St. Bede the Venerable Catholic Church at 3870 Atlanta Highway, Montgomery, AL 36109 US - Curriculum
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Here at St. Bede Child Development Center we feel that the most important years of a child’s life is at the very beginning. Research tells us that from birth to three years is when children develop the most and at the most rapid pace. Therefore, we feel that their years with us are the most vital in regards to shaping them to be the learners and people that they are and that they will become. With that said, it is with great confidence and diligence that we choose a curriculum that we feel provides the best tools for children to become successful learners.
Because it is our philosophy that children should have the freedom to be children and that it is very important to look at every aspect that entails, we have chosen High Reach Learning Curriculum. We feel that this curriculum provides the children with the best balance of hands-on experience as well as the little bit of structure that is needed to prepare them for kindergarten. This theme-based curriculum provides more meaningful opportunities for the children to think, analyze, and explore their world around them. In addition, it provides our teachers with all of the information that they need in order to implement and facilitate this great curriculum. We have thoroughly enjoyed using this curriculum and the results that we have seen are astounding.
If you have any further questions about this curriculum we invite you to take a look at the following websites for information:www.highreach.com/Scripts/philosophy.asp, www.highreach.com/Scripts/guidelines.asp
Course of Study
The following is a list of skills that your child will be introduced to prior to him or her leaving SBCDC:
Literacy Domain
Ø Matches spoken words that begin with the same sound
Ø Demonstrates an understanding of rhyming words
Ø Names first letter of printed word
Ø Claps or Taps for each syllable of a word
Ø Listens to a book, story, or poem
Ø Chooses books
Ø Predicts what will happen next in story
Ø Retells story in own words
Ø Recognizes a group of letters as a word
Ø Attempts to write
Ø Names letters in print, such as those in own name or other significant words
Ø Sorts letters from symbols
Social/Emotional Domain
Ø States own name
Ø Expresses pride in accomplishments
Ø Follows classroom rules or rules of a simple game
Ø Shows awareness of jobs and their requirements
Ø Shares family experiences and/or traditions
Physical/Health Domain
Ø Uses scissors with control
Ø Uses glue with control
Ø Builds with blocks
Ø Assembles puzzles
Ø Hold writing instrument between thumb and fingers
Ø Laces through holes in a lacing card
Ø Maintains balance when hopping on one foot
Ø Catches a playground ball
Ø Brushes teeth properly
Ø Washes hands properly
Approaches to Learning Domain
Ø Shows initiative and curiosity while choosing and participating in a variety of activities
Ø Attends to a single task for an increasing amount of time
Ø Offers alternate solutions to a problem
Ø Sets personal goals and follows through
Ø Talks with other to solve problems
Math Domain
Ø Counts by rote
Ø Uses one-to-one correspondence in counting a set of objects
Ø Names numerals in print
Ø Matches numerals in sets
Ø Combines and separates sets of objects
Ø Compares sets of objects
Ø Matches geometric shapes
Ø Names geometric shapes
Ø Demonstrates understanding of positional concepts
Ø Sorts and names colors
Ø Groups or orders by size
Ø Identifies, copies, and extends simple patterns
Creative Arts Domain
Ø Moves to music
Ø Begins to create representational drawings
Ø Expresses creatively through a variety of art experiences
Ø Engages in role play
Science Domain
Ø Uses a graph to collect and compare data
Ø Uses senses to observe, describe, and compare objects and events to make predictions
Ø Uses a variety of tools and measuring devices to gather information
Language Domain
Ø Demonstrates understanding of new vocabulary words by following directions
Ø Uses new vocabulary words in conversation
Ø Repeats short rhyme or song
Ø Introductory Spanish skills
This information has been taken from the 2003-2004 HighReach Learning Observation Checklist.
