My school’s Pre-K classroom is an integrated class of children ranging in age from 3 to 5, with a wide range of abilities. The children are in various developmental stages; some are delayed, some are on the Autism Spectrum, and many are English Language Learners. All of our preschoolers are lively and eager to learn and their enthusiasm is boundless.
Ours is a colorful, safe, loving environment where students come to learn and have fun!
My preschoolers come from a broad range of economic and cultural backgrounds. For many, this will be their first school experience, an opportunity to enhance their lifelong learning adventure and close the language gap that some bring.
Preschoolers are naturally bubbly, curious, and eager to engage in new experiences. Our preschool focus is to develop social language and academic language in the most natural way, which is through play.
During preschool years, children's language and cognitive skills grow through complex imaginary play. A doll house is a very effective way to promote young children's language development. It is especially beneficial for language delayed children and second language learners.
Play is considered "the work of children," because through play children learn how to make sense of their world and can acquire language and social-emotional skills.
Our vision is to acquire materials that enhance language during play. For example, a child's doll house is a natural way for children to role play and practice social language.
Community block people and vehicles are materials that promote rich imaginary play. The Block Center is the most popular area outside family life. Block play lends itself to the use of academic vocabulary as children practice communicating and problem solving.
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