All our programs feature:
Our Center is Christian based. Children learn: to pray, who Jesus is, all about the cross, the Bible overall
• Small class size
• Individualized attention
• Abeka curriculum
• A blend of learning and fun designed to make children into lifelong learners
Infant & Toddler (6 weeks- 30 months)
From three to twenty-four months, infants and toddlers begin to display a spurt in growth and curiosity. Our class for this age group is uniquely designed to promote this spirit of inquiry. Mobile toddlers are shifting from feeling secure to exploring their environment and eventually to developing an identity. We understand the natural developmental of children and develop our curriculum according to their needs.
Fine Motor Skills/Art
Children are given plenty of opportunities to play with different textures: play dough, fingerprint, shaving cream, and more. They are exposed to art materials such as paint and paintbrushes, crayons and paper, chalk, and clay. Students are introduced to simple and varying levels of shaped puzzles (some with knobs on the pieces) and materials are rotated to provide variety.
Active Physical Play
Children participate in crawling through tunnels, balancing, climbing, playing ball, and more. Carts and wagons are provided, riding toys for children to push, pull and ride. Outdoor play is required on a daily basis with a minimum of 30-45 minutes of physical active play.
Music and Movement
Musical toys, instruments, and genres of music are introduced to children from the very beginning. Children are exposed to various types of music: classical and popular, music characteristic of different cultures, and songs sung in different languages. Students learn to dance, clap to rhythm of songs, or even sing along.
Wooden and board blocks, including transportation toys, people, signs, and animals, are important materials to promote a child’s imagination and develop spatial and mathematical relationships.
Child-sized play furniture and props represent what children experience in everyday life (household routines, work, and transportation). Teachers pretend with children in play (talk to child on toy telephone, talk to baby doll). Pretend play with real and/or pretend objects such as pots and pans, computers, or phones. Students are exposed to dolls representing different races/cultures.
Children are exposed to experiences with living plants indoors/outdoors. Daily exploration of the world around us, such growing plants or flowers in the classroom, examining the texture of a tree bark, and sorting various types of sea shells.
3 & 4 Year Old Preschool Class
Three year olds are full of wonder and spend a lot of time watching, observing, and imitating. Their imagination is working at all times. They are particularly interested in perfecting their fine motor skills. As parents we know that three-years-old loves to pour, mix, mash and squeeze. At this age, a child will learn to hold his or her crayon better. Our classrooms are equipped with pencils and crayons to help with pretend writing and drawing. The gross motor skill development of this age group will learn to throw and catch a large ball. Hopping, climbing and skipping are activities that the child loves to practice and are incorporated into everyday activities. One of the favorite words during this period is asking “why?” Three years old want to know what causes the events around them. They will also learn to listen to the explanations of others with interest.
All of our classrooms are designed with learning centers, which give children the opportunity to play by themselves or in groups. The classroom itself is a prepared environment designed to provide children with only positive experiences. Our teachers skillfully plan engaging learning activities that build upon what your child can do, encouraging and exploration along the way.
Traditional subjects such as math, language skills and social studies are integrated into the learning centers and introduced in the context of play. The learning centers within a classroom offers social learning—playing together to develop healthy development and underlies children’s ability for later academic learning. Classroom centers constantly change according to the theme for the month. New activities and projects are introduced to meet emerging interests and individual learning goals. Most importantly, learning centers offers opportunities for intellectual and social development, which is the key to a successful transition to our pre-kindergarten program.
Fine Motor Skills/Art
Children are given plenty of opportunities to play with different textures: play dough, fingerprint, shaving cream, and more. They are exposed to art materials such as paint and paintbrushes, crayons and paper, chalk, and clay. Students are introduced to simple and varying levels of shaped puzzles (some with knobs on the pieces) and materials are rotated to provide variety. Stacking blocks, shaking bells, doing puzzles, pouring, drawing, pasting, and swinging. Play enables a child’s small-muscle coordination to develop.
Active Physical Play
Running, jumping, climbing, lifting, pulling, pedaling, reaching, hopping, dancing, skipping, rolling, bending. Play enables a child’s large-muscle coordination to develop. Outdoor play is required on a daily basis (weather permitting) with a minimum of 60 minutes of physical active play.
Music and Movement
Musical toys, instruments, and genres of music are introduced to children from the very beginning. Children are exposed to various types of music: classical and popular, music characteristic of different cultures, and songs sung in different languages. Students learn to dance, clap to rhythm of songs, or even sing along. Play enhances eye-hand coordination and muscle development.
Daily use of block manipulation (including transportation toys, people, signs, and animals) help to develop spatial and mathematical relationships and most importantly imagination.
Child-sized furniture and props represent what children experience in every day life (household routines, work, transportation). Teachers pretend with children in play (talk to child on toy telephone, talk to baby doll) or pretend play with objects such as pots and pans, typewriters, fruits and vegetables. Students are exposed to dolls representing different races/cultures. Play fosters a child’s language, reading, and writing development.
Stimulates a child’s imagination.
Helps a child learn the difference between fantasy and reality.
Expands a child’s curiosity, creative thinking and skills.
Enables a child to explore cause and effect.
Provides new information about the world.
Gives a child the chance to organize information.
Allows a child to figure out how to solve problems.
Enables a child to try out new roles.
Sets the stage for a child to learn how to think through ideas and problems.
Daily experiences with living plants or animals indoors. Caring for pets help children handle natural things carefully. There are daily exploration of the world around us, such growing plants or flowers in the classroom, studying animals, examining the texture of a tree bark, and sorting various types of sea shells.
4- 6 Year old Pre-k & Kindergarten Classes
Here at Wilson Christian Academy we know that story time is particularly important for this age group. The child’s imagination and the increased ability to remember the past make the child an interesting storyteller. Teachers give students opportunities to recite familiar stories that they have read. Children learn that reading is about playing with words and sounds through rhymes, songs and stories.
Our curriculum for the 5 and 6 year old classes has been structured to foster the development of lifetime cognitive skills. We encourage our children to become accomplished readers and writers, skilled in mathematics and practiced in the arts of observation, creative thinking, and problem solving. The learning process is as important as the educational content. We provide opportunities for children to question and express their curiosity, which results in developing confidence, independence, and high self-esteem. The classrooms provide nurturing, child-centered settings for children to master their language, math, science, social, and sensorial skills. Through our thematic based curriculum that provide for the exploration of individual interests as they develop, high academic standards, and a strong focus on social development, our students will aspire to become lifelong learners.
• Learn best through their own play, by being read to, by acting out stories and fairy tales, by manipulating clay, paint brushes, finger paints, building blocks, math materials.
• Outdoor play is essential. This is an age where much learning is transmitted through the large muscles.
• Learning goes from the hand to the head, not the other way around.
• Teachers need to focus on observing and redirecting behavior and asking questions that lead children toward the next level of cognitive exploration and understanding.
• Learning is at its best for this age group when it is both structured (with predictable schedule) and exploratory (interest areas where children can initiate their own activity.)
Thematic Based, Interdisciplinary Curriculum:
Each month a new theme will be developed and explored. Students will have opportunities to build upon their language arts, math and science, and social studies skills. Students will begin to learn how “things around them” are all connected. Specifically our thematic based, interdisciplinary curriculum is built upon the following:
Students will build and strengthen their word knowledge, language development, verbal expression and reasoning, social interaction and awareness. All of these are essential pre-reading skills. Students will learn to name and classify shapes, letters, numbers and natural forms such as shells, stones and leaves. Students will master specific words and concepts such as back, front, under, over, in, on, and up. Proficiency in these areas is achieved through circle time activities, finger play, story time, dramatic play, music, creative movement, free play both indoors and out.
Math and Science:
Students are exposed to counting, numerical recognition and reasoning, whole-part relationships, spatial relationships, and identifying and creating patterns. These skills are achieved through block building; stringing beads, puzzle assembly, calendar activities and art activities. Manipulatives teach the children to sort, order and classify. Collecting, measuring and graphing are taught through cooking and nature activities.
This curriculum is designed to open children to the world around them. We begin at the center of the child's experience -- themselves -- and spiral out to include the classroom community, the school community and the community beyond school. As we discuss, explore and experience the world, the children obtain information about themselves and their families. Students explore how basic needs are met, families are constituted and holidays are observed in similar and different ways throughout the world. The children experience multicultural awareness and appreciation through food, music, language and art. At the heart of this curriculum is to promoting acceptance of diversity. Cultural awareness is taught in a variety of activities (various types of music, celebration of different holidays and customs, ethnic foods served).
Typical Learning Centers in a 5-6 year Old Classroom:
• Library- Language / Books
• Reading and Writing
• Technology / Computer
• Construction / Blocks
• Math and Science
• Dramatic Play
• Art and Sensory Experiences
• Circle Time (Morning/Afternoon Discussion area)