed materials provide information.  
  • Distinguish letters from words.  
  • Recognize and name all capital and lowercase letters of the alphabet.
  • Know some letter sounds
  • Identify and produce simple rhyming pairs.
  • Identify and count syllables in spoken words.
  • Distinguish onset (beginning sound(s)) and rimes in one-syllable words.
  • Recognize ending sounds in spoken words.
  • Recognize the same sounds in different words.
  • Begin to blend phonemes to form a word.
  • Increase personal vocabulary by listening to a variety of text and literature.  
  • Use new vocabulary and language in own speech and writing.  
  • Uses self-help language
  • Read familiar texts emergently, not necessarily verbatim from the print alone.
  • Use pre-reading skills (e.g., connecting prior knowledge to text, making predictions about text and using picture clues).  
  • Retell, reenact or dramatize a story read to the student or by the student.  
  • Make predictions and confirm after reading or listening to text.  
  • With prompting and support describe the relationship between illustrations and the story in which they appear
  • Distinguish between fiction and nonfiction.  
  • Place events in sequential order by telling the beginning, middle and ending.  
  • Summarize main points and events of a simple story.
  • Develops understanding that writing is a way of communicating for a variety of purposes
  • Construct journal entries using illustrations and beginning writing skills
  • Uses random letters to convey message/story
  • Print using left to right progression moving from the top to the bottom of the page (Uses writing like behavior)
  • Print his/her first name
  • Writes some letters
  • Uses beginning letter to represent a word
  • Dictate a story about an exciting event or experience
#BBD0E0 »

Kindergarten

*Must be 5 by Sept 1
  • The student will sort and classify objects and analyze simple patterns
  • Count forward to 100 and backwards from 10
  • Count objects in a set one-by-one from one to twenty
  • Identify and create sets of objects zero through twenty
  • Identify and write numerals zero through twenty, in and out of sequence. Children may still be reversing some numerals
  • Identify and use ordinal numbers to order objects first through tenth
  • Combine and remove objects from sets and verbally describe the result (e.g., adding objects to a set makes the set larger, subtracting objects from a set makes the set smaller
  • Identify, name, and describe a variety of basic two-dimensional geometric shapes
  • Identify, name, and describe a variety of three-dimensional geometric shapes
  • Model and use words indicating relative position and direction
  • Measure objects using nonstandard units of measurement
  • Compare objects according to observable attributes
  • Compare and order objects in graduated order
  • Tell time on digital and analog clocks to the hour
  • Identify the days of the week and months of the year
  • Identify the coins: penny, nickel, dime, and quarter
  • Use numbers and counting as a means for solving problems and measuring quantity
  • Develops abilities to collect, describe, and record information through a variety of means including discussion, drawings, maps, charts, and graphs
  • Describes similarities and differences between objects
  • Collects and analyze information about objects and events in the environment
  • Create and verbally explain a data display or graph (e.g., real object graph, pictorial graphs)

  • Stay involved in a self-selected activity for approximately 15 to 20 minutes  
  • State his/her full name, age, birthdate, address, telephone number, and name of parent or guardian  
  • Listens and sits through stories, Bible stories, or poems  
  • Participates in the Great Expectations curriculum (monthly character trait, pledges, eight expectations, and Bible verses
  • Understand concepts about print  
  • Understand that printed materials provide information  
  • Recognize that sentences in print are made up of separate words  
  • Distinguish letters from words  
  • Recognize and name all capital and lowercase letters of the alphabet
  • Identify and produce simple rhyming pairs
  • Identify and count syllables in spoken words
  • Distinguish onset (beginning sound(s)) and rimes in one-syllable words
  • Recognize ending sounds in spoken words
  • Recognize the same sounds in different words
  • Begin to blend phonemes to form a word
  • Begin to segment phonemes of one syllable words
  • Identify the alphabet by name  
  • Identify the alphabet by sound
  • Read familiar texts emergently, not necessarily verbatim from the print alone  
  • Recognize some common words by sight, including but not limited to: a, the, I, you, my, are
  • Use pre-reading skills (e.g., connecting prior knowledge to text, making predictions about text and using picture clues) 
  • Retell, reenact or dramatize a story read to the student or by the student  
  • Make predictions and confirm after reading or listening to text
  • Distinguish between fiction and nonfiction  
  • Place events in sequential order by telling the beginning, middle, and ending  
  • Summarize main points and events of a simple story  
  • Recognize cause and effect relationships
  • The student will use the writing process to write coherently.  
  • The student will communicate through a variety of written forms, for various purposes, and to a specific audience or person.  
  • The student will demonstrate appropriate practices in writing by applying Standard English grammar conventions.