Weekday Preschool and Kindergarten

• The Weekday School program is for children three months to five years of age
• School sessions are from 8:45 a.m. – 12:45 p.m.
• Kindergarten students attend Monday-Friday (maximum of 16 children per class)
• Four-year-olds may attend four or five days per week (maximum of 16 children per class)
• Three-year-olds may attend three, four, or five days per week (maximum of 13 children per class)
• Two-year-olds may attend two, three or five days per week (maximum of 11 children per class)
• Toddlers may attend two days per week (maximum of 8 children per class for younger toddlers and 10 children per class for older toddlers)
• Infants may attend two days per week (maximum of 6 children per class)
• Each Weekday School class has a lead teacher and an assisting teacher or two co-leaders
• The Music teacher meets with each class two times per week
• Threes, Fours, and Kindergarten students attend a chapel service weekly
• The Weekday School students and staff gather for a sing-a-long regularly
• Fours and Kindergarten students attend both Exploring Lab and Movement class weekly
• Threes have a science teacher visit the classroom each week
• Summer and December Holiday Camps are offered
• An active parent group, FINS, is open to all families

Quick facts

• Classes meet two days per week. Classes meet either Tuesday and Thursday or Wednesday and Friday. All classes meet from either 8:45 a.m. to 12:30 p.m. or 9:00 a.m. to 12:45 p.m.
• In order to best meet their developmental needs, infants and toddlers are divided into classes by age. Children who are three months old through nine months old at the beginning of the school year are in the infant class. Children who are ten months old through sixteen months old at the beginning of the school year are in the young toddler class. Children who are seventeen months old through twenty-three months old at the beginning of the school year are in the older toddler class.
• A music teacher will come in to sing and play with infants and toddlers each week.

Primary Purposes

• Infants – To promote healthy separation, bonding with caregivers, and a loving introduction to church and school. Focus will be on building attachments/relationships, especially with other adults. Routines and rituals will be an important part of a child’s day. Toys and activities will be designed to facilitate optimal development across domains.
• Younger Toddlers – To continue developing bonds with caregivers and to begin developing relationships with peers. Focus will continue to be on relationship building. Ideally, children will have at least one caregiver move through the early ages with them. Sensory experiences will be integral to the curriculum and developmentally appropriate practices will continue to be emphasized.
• Older Toddlers – To continue developing relationships within the framework of a child’s developing independence and growing social skills. Acknowledging, respecting, and supporting a child’s emotional development will be critical at this age. Activities and daily routines will have a more organized, orderly feel with times set aside for optional circle time, shared reading, simple art projects, recreation, and music.

Curriculum

Activities are developed around guidelines for developmentally-appropriate practices outlined by the National Association for the Education of Young Children (http://www.naeyc.org/DAP). The Creative Curriculum (https://teachingstrategies.com/product/the-creative-curriculum-for-infants-toddlers-twos/) is used as a resource for planning and implementation. Relationship-building and self-regulation skills are taught using guidelines from Conscious Discipline (http://consciousdiscipline.com/). Specific Conscious Discipline components for infants and toddlers include Baby Doll Circle Time and I Love You Rituals.

Quick facts

• Classes meet either two, three, or five days per week. Two-day classes meet on Tuesday and Thursday.  Three-day classes meet on Monday, Wednesday, and Friday.  All classes meet from 8:45 a.m. to 12:30 p.m.
• In order to best meet their developmental needs, two-year-old children are divided into classes by age.
• Two-year-olds attend a Music class twice a week and a Movement/Gym class once a week.

Primary Purposes

We strive to help our two-year-olds develop age-appropriate social and emotional skills through play and interaction with peers and adults.  We plan activities to facilitate language skills, cognitive development, emerging independence, and connectedness with others.  Most of all, we want our two-year-olds to feel safe, loved, and treasured.

Typical Day

Two-year-olds spend their day engaging in a balance of structured and unstructured activities.  Typical centers in our twos classes include dramatic play, story sharing, blocks, sensory tables, and imaginative play.  Art activities are planned to encourage self-expression and exploring the process of art. Early learning skills, including counting and color naming are introduced and practiced in developmentally-appropriate ways. Teachers engage with the children as a group using books, nursery rhymes, and simple songs.  Children spend time on the playground each day and attend a music class twice a week. Children bring snacks and lunches from home and eat with their classmates. Snack and lunch times allow children to practice emerging social and daily living skills.

Curriculum

We do not use a specific academic curriculum for two-year-olds.  Activities are developed around guidelines for developmentally-appropriate practices outlined by the National Association for the Education of Young Children (http://www.naeyc.org/DAP).  Relationship-building and self-regulation skills are taught using guidelines from Conscious Discipline (http://consciousdiscipline.com/).

Quick facts

• Classes meet either three, four, or five days per week.  Three-day classes meet on Tuesday, Wednesday, and Thursday.  Four-day classes meet Monday-Thursday.  All classes meet from 9:00-12:45.
• In order to best meet their developmental needs, three-year-old children are divided into classes by age.
• Three-year-olds attend a Music class twice a week and a Movement/Gym class each week.
• Chapel is introduced at this age. Chapel services are held once a week.

Primary Purposes

In our three-year-old classes, we build on age-appropriate social and emotional skills begun in our two-year-old classes. We design experiences that assist children in moving from parallel to cooperative play. Language skills are developing rapidly at this age, and we plan a variety of activities to encourage and nurture these skills.

Typical Day

Three-year-olds spend their day alternating between whole group, small group, and individual activities structured around child-friendly themes. Children of this age build critical thinking skills through play and experimentation in our classroom centers. Typical centers in our threes classes include dramatic play, story sharing, blocks, sensory tables, and imaginative play. Art activities are planned to encourage self-expression and exploring the process of art. Early learning skills, including counting, patterning, and early letter recognition are practiced in developmentally-appropriate ways. Teachers engage with the children as a group using books and songs with attractive art, predictable patterns, and rhyming words. Children spend time on the playground each day and attend a music class twice a week. Once a week, three year olds attend a movement class designed to enhance physical development. Mindfulness practices are included in the movement class. Spiritual development is encouraged through participation in a weekly chapel service. Daily living skills are practiced during snack and lunch times.

Curriculum

We do not use a specific academic curriculum for three-year-olds, although pre-academic skills are introduced when children are ready. Activities are developed around guidelines for developmentally-appropriate practices outlined by the National Association for the Education of Young Children (http://www.naeyc.org/DAP). Relationship-building and self-regulation skills are taught using guidelines from Conscious Discipline (http://consciousdiscipline.com/).

Quick facts

• Classes meet either four days or five days per week. Four-day classes meet Monday-Thursday, and five-day classes meet Monday-Friday. All classes meet from 8:45-12:30.
• Four-year-olds attend a music class twice a week, Exploring Lab (science) once a week, and Movement/Gym once a week.
• Children attend weekly Chapel services. They sing in the Chapel Choir approximately every six weeks.

Primary Purposes

In our four-year-old classes, we focus on social and emotional development, independence in daily living skills, and pre-academic skills designed to meet children where they are and prepare them for future schooling. Our goals is to develop critical thinkers who are excited about learning.

Typical Day

Four-year-olds spend their day their day alternating between whole group, small group, and individual activities structured around engaging science and social science themes. Children of this age build critical thinking skills through play and experimentation in classroom centers, large group discussions and demonstrations, and small group time with teachers. Typical centers in our fours classes include dramatic play, art, writing, blocks, science, math, puzzles, and games. Science, technology, engineering, and math (STEM) principles are imbedded in many of our classroom centers. Early learning skills, including patterning, letter recognition, letter sounds, counting, writing, and number skills are practiced in developmentally-appropriate ways. Literacy is highly-valued, and teachers spend time daily reading to the children. Children go out on the playground each day and attend a variety of special classes, including Movement, Exploring Lab, and Music throughout the week. Spiritual development is encouraged through participation in a weekly chapel service. Four-year-olds also spend time each day learning and practicing specific social skills that allow them to build strong relationships with other children and adults.

Curriculum

• Early literacy skills are taught using Letterland, a child-friendly approach to letter and sound recognition and early reading. Most public schools in Wake County and many private elementary schools in our area use Letterland in the early grades. (https://www.letterland.com)
• Math and science skills are taught using activities that incorporate STEM principles (http://drpfconsults.com/understanding-the-basics-of-stem-education/)
• Relationship-building and self-regulation skills are taught using guidelines from Conscious Discipline (http://consciousdiscipline.com/).
• Project-based learning is an integral part of our curriculum. Classes use this style of learning in varying degrees, depending on the needs and interests of the students. Teachers whose classes are primarily project-based are trained through The Duke School (https://www.theeducatorsinstitute.org/).

Quick facts

• Our kindergarten is a traditional kindergarten designed to prepare students for first grade. Some parents may opt to use it as a transitional year for social/emotional reasons.
• Classes meet five days per week from 8:45-12:45.
• Kindergarteners attend a music class twice a week, Exploring Lab (science) once a week, and Movement/Gym once a week.
• Children attend weekly Chapel services. They sing in the Chapel Choir every other month.
• Classes are equipped with iPads, SMARTboards, and other technological equipment designed to enhance instruction.

Primary Purposes

 In our kindergarten classes, our purpose is to prepare students academically for first grade while offering the nurturing, loving environment of a church school.  Our students follow the kindergarten curriculum from the North Carolina Department of Public Instruction so that they can go into public or private school confident and well-prepared. We believe that young children learn through active experimentation, hands-on play, and lessons designed to meet individual needs.

Typical Day

Kindergarteners spend their day their day alternating between whole group, small group, and individual activities designed to meet their unique needs.  Children of this age build critical thinking skills through play and experimentation in classroom centers, large group discussions and demonstrations, and small group time with teachers.  Skills are taught using engaging materials designed to foster independence, problem-solving, and a love of learning. Science, technology, engineering, and math (STEM) principles are imbedded in many of our classroom lessons and centers. Academic skills, including early reading, writing, and number skills are practiced in developmentally-appropriate ways. Literacy is highly-valued, and teachers spend time daily reading to the children.  Children go out on the playground each day and attend a variety of special classes throughout the week, including Movement, Exploring Lab, Music, and Technology Lab.  Spiritual development and leadership skills are is encouraged through participation in a weekly chapel service.  Kindergarteners also spend time each day learning and practicing specific social skills that allow them to build strong relationships with other children and adults.

Curriculum

• Literacy skills are taught using Letterland, a child-friendly approach to letter and sound recognition and early reading. Most public schools in Wake County and many private elementary schools in our area use Letterland in the early grades. (http://www.letterland.com)
• Children use books from Literacy Wings (http://www.pioneervalleybooks.com/collections/rti-literacy-wings.html) to practice reading fluency and comprehension.
• Writing instruction is modeled after the Lucy Calkins Writer’s Workshop (http://www.unitsofstudy.com/).
• Math is taught using the Bridges in Mathematics. (http://www.mathlearningcenter.org/bridges)
• Science skills are taught using activities that incorporate STEM principles (http://drpfconsults.com/understanding-the-basics-of-stem-education/) and follow guidelines from the NC Department of Public Instruction.
• Relationship-building and self-regulation skills are taught using guidelines from Conscious Discipline (http://consciousdiscipline.com/).