Pre-K & Pre-School
18 children and 2 adults (at least one adult is a teacher)
|6:30-8:45||Breakfast and Free Play|
|9:30-10:15||Curriculum Time/Kid’s Choice|
|10:15-10:30||Clean Up and Wash Hands|
|2:15-2:45||Wake Up and Read Books|
|2:45-3:00||Wash Hands and P.M. Snack|
|3:00-6:00||Outdoor Play/Indoor Free Play/ Indoor Quiet Activities/TableActivities/
Get Ready To Go Home
MUNCHKIN ROOM GOALS
Below are general goals that we work on with all the children. In addition to these goals, we set individual goals for each child. These goals are just that: goals, not requirements.
Consistency within the classroom and with the classroom routine is very important in the Munchkin Room. This is a big goal for us. We try to establish a regular, predictable routine for the children and help them understand and follow it.
The Munchkin Room goals were created to align with the Massachusetts Preschool Learning Guidelines and the Teaching Strategies GOLD curriculum.
- Learn to ask for help when necessary. It is important for the children to be able to identify that they need assistance, find someone who they think can assist them, and ask that person for help.
- Be able to follow a verbal cue (with no hand gestures).
- Be able to respond to open-ended questions, such as “What is the duck doing in the book?”
- Be able to follow multistep directions.
- Be able to speak in complete sentences using pronouns and determiners (for example, she, he, the, a, an, etc.) appropriately.
- Be able to walk up and down stairs effectively—one foot at a time.
- Be able to stand on one foot.
- Be able to run, jump, hop, and climb.
- Be able to throw and catch a ball.
- Begin to learn a pincer grasp.
- Be able to mimic an adult grip and mimic an adult drawing a circle or a line.
- Learn to use scissors appropriately.
- Learn to put together a five- to seven-piece puzzle.
- Begin to understand the concept of the “I know”/“I don’t know”/“I learned” technique of learning for all subject areas.
- Be able to tell the teacher what an object is if the teacher points at it.
- Be able to mimic an adult’s block building.
- Be able to involve themselves in pretend play.
- Be wearing underwear consistently throughout the day, including at rest time. (We recommend using either diapers or underwear, not Pull-Ups.)
- Be aware of their surroundings and others in their personal space.
- Be able to say their first and last names.
- Be able to dress themselves.
- Learn to take turns.
- Learn self-help skills such as washing their hands and serving their own food.
- Learn to use appropriate table manners and words such as “please” and “thank you.”
- Participate during circle time without disrupting the group for at least five minutes.
- Learn to recognize feelings such as mad, sad, and happy.
- Begin to do things independently (for example, serve their own food, make individual choices throughout the day, use the bathroom by themselves, and dress and undress themselves).
- Develop a sense of community, which helps them feel they are important and part of the group. (This also gives children the tools they need to welcome and include others. A question such as “How can I help you feel better?” is common in the Munchkin Room.)
- Learn all the parts of a book, including the author, etc.
- Learn to treat books with respect.
- Begin to recognize their name on their cubby by having their photograph and name on their cubby.
- Begin to learn the names of letters (especially the ones in their name) and the sounds they make.
- Begin to use name tags at lunchtime so they can find their name at their assigned spot.
- Play letter-matching games.
- Use name tags throughout the day (for example, the teacher will hold up a name tag and say “Raise your hand if this is your name.”).
- Work on songs using sign language.
- Recognize the importance of print and will see it throughout the classroom.
- Begin to demonstrate phonological awareness.
- Begin to demonstrate emergent writing skills.
- Begin to use a sign-in sheet and see their name and their friends’ names on a job chart.
- Be able to mimic an adult’s number patterns (for example, if a teacher says to a child, “Say 12, 14, 20,” the child can repeat this).
- Distinguish between the different sizes of things (for example, if a child is shown a small and a large circle, he or she can tell the teacher which one is bigger).
- Have a general understanding of patterns.
- Be able to make comparisons and understand measurements. Be able to connect numerals with quantities.
Science and Technology
- Begin to use scientific-inquiry skills (for example, asking “What if?” questions: “What happens if I plant this seed?”).
- Use science tools (for example, a magnifying glass, measuring cups, etc.) appropriately.
- Develop environmental awareness.
- Understand the characteristics of living things.
- Understand how people live and their different cultures.
- Understand simple geographic knowledge of their local community and the world around them.
- Be exposed to multiculturalism in various ways (for example, by having families share their customs and traditions, introducing the children to other cultures, and infusing multiculturalism throughout the curriculum).
Transition Goals for Munchkins Moving to the Dolphin Room
- Meet teachers from the new classroom and visit the new classroom.
- Be able to stay focused on a task even when the task becomes difficult and ask for help, if necessary, but not just walk away from the task.
- Start to understand why they are doing a task (for example, a teacher may ask, “Why are you using a ruler?” And the child responds, “To measure something and find out how long it is.” Or “Why are you reading to the end of the book?” “To find out how it ends.”).
- Work on listening and processing skills.
- Recognize their feelings and be able to manage them.
- Answer open-ended questions (for example, “What do you do when you are hungry?”) and ask questions.
- Describe common objects (for example, a ball: A ball is round, and you throw it.).
- Use the ending of words properly (for example, -s, -ed, -ing).
- Be able to follow three-step directions.
- Use full sentences (for example, “I am going to the park today.”).
- Be told what is expected of them when they move to the new classroom, practice new skills, and be shown their new classroom.
- Attend a transition conference with their child’s teachers.
- Be working on catching and throwing a ball (both larger and smaller balls).
- Be able to climb and walk up and down stairs using one foot at a time. Be able to jump, hop, and balance on one foot at a time.
- Be able to complete a five- to seven-piece puzzle.
- Be able to cut with scissors.
- Be able to copy shapes.
- Be able to attempt beginning buttoning skills.
- Be able to draw a person with at least three features (for example, a head, eyes, and arms).
- Become comfortable with the “I know/I don’t know/I learned” technique.
- Be able to mimic adult patterns and say three or more numbers in a row (for example, if a teacher says to a child, “Say the numbers 15, 18, and 19,” the child can repeat this).
- Understand special cues, such as “under,” “above,” and “in between.”
- Know their colors.
- Be able to count objects up to five.
- Start to do things more independently and be able to express their needs appropriately.
- Be able to use the bathroom independently and start to wipe and use the correct amount of toilet paper.
- Be able to transition from the parent into the classroom within 10 minutes. This may take a little longer, especially if it is a harder transition (for example, going from the Munchkin Room to the Dolphin Room); but over the course of a few weeks, the transition time from home or to home should be able to be minimized to within 10 minutes. This is best for the child, teachers, and other kids in the room.
- Be able to serve their own food, use a fork, and clean up spills.
- Be able to describe themselves (for example, their name, gender, age, and phone number, and the city they live in).
- List some of their friends by name.
- Wash their hands, brush their teeth, and dress and undress themselves.
- Learn to snap and button.
- Ideally be out of diapers or Pull-Ups at nap time.
- Be able to recognize their own name.
- Be able to assist with jobs around the room.
- Be able to line up appropriately to go outside or to other places within the school.
- Be able to pay attention at circle time for at least five to 10 minutes.
- Know what they are supposed to do during activity time and self-regulate from activity to activity.
- Tell the teacher what they are doing when they leave the activity versus moving on their own.
- Be aware of the number of children allowed at each activity.
- Maintain a sense of community and understand the importance of carrying this to their new classroom.
- Work on writing and their pincer grip.
- Begin to understand that words are used to convey meaning.
- Begin journal writing.
- Recognize shapes and copy them.
- Understand patterns and attempt to re-create them.
Science and Technology
- Understand what technology can offer them. The teacher will use the laptop to access various developmentally appropriate Internet sites to expand on themes. Additionally, they will be exposed to science tools (for example, a microscope, a thermometer, etc.).
- Begin to understand the concepts of who, what, where, when, and why.
- Gain an initial understanding of environmental awareness and be able to recycle.
- Begin to understand where they live and how it relates to the rest of the world.
THE CHILDREN ARE
PERMITTED TO GO TO THE BATHROOM AND WASH THEIR HANDS WHENEVER THEY NEED TO.
THEY JUST NEED TO LET A TEACHER KNOW THEY ARE GOING.
THEY ARE ALSO PERMITTED TO GET A DRINK OF WATER, WHENEVER THEY
AS LONG AS THEY LET A TEACHER KNOW.