AREAS OF DEVELOPMENT
Areas of development are categorized in the following manner: Spiritual, Artistic, Cognitive, Social & Emotional, and Physical. All are interrelated and interdependent. The following goals are used in the planning and evaluation process.
Biblical concepts and selections appropriate to the age level are used to clarify or discover the meaning of life. Parents and teachers seek to encourage the child to be aware of and thankful for God’s abundant gifts.
Children are given the opportunity to talk to God through prayer. Children learn to glorify God in a variety of settings - the chapel, the classroom, and the outdoors - in order to help develop the concept that God is everywhere.
Art is an expression of one’s personality and perception of the world. Children are interested in both the finished product and the process of doing the art. It is important not to interfere with the natural growth a child experiences in art.
Therefore, emphasis is placed on the process rather than the completed work. For example, the aim of the music department is not to produce a choir but to enable every child to experience a positive emotional and physical identity with music. In all artistic areas, judgment of the finished product and production to impress others are avoided.
Cognitive development is the capacity to handle concepts and data. Children are encouraged to listen, understand, and follow directions. It is necessary for the school to make a realistic appraisal of the child’s current mental ability and to provide assistance with the areas that need help, while reinforcing the child’s achievements and accomplishments.
One important factor in this developmental area is the ability to verbally express ideas and emotions. The curriculum therefore places emphasis on activities such as vocabulary, verbal communication, nursery rhymes, and coherent narration, all of which contribute to reading readiness.
SOCIAL & EMOTIONAL
Social interaction generally develops according to certain stages:
Infants/Toddlers and Older Toddlers respond differently to strangers. Some children may experience separation anxiety at this age. This stage marks the beginning of the development of one's social self.
Two-Year-Olds like to watch, imitate, and play near each other. Two or three children may play together briefly while involved in domestic play. The children are often warmly responsive to each other with hugs and pats.
Three-Year-Olds enjoy playing cooperatively with each other. They now can take turns and share. As their language ability continues to improve and they have less need to protect themselves and their possessions, their play becomes more elaborate and goes more smoothly.
Four-Year-Olds may seem overly secure and very confident of their abilities. They enjoy friendships with less need to exclude others. There is much out-of-bounds behavior in their play, with some boasting and name-calling. They are less sensitive, less vulnerable, and less demanding than they are at three.
Five-Year-Olds are usually well adjusted and more secure within themselves. They are calm and friendly and not too demanding in their relations with others. They are primarily interested in themselves, but they are able to participate in cooperative play. Five-Year-Olds enjoy a variety of play activities which are more purposeful than ever before. They want to help adults with routines. They tend to show an increase in verbal aggressiveness rather than physical aggressiveness.
The program uses games and exercises without undue emphasis on competition or comparison between children. Physical activities take place in the classroom, through our Physical Education for Preschoolers (PEP) program and during both indoor and outdoor play.