Program Dimensions and Curriculum

Our curriculum is based on 7 program dimensions. We understand that development occurs in all areas of a child’s existence. Therefore, we have devised our curriculum to incorporate the following in order to expo children to many opportunities:

  • Communication or linguistic activities – those tasks traditionally associated with pre-academic or academic experiences which allow the child to convey information through non-verbal, vocal, verbal, and eventually written modes.
  • Cognitive Activities – classifying objects, putting materials in order along a dimension, colors, numbers, time, volume, etc.
  • Spatial Activities – to allow practice in finding one’s way around the environment, formulating mental images of objects and then transforming them into reality.
  • Music – to allow the perception and creation of pitch, rhythmic patterns, language, and the appreciation of music.
  • Motor Activities – 
    • Fine motor manipulations, through puzzles, scissors, learning how to use a pencil.
    • Gross motor – running, hopping, climbing, dancing, skating, etc.
  • Interpersonal Experiences – activities that gain an understanding of other people, how they feel, what motivates them, and how they respect diversity.
  • Intrapersonal Experiences – to help children become acquainted with themselves, to gain a sense of identity and a realistic concept of capabilities and potential. Self awareness in emotions, capabilities, and self-care.

Once we have taken the program dimensions into account, we formulate our curriculum based on the developmental needs of the children. Our developmental curriculum is coordinated with two thematic systems over the course of the school year. One, entitled concentric curriculum, places the initial focus of the activities on the most important person to any child, himself or herself. The focus then shifts to the immediate family, the extended family, the child’s home, his or her neighborhood, and eventually extends through their town, state, country, world, and solar system. The culminating activities for the year return the focus to the individual, the emphasis being on the changes which have occurred, including greater skills the child now possesses. Interwoven with the concentric theme is the seasonal theme. Fall, winter, spring and summer, with all the holidays within.

Thus a strong developmental foundation is integrated to form the basis of planning. Specific activities are chosen which assure the broadest range of developmental expression.