Goals & Objectives

These are the Goals and Objectives for the year at Rainbows, organized by domains of development, in connection with PreK Standards:

 

 Social-Emotional Learning (SEL) 

The term SEL refers to a broad range of social, emotional and behavioral skills for children, such as emotional processes, social/interpersonal skills, and cognitive regulation. SEL is one of the most essential teachings that our school focuses on, as the skills that are taught and learned through SEL are not only crucial for the success of any student in a school setting, and in readiness for Kindergarten but also in daily life and our daily interactions. The skills that are taught here include identifying and understanding one’s feelings and the ability to name them; the ability to read and understand the emotional state of others, developing empathy; managing strong emotions and expressing them in a constructive manner, as well as managing one’s behavior as to withstand impulses, also referred to as self-regulation; as well as establishing and sustaining relationships. When a child is able to manage their emotional state throughout their day, it has a profound effect on their ability and motivation to learn. For example, a confident child will have an easier time to listen, learn, take risks and learn from their mistakes, and in that respect, emotions, and learning intersect.  Students need to learn how to manage their emotions to succeed in school and life. My role as the teacher at Rainbows is to recognize and articulate the child’s feelings, set reasonable goals for that child, help them empathize with others, and help support solve social conflicts in a constructive way. Amongst the standards that will be addressed are:

PK.SEL.1. Regulates responses to needs, feelings and events

PK.SEL.2. Recognizes self as an individual having unique abilities, characteristics, feelings and interests

PK.SEL.3. Demonstrates and continues to develop positive relationships with significant adults (primary caregivers, teachers, and other familiar adults)

PK.SEL.4. Develops positive relationships with their peers

PK.SEL.5. Demonstrates pro-social problem-solving skills in social interactions

 

 

Physical

Physical activity and outdoor play are a crucial part of our curriculum at Rainbows. The motivation for children to be moving for the better part of the day happens both outside of the classroom as within. I will support and guide children as they acquire skills, concepts and confidence in their own bodies and movement. Our goal is to support the children to become independent in their daily actions, whether it is in learning how to put their coats and shoes on, holding scissors or pencils (fine motor skills), or whether it is to make sure that they have many opportunities throughout the day to use their bodies, develop their coordination and physical skills and confidence to engage in gross motor activities. These teachings break down to gross motor development and fine motor development, and are described in more detail below. Amongst the standards that will be addressed are:

PK.PDH.1. Uses senses to assist and guide learning.

PK.PDH.3. Demonstrates coordination and control of large muscles

PK.PDH.5. Demonstrates eye-hand coordination and fine motor skills

PK.PDH.6. Engages in a variety of physical fitness activities

 

Cognitive

Cognitive development pertains to skills regarding learning and thinking. Examples can include asking questions, developing an increased attention span, problem-solving, visual discrimination, understanding fact and fiction, understanding cause and effect, and simple reasoning. These skills are explored daily, through different domains such as open-ended play, class discussions as well as conversations in small groups, and planned activities among others. For example, children will be encouraged to ask questions, to practice skills over and over again, to take risks and try new things—these are all efforts in developing their cognitive abilities. I will emphasize metacognitive thinking in children. In addition, the learning environment influences on the children’s learning, and as such, I will make sure that the classroom environment fosters imaginative thinking, risk-taking, language production, idea generation, collaboration, etc. I will plan responsive activities and projects that create opportunities for children to practice these skills. Amongst the standards that will be addressed are:

PK.AL.1 Actively engages in play as a means of exploration and learning

PK.AL.3. Approaches tasks and problems with creativity, imagination and/or willingness to try new experiences

PK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiences

 

Language

Children at this age bracket are developing their communication and language skills every day. They are learning to listen, to respond, and to express their thoughts and ideas through a variety of means, including class discussions, dramatic play, art, writing, etc. I will actively ask children to tell their stories as the teacher writes the children’s own words, so they can see them in actual print, as a preface for writing. What is wonderful about this kind of learning is that it happens continuously throughout the day. I will provide an assortment of fiction and non-fiction age-appropriate books in the library area, easily accessible for the young child, and often rotated. These books will be connected to instructional themes and feature cultural diversity. Stories are read aloud by teachers as well as children, and children have different avenues wherein to tell stories- through drawing, dramatic play, and small group work to name a few. While some children will be “reading” the pictures of a book, and retelling the story to themselves or others, other children will have a stronger familiarity with letters, letter sounds and sight words, and through play-based center work children will have the ongoing opportunity to continue and develop their awareness of this field. I will also encourage children to develop an interest in writing by using “sound spelling”- the students will use their knowledge of letters and sounds to write words as they hear them, which allows them to become independent writers, a pre-stage before teachers will encourage them to include the conventional spellings of frequently used words. ELLs will get additional support in class as they are learning English, and will be encouraged to explore the language also from listening to audiobooks and seeing short films in English at home. Amongst the standards that will be addressed are:

PK.AC.1. Demonstrates motivation to communicate

PK.AC.4. Demonstrates a growing receptive vocabulary

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of the organization and basic features of print

PK.ELAL.2. [PKRF.2.] Demonstrates an emerging understanding of spoken words, syllables, and sounds (phonemes)

PK.ELAL.19. [PKSL.1] Participates in collaborative conversations with diverse peers and adults in small and large groups and during play

 

Creative

Preschoolers are full of imagination and magic. At Rainbows, these attributes will be encouraged and explored daily through a variety of means, such as at centers, through whole/small group work and individual activities. While allowing children to be creative and use their imagination, I will scaffold and support them as they learn to distinguish between fantasy and reality. I will support their intellectual development across all subjects, encouraging divergent thinking, which is when children generate unique solutions and make new connections. Divergent thinking, creativity and creative problem solving, are forms of thinking, predicting, imagining and creating. I will ask open-ended questions, to encourage children to see that sometimes there’s no right or wrong. I will invite children to create, to break the rules, to use open-ended tools such as puppets, vehicles, blocks and art materials, and encourage inventive storytelling, etc. Standards that will be addressed are mentioned in other domains.

 

Integration of Subject and disciplines:

 

The Arts

The Arts is a major component at Rainbows. We believe that children learn so much about life and themselves from engaging in the many disciplines of art, including visual arts, music, dance, creative movement, and drama. Therefore, children will have daily opportunities to engage in creative expression and aesthetic appreciation, as I will integrate the arts in their daily activities and curriculum so to enhance the child’s learning experience. Different media and techniques will be explored, as well as learning new concepts and vocabulary to extend children’s experiences in the arts. Children’s work will be displayed on a rotating basis and families will be invited to special performances throughout the school year. In addition, trips to the community as well as to museums, concert halls, and the theater will be integrated into the yearly plan.

 

• Visual Arts- I will create many opportunities for children to engage and explore artistic creations through the use of a variety of materials and media such as drawing, painting, sculpture and crafts. I will teach new techniques and vocabulary as the year progresses.  I will encourage children to speak about their work and revise it if they wish to, working on both short-term and long-term projects. Amongst the standards that will be addressed are:

       PK.ARTS.16. [VA:Cr1-3.PK] Creates Visual Arts

       PK.ARTS.17. [VA:Pr4-6.PK] Presents Visual Arts

 

• Music- Music education will take place each day in small and large ways. I will sing every day with the children, as well as provide musical instruments for them to use. A music specialist will be part of the curriculum and enhance children’s understanding and experience of music. At that time, children will learn elements such as pitch, duration, tempo and volume and have the opportunity to engage in full-body activities such as dancing. Amongst the standards that will be addressed are:

       PK.ARTS.8. [MU:Cr1-3.PK] Creates Music  

       PK.ARTS.9. [MU:Pr4-6.PK] Performs Music

 

• Creative Movement & Dance- Children will receive dance knowledge, skills, artistry, and appreciation and an ability to create and perform creative movements and dancing. This will enhance the confidence and creativity of children as they acquire the skills and ability to create and perform dance. I can make connections between dance and other domains, such as music, science and culture. Amongst the standards that will be addressed are:

       PK.ARTS.1. [DA:Cr1-3.PK] Creates Dance

       PK.ARTS.2. [DA:Pr4-6.PK] Performs Dance

 

• Drama- Theater explorations with the children is a powerful tool for them to understand themselves and others in the context of their world (how do we show emotions, what facial expressions and movement to we demonstrate, what do we like to tell a story about, how do we tell a story, etc.). It encourages critical thinking and problem solving, strengthens self-discipline, and provides opportunities for collaborative work. Different activities that will explore theater in the classroom will also include puppet-theater, which is also a part of the Dramatic Play center. Amongst the standards that will be addressed are:

       PK.ARTS.12. [TH:Cr1-3.PK] Creates Theatrical Arts

       PK.ARTS.13. [TH:Pr4-6.PK] Performs Theatrical Arts

 

 

Mathematics

Math is taught through our daily explorations and play in the classroom. Before it is called math, children naturally question, analyze and discuss what is around them, for example- Sara has more pretzels than I do, or My water bottle is bigger than yours. They have encountered numerals on clocks, food packages and literature/media. Their ability to think abstractly or use symbols is something that is developed slowly through these daily interactions. Additionally, I will use the calendar days, play rhythmic games, do movement activities, sing and calculate attendance to develop their number sense. Mathematical attributes such as size, shape, color and weight will be explored through manipulatives. Concepts such as patterning, classification and graphing will be explored through games, in order to make learning the basic math skills meaningful and fun, and related to their lives. I will use various learning contexts such as small/large groups and one-on-one to vary the learning for the children. Children will also participate in problem-solving activities, games and discussions so to develop their number sense, through the use of open-ended math materials such as unifex cubes and loose parts, which allows children to access the concepts at their developmental readiness. I will also engage children in thinking about solutions to everyday situations in order to promote reasoning and problem-solving skills. The major content areas that will be explored are number and operations, geometry/spatial relationships and measurement. Some of the math programs that will be explored, include Math in the City, Investigations, EngageNY, and Mathematics Their Way. These are all modified to be developmentally appropriate for Pre-K.

Amongst the standards that will be addressed are:

PK.MATH.1. [NY-PK.CC.1.] Counts to 20

PK.MATH.2. [NY-PK.CC.2.] Represents a number of objects (0-5), with a written numeral 0-5 (with 0 representing a count of no objects)

PK.MATH.8. [NY-PK.OA.1.] Explores addition and subtraction by using objects, fingers, and responding to real-world situations

PK.MATH.10. [NY-PK.MD.1.] Identifies measurable attributes of objects, such as length or weight, and describes them using appropriate vocabulary

 

Science

Children at this age are curious and love exploring the world around them. I will support their curiosity by including concepts such as life science/nature, physical science and earth science. For example, children will have many opportunities to explore key scientific concepts such as weight, light, cause and effect, as well as develop skills such as predicting, observing, classifying, hypothesizing and so on- during open and focus explorations and experiments that will take place inside and outside of the classroom. Children must have the opportunity to learn to observe, notice changes, find patters and look at relationships when recording and documenting their investigations. This can all take place through cooking, or making a volcano with baking soda and vinegar, or growing plants, etc., and throughout these explorations, children acquire foundational concepts and knowledge. Amongst the standards that will be addressed are:

PK.SCI.1. [P-PS1-1.] Asks questions and uses observations to test the claim that different kinds of matter exist as either solid or liquid

PK.SCI.2. [P-PS2-1.] Uses tools and materials to design and build a device that causes an object to move faster with a push or a pull

 

Physical Activity

For Gross motor development, teachers will create many opportunities throughout the day to engage children in active movement. During play and in planned movement activities, children will need to use their large muscles as they balance, run, jump or climb, as well as body and spatial awareness and key movement skills such as when they play ball or jump rope. Exploring these movement activities will take place both while playing outdoors, and inside the classroom. Outdoor play will only be canceled if the weather is extremely poor. On days like that, children will play in the large gym for the same period of time. For Fine motor development, I will provide a variety of opportunities for the children to strengthen and develop their fine motor skills, through writing and drawing, through art and the use of play-dough and clay, through beading, through cutting and through learning how to button up and use zippers on clothing (and during open-play time). Additionally, I will support and scaffold children as they develop and practice self-help skills, such as when they clean up, dress up, eat independently, etc. I will also be encouraged to explore with their class activities such as yoga, dancing and other realms of movement that adjunct with their passions. Amongst the standards that will be addressed are:

PK.PDH.3. Demonstrates coordination and control of large muscles

PK.PDH.4. Combines a sequence of large motor skills with and without the use of equipment

PK.PDH.5. Demonstrates eye-hand coordination and fine motor skills

 

Health and Safety

Children thrive when their most basic needs of health (including nutrition) and safety are met. I will therefore introduce healthy habits into the classroom, from eating, to exercise, and hygiene, to basic concepts of body functioning and physical health. I will discuss the classroom rules with children so to ensure that children feel safe and know what they are welcome to engage with and what actions are not respected or tolerated. Conversations about these issues manifest themselves throughout the daily activities, whether it’s during snack or lunchtime, free play, or through more structured activities like following a read-aloud with a discussion about what makes our bodies healthy and how we can help it grow to become healthier and stronger. Students will have the opportunity to learn about how their body functions and classroom conversations about these topics will be welcome and encouraged. Daily routines such as hand washing will be encouraged while teaching children to develop health-promoting self-help skills and form an understanding of health and safety. Additionally, the use of universal precautions and appropriate responses to emergency care situations that respect children will be addressed. Students will learn how to move about the school setting, what to do in case of a fire alarm and rehearse evacuation and other safety procedures, and what to do in case they feel sick or have a question (turn to a grown-up and ask for help). These topics will match the children’s developmental stages and individual needs, and families will be encouraged to familiarize themselves with the school’s policies and practices of health and safety, and are welcome to work collaboratively with our early childhood professionals to ensure that their children’s needs are met. Amongst the standards that will be addressed are:

PK.PDH.7. Demonstrates personal care and hygiene skills

PK.PDH.8. Demonstrates awareness and understanding of healthy habits.

PK.PDH.9. Demonstrates awareness and understanding of safety rules

 

Social Studies

In early childhood, children’s knowledge of social studies builds on and is integrated with the development of their social skills. As such, many aspects of social studies are taught and learned through everyday interactions in the classroom. My role is therefore to use the everyday experiences of the children as the foundation for their social studies learning. For example, I will encourage the children to participate in group decision making (class vote on who’d like to go to the roof or the gym), establish rules and consequences (for the whole class or an activity), express opinions in a group setting (ask the children questions about what they think about a subject or how they see it progress), collaborate with others (working together in pairs, or small and large groups, playing together), and respecting the rights of others in the classroom. Integrating learning experiences allows us to address social studies standards in a more child-friendly manner. Amongst the standards that will be addressed are:

PK.SOC.1. Develops a basic awareness of self as an individual, self within the context of group, and self within the context of community

PK.SOC.2. Demonstrates awareness and appreciation of their own culture and other cultures

PK.SOC.6. Develops an understanding of how people and things change over time and how to relate past events to their present and future activities