Preschool Curriculum
Overview
The Early Childhood Education program provides developmentally appropriate educational services for 4-year-old children in Denver. These programs are housed in 88 DPS schools and 31 community agencies. The program in DPS schools serves over 4500 pre-kindergarten children.
The Early Childhood Education program provides a safe and nurturing environment that promotes the physical, social, emotional, and cognitive development of young children while responding to the needs of families. Children learn by doing. Children acquire oral language skills and knowledge about the physical and social world in which they live through playful interaction with materials and people. Teachers monitor behaviors to assess the developmental level of each child and to provide sequential instruction to accommodate their growth. Activities are designed to develop children’s self-esteem and positive feelings toward learning. The curriculum and adults’ interactions with children are responsive to individual differences.
The young children’s curricula used provides a rich environment which supports active learning experiences facilitated by the teacher.
Instructional Objectives
The instructional objectives of the Early Childhood Education Program are to provide an environment for:
The development of cognitive skills
The expansion of receptive and expressive language
The demonstration of thinking and reasoning skills
The development of fine and gross motor skills
The application of positive social behaviors
The practice of good nutritional and health care habits
A Typical Full-Day Preschool Class
The below activities vary by teacher and class
Recommended Minutes | Schedule Elements (Not necessarily in this order) |
|---|---|
45 | Breakfast/Choice Centers Arrival At least one teacher or para should be sitting with students eating and interacting. Breakfast may last up to 30 minutes total. Students choose different play stations that focus them on problem solving, high-level play, and oral language development. Teachers and paras focus on interactions with students. |
10 | Group Meeting/Teacher Led Gross Motor May include visual schedule, linear calendar, shared discussion and/or shared writing on curricular unit of study, mini lesson, read aloud |
50 | Choice Centers Students choose different play stations that focus them on problem solving, high-level play, and oral language development. Teachers and paras focus on interactions with students. |
30 | English Language Development |
20 | Small Groups Two 10 minute small groups – one can be English Language Development, one can be oral language |
40 | Outdoor Choice Time Indoor Gross Motor during inclement weather |
25 | Lunch At least one teacher or para should be sitting with students eating and interacting. |
20 | Outdoor Choice Time Indoor Gross Motor during inclement weather |
20-45 | Rest and Quiet Time Quiet activities provided to students not sleeping |
55 | Snack/Choice Centers Students choose different play stations that focus them on problem solving, high-level play, and oral language development. Teachers and paras focus on interactions with students. |
15 | Read Aloud/Teacher Led Gross Motor |
45 | Specials or Extended Interest Areas and Outdoor Learning |
20 | Small Groups Two 10 minute small groups – can be curricular content |
10 | Group Meeting and Departures Community building, debrief play and social interactions |