Curriculum

As educators working with preschoolers, we have the opportunity to set the stage for children's success in school and in life. We value children as individuals and embrace their unique contributions to the classroom community and inspire in them a love of learning that will last a lifetime.
We believe that children learn best when they are actively involved with materials and with others. We emphasis on setting up the proper learning environment and building positive, meaningful relationships with children and their families.


Bristol Preschool uses The State of Connecticut Preschool Frameworks and The Creative Curriculum® for Preschool as the basis of our program for 3- to 5-year-old children. The curriculum allows us to plan and implement a content-rich, developmentally appropriate program that supports active learning and promotes children's progress in all developmental areas.

Our curriculum identifies goals in all areas of development,
Personal and Social Development

Program Goals
By the end of preschool, children will:
• demonstrate a sense of self as a learner;
• demonstrate a sense of responsibility to oneself and others; and
• demonstrate effective functioning, individually and as a member of a
group.

Content Standards
Preschool programs will provide children with opportunities to:
• exhibit curiosity, creativity, self-direction and persistence in learning
situations;
• describe themselves using several basic characteristics;
• demonstrate awareness of one’s own and others’ feelings;
• participate in and exhibit self-control in group situations;
• interact appropriately with peers and familiar adults;
• use age-appropriate conflict-resolution strategies; and
• recognize similarities and appreciate differences in people.


Physical Development

Program Goals
By the end of preschool, children will:
• demonstrate control, balance, strength and coordination in gross motor
tasks;
• demonstrate coordination and strength in fine-motor tasks;
• participate in healthy physical activity; and
• practice appropriate eating habits, hygiene and self-help skills.

Content Standards
Preschool programs will provide children with opportunities to:
• engage in a wide variety of gross-motor activities that are child
selected and teacher initiated;
• use a variety of materials that promote eye-hand coordination and
small-muscle development;
• demonstrate spatial awareness in both fine- and gross-motor activities;
• choose nutritious meals and snacks; and
• practice basic hygiene and self-help skills.


Cognitive Development

Program Goals
By the end of preschool, children will:
• demonstrate the ability to think, reason, question and remember;
• engage in problem solving;
• use language to communicate, convey and interpret meaning; and
• establish social contacts as they begin to understand the physical and
social world.

Content Standards
Logical – Mathematical/Scientific Thinking
Preschool programs will provide children with opportunities to:
• express wonder, ask questions and seek answers about the natural
world;
• recognize and solve problems through active exploration, including
trial and error and interacting with peers and adults; and
• organize and express their understanding of common properties and
attributes of things.

Language and Literacy
Preschool programs will provide children with opportunities to:
• communicate their experiences, ideas and feelings by speaking;
• listen with understanding to directions, conversations and stories;
• exhibit interest in reading; and
• use different forms of writing such as drawing, letter-like forms, invented spelling
and conventional forms.

Creative Expression/Aesthetic Development

Program Goals
By the end of preschool, children will:
• use different art forms as a vehicle for creative expression and
representation; and
• develop an appreciation of the arts

Content Standards
Preschool programs will provide children with opportunities to:
• exhibit curiosity about and explore how materials function and affect the senses;
• create (imagine, experiment, plan, make, evaluate, refine and present/exhibit)
works that express or represent experiences, ideas,feelings and fantasy using various media;
• represent fantasy and real-life experiences through pretend play;
• engage in musical and creative movement activities; and
• describe or respond to their own creative work or the creative work of others
The activities we plan for children, the way we organize the environment, select toys and materials, plan the daily schedule, and talk with children, are all designed to accomplish the goals of our curriculum and give your child a successful start in school.

Assessment

At BPCCC we view the process of learning as the key to a child’s progress in school.  Having time to try ideas, talk about experiences and make choices is a fundamental part of learning.  Teachers develop activities from careful observations.  They watch children play and engage in conversation with them about ideas and interests that build curriculum. 

Teachers plan curriculum with goals for child learning.  We use the State of Connecticut Preschool Assessment Framework to assess children’s
Personal and Social Development,
Physical Development,
Cognitive Development and
Creative Expression/Aesthetic Development.

The benchmarks were designed to assure that children develop skills needed for a successful transition to kindergarten.  We assess children three times a year on the benchmarks and use these observations to plan activities for the class and for individual children.

Social Emotional Assessment

Bristol Preschool Child Care Center, Inc. uses the Devereux Early Childhood Assessment (DECA) to assess the social and emotional development of our preschool students.

The DECA is strength-bases, primary prevention program designed to foster healthy social and emotional development in preschoolers.  The DECA program facilitates parent-professional collaboration, promotes quality early care and educational programs, and focuses on “within child protective factors.”  The Devereux Early Assessment “DECA” accompanies the program and identifies those within child strengths. The DECA assesses three protective factors:  Initiative, Self-Control and Attachment as well as behavioral concerns.  The results identify children’s strengths (as indicated by high total protective factors), and children who may be at risk (as indicated by low protective factors or high behavioral concerns.) The DECA program may assist not only in improving within the child protective factors, but possibly school readiness.