A Sample Day for Twos Through PreK

Arrival:  Staff is ready to receive and greet children at 9:30.  Limited verbal or written communication with teachers can be completed at this time.  Children are encouraged to build responsibility by following a routine of caring for their own supplies (coat, lunch, and school bag).

Fine-Motor Activities:  Children are encouraged to work independently or in small groups with manipulatives such as puzzles, pegboards, sorters, clay, and sensory tables.

Learning Centers: Children are encouraged to move from center to center, interacting freely with various environments planned to support the day's teaching aim.  Learning centers can include, but are not limited to dramatic play, science or nature, art, manipulatives, book centers, and writing.  Teachers utilize intentional language within center experiences to promote learning objectives.

Large Muscle Activities: Children are provided opportunities to develop large-muscle skills through running, climbing, sliding, and exploring outdoor play equipment when weather permits.  In the case of inclement weather, children utilize large muscle equipment within our gym or designated large motor room.

Group Time:  Teachers use this time to present a Bible story and reinforce the theme-based curriculum.  Group time may include drama, rhymes, finger plays, games, and songs.  Group time may be used to teach social awareness and social studies to older students.

Creative Art: Activities are carefully planned to promote individual creative expression while focusing on small motor development.  Art activities will be open-ended and child-centered, focusing on the process rather than the product.  Very few crafts with an outcome pattern will be offered.

Snack: As children share snacks, teachers encoruage peer and adult interaction to develop social and language skills in a relaxed environment.  Teachers plan for a variety of healthy snacks, and children are invited to help with preparation when feasible.

Music: Children experience music as a regular part of the classroom and in specifically planned music classes which meet once or twice a week, depending on the particular schedule.  Children develop large and small muscle coordination and rhythm by singing, playing instruments, and through movement.

Language:  Children in the three-day program participate in a language development class designed to build pre-reading skills, enhance the child's interest in literature, and provide an introduction to other languages.

Self-help Skills:  Children are encouraged to try things on their own and to develop responsibility for their own supplies and actions.  Children assist in clean-up and organizing classroom materials and equipment to foster cooperation.

Hands on Experiences:  Children are involved in a variety of concrete experiences such as cooking, science experiments, and manipulatives.  These experiences are designed to promote self-discovery, language development, and problem solving.

Special Plans:  Off site field trips are not a part of Creation Corner curriculum.  The children do experience "on site" field trips each year such as Fall Fun Day (pumpkin picking), fire truck day, LaPosada, and field day.  The events vary from year to year, and a calendar is available at the beginning of each school year.

A Sample Day for Toddlers

     The daily schedule for routines and activities is flexible, based on children's interests, moods, ability, and weather conditions.  The following sample schedule provides guidelines for teachers of toddlers and twos and allows a general understanding of the child's day for parents.

Learning Activities:  A variety of age-appropriate learning activities will be offered to correspond with the curriculum learning objectives.  Boys and girls are invited to move from one learning area to another.  Teahcers will use intentional conversation as they move from one area to another and will use questions with older toddlers to prompt conversation skills.  Children will have opportunities to iteract with a variety of materials and activities in the learning centers which include books, blocks, nature, homeliving, art, music, and puzzles.

Transition/Cleanup:  Teachers will speak to each child individually to facilitate cleanup.  Teachers will use a song or other routine to help children develop responsibility for their materials.

Diapering and Rest Room: Diapering and toilet needs will be accomplished throughout the day as needed but the specific time gives everyone an opportunity to have his/her needs met and wash hands for snack time.  The routine helps build strong hygiene practices.

Snack:  Snack time is a social time for toddlers, and teachers opt for healthy snacks.  Various suggestions are offered in the curriculum to enhance the teaching theme.  Toddlers will practice saying a simple prayer for their food, and teachers look for ways to incorporate Bible phrases into snack time.

Large Motor Play: (indoors and/or outdoors)  Play helps toddlers develop large muscles and use energy.  In addition to peer play, teachers play with children and use specifically planned games and activities to develop certain muscles.  If the weather is not suitable for outdoor play, a large room is utilized for play.

Rest Time:  Lying down, relaxing, and listening to quiet music are refreshing times for children and teachers.  Children use mats, and a snuggly item from home can help make rest time a secure time.  Teachers may play music softly and rub the back of a restless child.

Closing Activities: Children may return to block play, art, or dramatic play after their rest time.  Teachers use opportunities to reinforce the Bible throughs or theme learning of the day.

Separation Anxiety

     Separation anxiety is a normal part of development and typically occurs several times during the preschool years.  The following suggestions can help your child adjust to new situations and people:

  • Plan your morning to allow a calm, pleasant school routine.
  • When traveling to school, talk about things your child will experience at school.
  • Give hugs and kisses and reassure your child you will be back (after snack or the last activity of the day).
  • Teachers are trained to comfort your child and help him/her engage in classroom activities.
  • Parents will be notified if a child remains inconsolable.