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Early Childhood Education

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    Curriculum & Learning Standards

    The Early Childhood Programs staff believes that all children should be provided with a nurturing, active, and challenging environment that encourages curiosity, hands-on learning, problem solving skills, language development, and a positive self-image.

    Preschool Curriculum:
    Frog Street

    Preschool Curriculum:
    Frog Street

    The FrogStreet Curriculum is a comprehensive, dual-language program designed to meet the needs of diverse learners, while supporting 10 learning domains. The curriculum has a research-based scope and sequence, has a strong Social-Emotional component and foundation, and strategies to support differentiated instruction and various learners. The thematics units focus on integrating literacy, math, science, social science, social-emotional learning, and family engagement. 
     
    Transitional Kindergarten (TK) Curriculum: World of Wonders

    Transitional Kindergarten (TK) Curriculum: World of Wonders

    The World of Wonders Curriculum introduced children to instruction that builds strong foundational skills and promotes Kindergarten Readiness. The curriculum focuses on letters, oral language, listening comprehension, social-emotional learning, math, science, social studies, and music. The curriculum also includes strategies to support differentiated instruction and various learners. 
     
    Learning Standards

    Learning Standards

    Both Prekindergarten (PK) and Transitional Kindergarten (TK) implement the following:
      • The Foundations provide an overview of the key knowledge and skills that most children can achieve when provided with interaction, instruction, and an environment that is based on the research of early experiences shown to promote early learning and development. These foundational skills are considered to be early childhood "standards" for learning. 
      • The Frameworks provides an overall approach for teachers to support student learning through environments and experiences that are developmentally appropriate, reflective of thoughtful observation and intentional planning, individually and culturally meaningful, and inclusive of children with disabilities and special needs.