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.


 

Letters to Parents

A Letter to Parents on Outdoor Play

What We Do and Why


Outdoor play is an important part of our curriculum. When the children are outdoors, they like to run, jump, climb, and use all the large muscles in their bodies. They need space to work out and let off steam. They can race around, breath the fresh air, look at the clouds, or catch a ball or a bug. They not only satisfy their physical need for large muscle activity but also develop a sense of wonder about the miracles that take place in nature.

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A Letter to Parents on Computers

What We Do and Why


In our program we have a special activity where children "play" with computers. While this may sound like a strange way of describing what children do with computers, this is in fact what goes on. The children experiment, using programs that help them develop in many exciting ways. Here are some of the things that children learn when they use computers: 
 

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Letter to Parents on Cooking

What We Do and Why


Cooking is an important part of our curriculum. When they cook, children have an opportunity to learn about food, to be creative, and to prepare their own nutritional snacks. Lots of discoveries happen during cooking. When children see dough rise, they learn about science; when they measure flour, they learn about math. Following picture recipe cards, they learn skills that will prepare them for reading. And when we make and eat, lebkuchen (gingerbread), Chinese dumplings or potato latkes, the children learn to appreciate other peoples and cultures.

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A Letter to Parents on Music and Movement

What We Do and Why

 

We do a lot of singing and creative movement in our program. Singing and moving to music give the children a chance to move freely, practice new skills, and feel good about what their bodies can do. The children love our daily time for singing together, and it helps them develop the ability to cooperate in a group. Here are some of the things we do to encourage a love for music and movement: 
 

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Letter to Parents on the Library

What We Do and Why


The library area is an essential part of our program and of your child's life. It's where children gain the foundations for reading and writing. It's also a place where children can relax and enjoy the wonderful world of children's literature.
We encourage children to use the library on their own. We invite them to look at books, to listen to taped stories, and to scribble and "write" throughout the day. We also work with children one- on-one and in small groups. Sometimes children dictate stories to us, which we record in "books."
Every day we read stories to the children. We read books to introduce new ideas, to develop pre- reading skills, to help children deal with problems, and mostly to develop a love of books.

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A Letter to Parents on Sand and Water Play

What We Do and Why


Although you're probably used to your children splashing in the bathtub and digging in a sandbox at the playground, you may be surprised to know that the sand and water area is an important part of our classroom. This is because sand and water aren't just fun - they're also a natural setting for learning.

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A Letter to Parents on Art

What We Do and Why


Art is an important part of our curriculum. Every day, children find a variety of art materials available on our shelves. Drawing, painting, cutting, pasting, and playing with playdough are not only enjoyable but also provide important opportunities for learning. Children express original ideas and feelings, improve their coordination, develop small muscle skills, learn to recognize colors and textures, and develop creativity and pride in their accomplishments by exploring and using art materials.

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A Letter to Parents on Table Toys

What We Do and Why


Table toys include puzzles, various table blocks, and other small construction materials such as Legos, and collections of objects (including shells, bottle caps, and buttons). When children use table toys, they learn many new skills and concepts, including:

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A Letter to Parents on Dramatic Play (House Corner / Kitchen)

What We Do and Why


The Kitchen play area is a very important part of our classroom. The work children do in the house corner is called dramatic play or pretend play. In the house corner children take on a role and recreate real-life experiences. They use props and make-believe about a wide variety of topics.

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A Letter to Parents on Blocks

What We Do and Why


Blocks, the hard wood units that come in proportional sizes and shapes, are one of the most valuable learning materials in our classroom. When they build with blocks, children learn about sizes and shapes, spatial relationships, math concepts, and problem solving. When children lift, shove, stack, and move blocks, they learn about weight and size. Each time they use blocks, they are making decisions about how to build a structure or solve a construction problem.

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