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To Know God, love learning and recognize
Christ in all people.
   
St. Rose Preschool’s Guiding Principles
Saint Rose Preschool follows the guidelines and
principles of the Preschool Curriculum Framework of the Connecticut
State Department of Education and the NEASC (New England Association of
Schools and Colleges) Accreditation requirements. The following
detailed outline is based upon those guidelines.
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Early
learning and development are multidimensional; developmental domains
are highly interrelated.
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Young
children are capable and competent.
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There are
individual differences in rates of development among children.
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Children
will exhibit a range of skills and competencies in any domain of
development.
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Knowledge
of child growth and development and consistent expectations are
essential to maximize educational experiences for children and for
program development and implementation.
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Families
are the primary caregivers and educators of their young children.
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Young
children learn through active exploration of their environment
through child-initiated and teacher-selected activities.
St. Rose Pre-School Goals
Developing skills and acquiring
knowledge to successfully transition to Kindergarten
At St. Rose
Preschool it is our goal as teachers of young children to ensure that
children develop the skills and acquire the knowledge needed to provide
them with a successful transition to a full day Kindergarten program.
We value the following skills, knowledge, and experiences as appropriate
goals for young children entering kindergarten.
Social-Emotional Skills:
To be successful in a kindergarten
classroom, children need to be able to exert self-control, listen,
follow directions, be polite, take turns, and begin to read nonverbal
language. The children of St. Rose Preschool will interact with others
as well as with their environment. The emphasis will be put on the
sensitivity to the feelings of others, kindness, patience, and
cooperation.
Communication Skills:
To communicate effectively,
children at St. Rose Preschool will be able to determine appropriate
conversational tone and volume, to advocate for themselves, use
appropriate vocabulary for putting feelings into words, use language to
discuss activities and events, and will learn to wait for their turn.
Self-Help Skills:
At St. Rose Preschool, children
will be able to master important self-help skills, including the ability
to recognize teachers and other children by name, respect property and
materials that belong to others, manage their own clothing, wash hands
and use the bathroom independently, manage their own snacks and begin to
tie shoes when developmentally appropriate.
Fine and Gross Motor Skills:
St. Rose Preschool children will be
exposed to a variety of rich activities designed to help them develop
large muscles, including upper-body strength, experience skipping,
jumping, hopping, climbing, and balancing, develop awareness of personal
space, use proper grip when using crayons, markers, and pencils, use
scissors properly and safely, and experience a variety of art materials.
Language Readiness Skills:
St. Rose Preschool children will
learn from age-appropriate experiences with story, language and problem
solving, develop the ability to listen to and comprehend a story, and
make story predictions. Children will also develop the language and
thinking ability necessary to retell and sequence a story. Children
will recognize and generate rhymes in games, songs and poetry. Children
will also acquire familiarity with upper and lower case letters and
develop the ability to problem solve. Our goal is to encourage children
to explore, to wonder, to imagine, to experiment with language and
materials and to develop a lifelong love of learning.
Religious Education Skills:
St. Rose
Preschool children will be led to know and love the God who made them.
Children will learn that it is God’s goodness and love that makes them
special. Their attitude will be shaped to prepare them to
understand and live their
faith. Children will develop a religious awareness of themselves as
well as the Church family.
St. Rose Preschool’s Curriculum Framework
Developing the Whole Child
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Personal and Social Development:
Program Goals
1.
Demonstrate a sense of self as a learner.
2.
Demonstrate a sense of responsibility to self and
others.
3.
Demonstrate effective functioning, individually
and as a member of a group.
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Content Standards
1. Exhibit
curiosity, creativity, self-direction and persistence in
learning situations.
2. Describe
themselves using several basic characteristics.
3. Demonstrate
awareness of own feelings.
4. Participate
in and exhibit self-control in group situations.
5. Interact
appropriately with peers and familiar adults.
6. Use
conflict resolution strategies.
7. Recognize
similarities and appreciate differences in people. |
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Physical Development:
Program Goals
1. Demonstrate
control, balance, strength and coordination in gross motor
tasks.
2. Demonstrate
coordination and strength in fine motor tasks.
3. Participate
in healthy physical activity.
4. Practice
appropriate eating habits, hygiene and self-help skills.
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Content Standards
1. Engage
in a wide variety of gross motor activities that are child
selected and teacher initiated.
2. Use
a variety of materials that promote eye-hand coordination and
small muscle development.
3. Demonstrate
spatial awareness in both fine and gross motor activities.
4. Choose
nutritious meals and snacks.
5. Practice
personal hygiene and self-help skills. |
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Cognitive Development:
Program Goals
1. Demonstrate
the ability to think, reason, question, and remember.
2. Engage
in problem solving.
3. Use
language to communicate, convey and interpret meaning.
4. Establish
social contacts as they begin to understand the physical and
social world.
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Content Standards
Logical-Mathematical/Scientific Thinking.
1. Express
wonder, ask questions and seek answers about the natural world.
2. Recognize
and solve problems through active exploration, including trial
and error and interacting with peers and adults.
3. Organize
and express their understanding of common properties and
attributes of things.
Language and Literacy
1. Communicate
experiences, ideas and feelings by speaking.
2. Listen
with understanding to directions, conversations and stories.
3. Exhibit
interest in reading.
4. Use
different forms of writing, such as drawing, letter-like forms,
phonetic sounds, and conventional forms. |
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Creative Development & Standards:
Program Goals
1. Use
different art forms as a vehicle for creative expression and
representation.
2. Develop
an appreciation of the arts.
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Content Standards
1. Exhibit
curiosity about and explore how materials function and affect
the senses.
2. Create
works (imagine, experiment, plan, make, evaluate, refine and
present/exhibit) that express or represent experiences, ideas,
feelings and fantasy using various media.
3. Represent
fantasy and real life experiences through pretend play.
4. Engage
in musical and creative movement activities.
5. Describe
or respond to their own creative work or the creative work of
others. |
Religious Education Skills
Program Goals
1. To
realize that it is God’s infinite goodness and love that makes them
special.
2. To
shape attitudes in the children that will prepare them to understand
and live their faith.
3. To
achieve these goals through activities geared to the learning styles
of prekindergarten children.
4. To
utilize the sections concerning parent involvement so that lessons
may be continued in the home.
St. Rose Preschool – An Inside Peek at the Pre-K Child
Profile
Understanding the Early Years
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Profile of a Three Year Old:
Three year olds…are egocentric…like to please…are
enthusiastic…are full of wonder
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Physical Characteristics |
Socio-Emotional Characteristics |
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· Have
developed the large muscles |
· Do
not like to be told what to do |
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·
Are just developing small muscles so they cannot
cut well |
· Need
freedom to make choices |
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·
Are full of energy |
· Are
still self-centered but may share with a friend |
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· Need
to move and stretch often |
· Need
help in handling feelings and relating to others |
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· Love
to climb and run |
· Like
to celebrate |
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· Are
developing a sense of rhythm |
· Prefer
to play alone |
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Intellectual Characteristics |
· Need
frequent encouragement and reassurance from grown-ups |
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· Are
curious |
· Operate
on an emotional level and spontaneously express their feelings |
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· Speak
and understand short sentences |
· Like
to be independent |
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· Have
an attention span of about five minutes |
· Are
amiable |
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· Do
not understand symbols |
· Are
continually growing in sensitivity to other people |
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· Are
imaginative and creative |
Religious Characteristics |
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· Like
silliness, rhyming, and long words |
· Begin
to understand God’s love by experiencing human love |
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·
Need to see that God made each child unique and
special |
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·
Need to experience success |
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·
Like to help |
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·
Are full of wonder at creation and their own
powers |
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· Delight
in simple prayer |
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Profile of a Four Year Old:
Four year olds…are energetic…like to make choices…are self
confident…are full of wonder
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Physical Characteristics |
Socio-Emotional Characteristics |
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· Have
developed large muscle control and are developing small muscle
control |
· Resist
regulations that limit freedom but begin to see the wisdom of
rules |
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·
Are full of energy |
· Are
nearly self dependent in routines |
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· Are
incapable of sitting still for any length of time unless highly
motivated |
· Are
sensitive to the feelings and attitudes of adults; can show
sympathy |
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· Can
hop and gallop; a few can skip |
· Are
emotionally unstable and can be aggressive and explosive |
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· Are
interested in materials that can be manipulated |
· Test
their world and themselves against peers and siblings |
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· Have
fair control at the easel |
· Like
to make choices |
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· Are
prone to hit and kick |
· Are
still self-centered but may share with a friend |
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· Have
short attention span |
· Need
help in handling feelings and relating to others |
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· Are
developing a sense of rhythm |
· Like
group work, games, and parties |
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Intellectual Characteristics |
· Attend
to their own tasks without much interaction with others |
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· Wonder
about everything and have a strong desire to learn |
· Are
less sensitive, vulnerable, and demanding than younger children |
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· Understand
analogies |
· Appreciate
humor |
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· Are
imaginative and creative |
· Are
brashly self-confident in their abilities |
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· Like
silliness, rhyming, and long words |
Religious Characteristics |
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· Have
fluent expression through play |
· Begin
to understand God’s love by experiencing human love |
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· Are
intuitive; come to know things from the level of the heart |
· Need
to see that God made them and every other child unique and
special |
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· Draw
symbolically so that pictures have meaning for them with certain
characteristics exaggerated; ideas are conveyed through color
and design |
· Need
to experience success
· Want
to do kind things for others and like to be recognized for doing
them
· Are
full of awe and wonder at creation and at their own powers
· Are
meditative, naturally contemplative, and prayerful
· Can
be absorbed in ritual, song and drama
· Observe
how adults handle religious matters |
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Profile of a Five Year Old:
Five year olds…..
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· The
five year old is eager to be involved in the learning process
and utilizes prior knowledge skills. |
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· The
five year old possess a heightened level of independence and
seeks to further becoming independent. |
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· The
five year old enjoys greater physical coordination and skill. |
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· Fine
motor skills such as using a pencil, coloring and cutting become
more accurate, refined and rewarding. |
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· The
five year old is social and enjoys cooperative play and formal
group games. Winning, losing, and working together become
meaningful concepts of understanding, sharing, and acceptance. |
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· The
five year old enjoys dramatic play, fantasy and has an increased
awareness of the difference between fact and fiction. |
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· Oral
and written language becomes a resourceful tool for the five
year old to express feelings, thoughts, fears, and needs. |
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· The
five year old enjoys music and is able to coordinate and
synchronize movement and motion. |
Lunch Bunch Program
There is an optional
Lunch Bunch Program provided every Wednesday and Friday during
the intercession of the morning and afternoon programs to
provide an extended time at school. Both morning and afternoon
students are welcome to participate. Children should be signed
up in advance. The hours of operation for the Lunch Bunch
Program are 11:30 AM to 12:20 PM (children in the afternoon
session remain until 12:30). The cost for the hour day is
$8.00, payable in cash on or before the child’s Lunch Bunch
day. Children are responsible for bringing their own lunch.
Lunch Bunch children are supervised by members of the Preschool
staff.
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Smaller
class sizes mean individual attention
3 year olds = 10
children with 2 teachers
4 and 5 year olds
= 12 Children with 2 teachers
Schedule
Three-year-old Program
Tuesday & Thursday
Morning session - 9:00 to 11:30
Afternoon session - 12:30 to 3:00
Four-year-old Program
Monday - Wednesday - Friday
Morning session - 9:00 to 11:30
Afternoon session - 12:30 to 3:00
Five-year-old Program
Monday through Friday
Morning session - 9:00 to 11:30
Afternoon session - 12:30 to 3:00
   
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