PRE-KINDERGARTEN CURRICULUM

WELL BALANCED CURRICULUM

A well balanced curriculum is a goal Pre-kindergarten teachers need to keep in sight. We set out a plan for
teaching each subject in an effective way. Subjects for kindergarten are very important building blocks for future
schooling. Subjects include an early introduction to reading and math, as well as the alphabet, counting, and
basic social skills, science, music, art, health, physical education etc. As an outcome we will always tend to have
an independent, self-assured, caring human being who is well prepared for life.

CLASSROOM ORDER
Another goal of a Homeroom teacher is to keep the classroom neat and orderly to provide a safe and effective
learning environment. This can include developing a Montessori classroom calendar, centers for all of the
learning tools such as a circle time area, letters, colors, shapes and arranging student desks in a functional way.
Part of keeping this goal is also cleaning the classroom daily, including putting away supplies after they are used,
and straightening the desks and chairs when we leave.

TEACHER-STUDENT/PARENT RELATIONSHIPS
Developing open communication with students is important for us. Good communication not only helps your
ability to teach and communicate information easier but also allows you to keep a closer eye on students and
evaluate progress. Communication is very important with the parents of our kindergartners. Having open
communication with parents can ensure that learning continues at home. It can also help make sure that any
learning disabilities or behavioral issues are addressed both in school and at home simultaneously.

CONFLICT RESOLUTION
Young children are just beginning to develop social skills, and conflicts among them will arise in the classroom.
We, as kindergarten teachers, need to be able to assess conflict and resolve it fairly. This requires patience and
the ability to see all of the positives and negatives of a situation in order to ensure successful and unbiased
conflict resolution. We should model good conflict resolution practices to students and help them to develop
their own abilities to resolve disputes.
PERSONAL AND SOCIAL DEVELOPMENT
Pre-Kindergarten 3 years old
 Shows some self-direction and actions.
 Follows classroom rules and routines.
 Handles classroom materials with respect
and purpose.
 Manage transitions.
 Shows eagerness and curiosity as a learner.
 Makes a choice of activity when several
specific alternatives are suggested.
 Approaches tasks with flexibility and
inventiveness.
 Interacts with one or more children.
 Interacts with familiar adults.
 Shows empathy and caring for others.
 Participates in the group live of the class.
 Plays and follows simple rules in a group
game.
 Seeks adults help when needed to resolve
conflicts.
Pre-Kindergarten 4 years old
 Shows some self-direction and actions.
 Follows classroom rules and routines.
 Handles classroom materials with respect
and purpose.
 Manage transitions.
 Shows eagerness and curiosity as a learner.
 Makes a choice of activity when several
specific alternatives are suggested.
 Approaches tasks with flexibility and
inventiveness.
 Interacts with one or more children,
playing or working cooperatively.
 Interacts easily with familiar adults.
 Shows empathy and caring for others.
 Participates in the group live of the class.
 Plays and follows simple rules in a group
game of skill or chance.
 Seeks adults help when needed to resolve
conflicts.
 Uses discussion to resolve conflict.
LANGUAGE AND LITERACY
Pre-Kindergarten 3 years old
 Listens with understanding to others
directions and conversations.
 Follows directions that involve two step
sequence of action.
 Speaks clearly enough to be understood
by most listeners.
 Uses language for a variety of purposes.
 Listens with interest to stories when
read aloud.
 Shows interest in reading related activities.
 Uses scribbles and unconventional shapes
to “pretend” write.
SCIENTIFIC THINKING
Pre-Kindergarten 3 years old
 Uses senses to express an interest in toys,
sand, water, and sound.
 Expresses the sense of wonder about the
natural world.
Pre-Kindergarten 4 years old
 Listens with understanding to others
directions and conversations.
 Follows directions that involve two or
three step sequence of action.
 Speaks clearly enough to be understood
 in conversations without contextual clues.
 Uses language for a variety of purposes.
 Listens with interest to stories when read
aloud.
 Shows interest in reading related activities.
 Retells information from a story.
 Predicts what will come next using pictures
as a guide.
 Recognizes the association between the
spoken and the written word.
 Uses scribbles or shapes to write
words or ideas.
 Copies and/or writes own name.
Pre-Kindergarten 4 years old
 Uses senses to observe characteristics
and/or behaviors of living and non-living
things.
 Expresses the sense of wonder about the
natural world.
 Seeks out answers through active
exploration.
MATEMATICAL THINKING
Pre-Kindergarten 3 years old
 Shows curiosity and interest in counting
by rote.
 Sorts objects into subgroups that vary
only by one attribute.
 Creates new patterns.
 Reproduces simple patterns of two
and three parts.
 Shows interest in quantities and numbers.
 Identifies several shapes.
 Understands a few positional words.
 Understands comparative words.
 Participates in measuring activities.
Pre-Kindergarten 4 years old
 Makes one to one correspondence with
one to five objects.
 Orders or seriates several objects on the
basis of simple attributes.
 Sorts objects into subgroups that vary only
by one or two attributes.
 Creates new patterns.
 Recognizes simple patterns and duplicates
them.
 Shows interest in quantity and number.
 Identifies and labels several shapes.
 Understand and uses a few positional
words.
 Understand and uses comparative words.
 Participates in measuring activities.
 Shows interest in common instruments
for measuring.
 Begins to construct a concrete sense of
time.
SOCIAL STUDIES
Pre-Kindergarten 3 years old
 Begins to recognize all own physical and
personal characteristics and those of
others.
 Makes comparisons among the objects
that
have been observed.
 Begins to understand family structures
and roles.
 Begins to understand community and
work roles.
 Begins to understand the reason for rules.
 Shows interest in how people affect the
environment.
 Uses a variety of art materials or media
for tactile experience and exploration.
 Participates in group music experiences.
 Dances and enjoys creative movement.
 Shows interest in the work of others in
the arts.
Pre-Kindergarten 4 years old
 Begins to recognize all own physical and
personal characteristics and those of
others.
 Makes comparisons among the objects
that have been observed.
 Begins to understand family structures
and roles.
 Begins to understand community and
work roles.
 Begins to understand cooperative nature
of community and the reasons for rules.
 Shows interest in how people affect the
environment
 Expresses early geographic thinking.
 Uses a variety of art materials or media
for tactile experience and exploration.
 Participates in group music experiences.
 Dances to music and enjoys creative
movement.
 Shows interest in the work of others in
the arts.
PHYSICAL DEVELOPMENT
Pre-Kindergarten 3 years old
 Moves with enough control to perform
simple skills.
 Jumps with both feet off the ground.
 Throws a ball in a general forward
direction.
 Traps a ball or a bean bag with arms and
body.
 Climbs with growing confidence and skill.
 Engages in self-help tasks with increasing
independence.
 Shows beginning eye-hand coordination in
work with manipulatives and blocks.
 Uses eye-hand coordination to complete
puzzles.
Pre-Kindergarten 4 years old
 Moves with enough balance and control
to
perform simple skills.
 Hops on one foot.
 Throws a ball with control and intend
direction.
 Catches a ball with both hands.
 Climbs with assurance.
 Shows skill in performing self-help tasks.
 Shows eye-hand coordination in the use of
manipulatives and blocks.
 Uses eye-hand coordination to complete
puzzles.
TRANSDISCIPLINARY THEMES

 Who we are  Basic Colors

WHO WE ARE  All about me  Basic Shapes
My School Numbers 0-20
September / October

 
 My Home  Alphabet Letters:
An exploration of the nature  My Pets “Ff; Qq; Dd; Ll; Pp;
of the self; of our beliefs and  My senses Ss; Aa”
values; of personal; physical;  I think, I feel
mental; social; and spiritual  Our healthy body
health of our families. and mind
 What it means to be
human

HOW WE EXPRESS  The ways we express  Basic Colors

November / December

our feelings and  Basic Shapes

OURSELVES
An exploration of the way
which we discover and express
our nature, ideas, feelings,
believes and values through
language and the arts.
ideas  Numbers 0-20
 How we discover  Alphabet Letters:
our feelings about  Hh, Ww, Zz, Cc,
nature and different Nn, Gg.
cultures
 Our beliefs and
values
 How we develop our
creativity