At Hidden Hills Early Learning Center teacher’s goals are based on the Rhode Island Early Learning Standards.
Approaches to Learning:
Demonstrates self-organization and independence
Possesses positive attitudes and curiosity
Exhibits task persistence
Applies prior knowledge to new experiences
Understands classroom routines and expectations
Exhibits flexibility and is able to reason with others
Enjoys and appreciates books
Looks at books from left to right
Story comprehension and can derive meaning from print
Phonic and phonological awareness
Print awareness and concepts
Alphabet knowledge; can repeat the alphabet and recognize upper and lower case letters
Language Development and Communication:
Listening and expressing ideas
Uses words to respond with relate information
Expresses self using expanded phrases and sentences
Can discriminate linguistic sounds
Understands and follows directions
Participates in conversations with peers and teachers
Shares life experiences and events
Asks questions and expresses ideas
Participates in cause and effect activities
Uses scientific knowledge and language
Explores their environment and shows a curiosity about their surroundings
Experiments with materials
Observes, questions, and can hypothesize about their environment
Uses prior knowledge to predict future outcomes
Children use their senses to explore materials inside and outside the classroom
Recognizes and replicates patterns
Classify and sort materials
Uses measurement skills in a variety of ways
Recognizes numbers and can count objects
Recognizes and names common shapes
One to one correspondence
Can match numerals to objects
Uses math terms such as less, more, fewer, and many
Arranges objects in a series (i.e. large-small, small-large)
Social/Emotional Development (self-concept, growth and self control with peer interactions):
Enjoys play and seeks out interactions with others
Expresses needs and feelings and seeks assistance when needed
Respects the rights and feelings of others
Actively participates in resolving conflicts
Uses language to compromise and negotiate with peers
Exhibits self control
Possesses positive self concept
Able to separate from familiar people and objects
Being able to establish positive and trusting relationships with teachers
Recognizes and maintains feelings appropriately
Recognizes and responds to the ways people are the same or different
Understands concepts of past, present, and future
Children learn about their families and communities
Self-expression through the arts (music, art medium, movement, and dramatic play)
Physical Health and Development:
Children demonstrate motor skills (i.e. running, galloping, jumping, hopping, etc.)
Demonstrates balance (walks heel toe)
Can throw, kick, and catch a ball
Can write and draw with a variety of tools (crayons, markers, pens, paintbrushes, etc.)
Demonstrates an appropriate energy level
Participates in sensory activities
Appropriately responds to sensory input
Shows independence with self-help skills (i.e. dressing, toileting, etc.)
Awareness of safety and health rules (i.e. sneezing into elbow, turtle toes)
We feel that play is the primary mechanism for children’s development in all areas of learning. Therefore our curriculum is designed to meet the needs of all of our children through a play-oriented approach.
The types of activities offered at our school, over the course of a week, will include:
Creative Art---i.e. Painting, drawing, gluing, cutting, molding, and sculpting.
Science---i.e. Magnets, scales, microscopes, mixing, observing and predicting.
Sensory---i.e. Play dough, shaving cream, cornstarch, sand table, water play and bubbles.
Literacy---i.e. Poems, stories, story tapes, flannel boards, book making, and draw and tell books.
Math---i.e. Measuring, estimating, counting, matching, classifying and sorting.
Circletime---i.e. Finger plays, movement games, songs, stories, weather, calendar, and ‘sharing’ time.
Manipulatives---i.e. Connectors, Lego’s (large and small), Lincoln logs, lacing cards, unifex cubes and pegs.