spend most of their time playing and working with materials or other children.
They are not expected to sit for long periods of time.
Children have access to various activities throughout the day. Look for
assorted building blocks and other construction materials, props for pretend
play, picture books, paints and other art materials, and table top toys such
as matching games, and puzzles.
Teachers work with individual children, small groups, and the whole group at
different times during the day. They do not spend all their time with the
The classroom is decorated with children's original artwork, their own writing
with invented spelling, and stories dictated by children to teachers.
Children learn numbers and the alphabet in the context of their everyday
experiences. The natural world of plants and animals and meaningful activities
like cooking, taking attendance, or serving snack provide the basis for
Children work on projects and have long periods of time to play and explore.
Children have an opportunity to play outside every day. (Weather permitting)
Outdoor play is never sacrificed for more instructional time.
Teachers read books to children individually or in small groups throughout the
day, not just at group time.
Curriculum is adapted for those who are ahead as well as those who need
additional help. Teachers recognize that children's different background and
experiences mean that they do not learn the same things at the same time.
Children and their parents look forward to school. Parents feel secure about
sending their child to the program. Children are happy to attend.