Pasadena Christian School

From the Director:

The Pasadena Christian Preschool program nurtures the idea young children develop a positive view of school and develop a love for learning through experiences that focus on their own interests. Young children need direct hands-on experiences with the opportunities to test and explore many different kinds of materials. When we allow children to have choices with respect to the materials they use, not only does their thinking progress from concrete to more abstract ideas but they become more creative thinkers. Young children are multi-sensory learners. They use all their senses to take in information. We respect research that indicates that sensory experiences for young children are important for intellectual growth. Kindergarten readiness is evident throughout the preschool day.

From the Director:

Pasadena Christian Preschool supports a 'developmentally appropriate' curriculum that addresses activities for each age and stage of development. Specific curriculum is developed based on the needs, interests and skill levels of children in each group. This flexibility is a description of the 'emergent' opportunity that allows teachers to take advantage of 'teachable moments'. In this way, learning occurs in the context of meaning for the child. We intend to create a balance between teacher directed and child initiated work. In most curriculum areas teachers use multiple methods of approach based on age and developmental level of the group. We have an Emergent Literacy process that helps young children see a print-rich environment as they work through developmental stages of writing that begins with scribbling. Oral language and story telling are an intricate part of the process.

Our preschool teachers, with the help of our Curriculum Specialist, observe and document both the skill level and developmental level of each child in their classroom to design a curriculum that will challenge all the children. In addition, if concerns arise we work with our Emergent Needs Coordinator to asses the areas of difficulty and partner with parents to create solutions.

Our program is a child-centered environment based on our understanding of how young children learn. Our curriculum centers on the 'whole child' approach and learning through play. This means that teachers provide opportunities for children to grow in the areas of social, emotional, physical, intellectual, moral and spiritual development through play experiences. Teachers create a 'developmentally appropriate' environment that addresses the needs of children at each developmental stage. We understand that individual children develop at different rates and that there can be a wide range of differences. An 'emergent' curriculum process through documented 'curriculum webbing' of children's ideas develops a program meaningful to each child and class group. We value family traditions arid cultural influences and integrate them into our program to bridge home and school.

Each classroom group has a distinct but consistent schedule designed appropriate for their age group. Components of the day include small group time, large group time, lots of exploration and free play, snack times, outdoor classroom, lunch, and nap or rest time. In the afternoon the process begins again. We have 'teachers' here all day long to facilitate the process.

Our teachers formally conference with parents twice a year, once in the Fall and once in the Spring. Each day our teachers observe and document the development of the children in their class, both individual and as a group, in five different domains of the whole child. The teachers also use the portfolio method to document children's work. A communication notebook for each child is kept for parents reference in the classroom. We conduct parent classroom meetings twice a year as well as parent-education meetings. Teachers make appointments other than conference times with individual parents concerning children. We also have eight parent committees that function to provide additional services to the parent body as well as the school. We have our own Kindergarten through 8th grade school on another part of our campus, but we also realize that not every kindergarten is right for every child. We use developmental assessment procedures both conducted by our own teachers as well as an outside developmental assessment service.

We look at each child as an individual with different needs. Before the school year begins, each new family meets with the Director to discuss various patterns with respect to their child, including separation issues. Our school has scheduled parent/child orientation sessions in the classroom before attendance begins. Teachers also work with individual parents on a plan that suits their child with regard to methods and routines for saying goodbye.