ELC realizes that "one size does not fit all" therefore an integrated approach to curriculum is used. The goals and objectives that guide our planning and instruction are aligned with the Indiana Preschool Foundations and based on kindergarten readiness. In order to meet our goals and objectives, ELC uses Handwriting Without Tears, Conscious Discipline and Second Step curriculums.
Handwriting Without Tears (HWT) teaches children in a developmental teaching sequence, making it more appropriate for young children. Easy letters are taught first and taught together with letters with similar stroke patterns. Because of this sequence, children gain confidence because they are able to master things easier and more quickly.
ELC uses Conscious Discipline for our social-emotional curriculum. Conscious Discipline integrates classroom management and social-emotional learning. Adults and children partner together to respond to conflict, learn critical life skills and encouraging children to be a part of a school family. A school family builds connections between all involved (children, parents, teachers, etc) to ensure optimal development for all. Consious Discipline curriculum doesn't need to stop at school, either. There are many valuable parent resources on the Conscious Discipline website, and we encourage our families to check them out!
We also use Second Step, Early Learning Curriculum as part of our daily circle time. Second Step teaches and promotes social-emotional development by focusing on weekly themes, such as skills for learning, empathy, emotion management, friendship skills and problem solving, and transitioning to kindergarten. This curriculum helps teach children to listen, pay attention, control behaviors, get along with others, and prepares them for social skills necessary for success in kindergarten.
It is important to note that the critical component of any curriculum is the teacher. For the program to be successful, it is vital that teachers are well prepared and knowledgeable. Collectively, the directors and preschool teachers contribute information from a variety of sources including knowledge regarding child development, individual characteristics of children, knowledge of various disciplines, values of our culture, parent desires, and knowledge that children need to function competently in our society. That body of professional knowledge guides the development and implementation of the preschool program.