This policy has been developed to insure that the educational program of the Ginger Bread House meets the developmental needs of the children as well as providing opportunities to learn new skills and offer new challenges.
Learning is an on-going process. It is the responsibility of the teacher to take advantage of any situation, which could provide an opportunity to learn. It is also the responsibility of the teacher to understand the physical, intellectual and developmental capabilities of the children being taught. Specific activities will be planned by the teacher to reflect these capabilities. It is the responsibility of the Director with the cooperation of the head teacher to provide a rich array of material and equipment to compliment the developmental interests of the children.
Learning is an integral part of a child’s daily routine. Each new experience and every situation offers an opportunity to learn. The success of this approach is dependent upon the teacher’s ability to guide the children through the daily routine. Additionally, the areas and activities of the center will provide different opportunities to enhance a child’s physical and intellectual development and promote positive self concept and peer relationships.
Wisconsin has Early Learning standards that guide the content of what is taught in preschool. Our center has weekly themes such as colors, seasons, farm, transportation that provide the framework for this content. During weekly planning meetings, themes are discussed and teachers are given time to develop individual class lesson plans.
Each teacher and, if applicable, assistant teacher will provide weekly lesson plans to the head teacher for feedback and suggestions. Lesson plans will be prepared during scheduled preparation time.
During weekly planning meetings, units such as colors, numbers, shapes, weather, and transportation will be scheduled for a specific week. Individual lesson plans will address the weekly “theme”.
Developmental areas will provide for:
Play: Children learn through play and research documents the role of play to future academic success. Throughout the center materials are varied to support the different types of play children engage in: functional, constructive, dramatic, and games. These materials are changed frequently based on children’s interest, center themes, and to promote new experiences.
Social: Opportunities for social development and relationships with peers and adults are encouraged throughout the day in routine activities, free play and structured activities. Activities are designed to support children making friends, sharing, playing cooperatively in a group, and showing leadership in group activities. When conflicts do arise, children are given strategies for social problem-solving.
Communication: Communication includes the understanding of language, listening and speaking. At the preschool level this becomes important for the child to communicate his thoughts, feelings, and for peer relationships. Language and literacy support each other and the greater the child’s vocabulary the more successful reader they will be. We support communication with daily story times, small group activities, probing questions and daily conversations with children.
Fine Motor/Sensory: Learning center activities for fine motor development such as puzzles, lacing boards, and stringing beads are available to children during free play. The sensory table is filled with a variety of materials for the children to explore: beans, oatmeal, dirt, etc. We provide a balance art curriculum with planned activities including sensory, directions-following, open-ended, and cooking. All projects focus on the process of art not the product.
Gross Motor: Preschoolers love to be active and are gaining new skills of coordination and strength. Outdoor play using playground equipment and games will be scheduled daily, weather permitting. Indoor activities in the center’s gym are planned daily using gym equipment and doing activities related to our themes.
Intellectual Growth: Learning and problem-solving will be encouraged as children acquire information, ask questions, make predictions and apply knowledge. Children will be involved in many activities encouraging them to think logically and compare, sort classify, measure and recognize patterns.
Self Esteem and Positive Self-Image: Throughout the day, teachers engage children in play and activities that foster positive self esteem. The goal is to have confident, friendly children who are able to develop friendship with peers, and who are able to communicate their feelings.
Cultural Diversity: Cultural diversity is welcomed and celebrated in our center. Families are encouraged to share their culture, traditions, and holidays with the class. These cultures and holidays are also celebrated throughout the year in center themes through books, games, and art activities.
Children with Disabilities: For the past 10 years, Ginger Bread House has partnered with the Sun Prairie School District giving children with disabilities an opportunity to attend a community preschool program. Many of the children have been able to successfully attend Ginger Bread House for child care too. Teachers from the school district, including early childhood, speech and language therapist, occupational therapist, and physical therapist plan activities and support children in class activities and routines. The district teachers have also been a resource to parents for questions and concerns. Ginger Bread House has visual supports throughout the center which has been beneficial for children who are English Language Learners.
Group transitional periods will be handled by stationing teachers at the pivotal points to direct and monitor the flow of children. An example of this is the transition from free play to toileting for lunch. Teachers will be stationed at the free play area, bathrooms and lunch area, and will direct children through different stations. In cases involving individual groups of children waiting, the teacher will minimize restlessness through short stories, finger plays, group discussions or other means to keep children’s attention.
All areas, including learning centers, will be available to children arriving prior to the start of the preschool program for free choice play. In addition, breakfast will be served from 6:30 to 7:30 a.m. Activities will begin to wind down around 5:00 p.m. Children will be encouraged to participate in quiet play activities such as clay, housekeeping, and drawing. Soft background music is appropriate at this time. Late afternoon activities will aim at preventing over stimulation and excess fatigue prior to the child’s departure.
The holidays of Christmas, Easter, Thanksgiving, Valentine’s Day, the Fourth of July and Halloween will be celebrated with a party, games or special meal with the children. The Ginger Bread House is not affiliated with any religious organizations and does not provide religious training.
Teachers will communicate with parents on a daily basis regarding their child’s adjustment to the program. This may be done verbally in person/on the phone or in writing. Twice a year written progress reports will be sent home (before the Holidays and before the end of the school year). Teachers will make available opportunities at these times to discuss with parents any questions or concerns over their child’s progress report.
