New Creation Preschool’s program works to enhance a child’s feelings of being competent and cared for. Our play-based curriculum has influences from the Montessori, Regio-Emilia and Waldorf methods. There is a fine balance between following a schedule and independent times. All children are guided through Letter of the Week projects, art experiences, Journal prompts and Social Emotional Learning activities each week. There is a Book of the Week and accompanying songs or poems as well as additional materials and activities offered.
OUTDOOR PROGRAM: We spend time outside in most kinds of weather believing that a connection to nature is essential to a whole early childhood experience. We have a large outdoor area known in the community as the New Creation Memorial Park. It is enclosed by a fence with play structures, climbing logs, benches, water play, a permanent open air pavilion (installed summer 2021) and many trees. The ground cover under play structures is KDHE approved pea gravel (rather than sand or plastic) and the majority of our space is grass. The playground and shelter are fully accessible via sidewalk. We maintain compliance with all regulations according to K.A.R. 28-4-437 including:
- Staff is equipped with a megaphone/voice amplification, cell phones and a first aid kit
- We shelter indoors during extreme temperatures or lightning/storms in the area
- The fence gates are monitored at all times by teaching staff
INDOOR LEARNING AREAS: Our classroom is carefully arranged with areas/centers clearly defined, each housing a variety of materials. Mirrors, tables and chairs are available in each area. We have a large carpeted area for “Circle Time” designated as a space for the whole class to gather. Other areas include:
Bathroom: While this isn’t a “play” area per say, it is a place children are allowed to go to at any point during their day. Handwashing, toileting, looking in the mirror are all options. There is a fantastic map on the cupboard that is worth checking out! A collection of song and poem cards can be found on a hook on the way to and from the bathroom so teachers can use them during any wait time.
Block Corner: our block area is a large carpeted area with several sets of wooden unit blocks, wooden logs, toy vehicles, plastic realistic animals and dollhouses with furniture and people in low open shelving.
Book Corner: our book display shelf contains a variety of books that children can access anytime. Books are rotated at least monthly according to children’s interest/curriculum themes. We also have a year round “Library” for children to play through the checking out and returning of books.
Broom Corner: Children have access to a variety of brooms, dust pans and child-safe wipes at all times. In addition to cleaning up toys and supplies, children may like to help clean the floors and surfaces during Clean Up Time.
Cubbies: each child has an open “locker” style cubby for personal items that can also serve as their own “quiet space” if they are ever looking to retreat. With each cubby labeled, name recognition of self and peers is naturally encouraged due to labels and photos of each child.
Family Corner: this is a dramatic play area with a loft that is used most often to play “house” and “office.” There is a fully equipped play kitchen, table and chairs, dolls, dress up clothes, books, office supplies (old disconnected computers, keyboards and phones) and stuffed animals.
Nature Corner: this is a science area that includes magnifying glasses, a light table and items from the natural world (such as plants, rocks, shells, leaves, bones, insect blocks etc.) along with a collection of “Nature Fact” books.
Project Corner: this is a completely self guided writing/drawing/creating area that provides different types of paper, writing/drawing materials (crayons, markers, pencils), stamps, stencils as well as glue, scissors, stamps and a changing variety of collage and sculpture items. Our easel and jumbo chalkboard is also here giving opportunity for standing vertical work.
Puzzle Corner: this is a math/manipulative area that offers a variety of materials including puzzles, small blocks, games, tiles, geoboards, attribute blocks and other hands-on materials that foster children’s thinking and problem-solving skills and support the development of the big ideas of math that are appropriate for young children. Some of our big floor puzzles work best when moved to a more open area in the room.
Quiet Corner: This is the first area upon entry to the classroom at the cubbies and is a common landing spot for children (and their grown ups!). We have books pertaining to feelings/separation anxiety/social challenges, fidget toys, sensory items and rocking chairs. There is a table that holds hundreds of tiny things that changes monthly. Children use their fine motor muscles in manipulating them and sorting them, gaining strength and dexterity while engaging in conversation. Due to the tiny nature of these items, children who put things in their mouths will be carefully monitored.
Sensory Play: we have a table designated as a Play Dough Table where assorted materials and tools (play dough, kinetic sand, rolling pins, play dough scissors, cutters, etc) are available. We incorporate other sensory experiences in our Tub Tables (water, sand, rice, etc.) and tools (cups, tongs, funnels, etc) which change weekly.
Swing: we have a 2000+ pound weight bearing indoor adaptor for a variety of swings that help meet the physical/sensory needs of many children. There is a large round yellow rug under the swing which acts as a visual and tactile boundary for those not on the swing.
DAILY ROUTINE: While the order of some things may change, here are the things we do each day:
Arriving at School Time: When children arrive they can drop off any of their items that they don’t want to wear or hold (jackets, backpacks, shoes, toys from home, etc) in their cubbies. New in 2024 is washing their hands before choosing something to do: each individual caring for children shall ensure each child washes that child’s hands or be assisted in washing that child’s hands when first arriving at the facility. This is a new regulation and we invite adults to help wash children’s hands as schedules and availability allow.
Work Time aka Play Time: With access to all learning areas of the classroom, this is the time of day when preschoolers play and hone the skill of making choices! Teachers are available to guide activities, play with the children and offer suggestions as needed. Some activities are always available while others change with the themes.
Project/Journal Time: this is the time of day when we create something. We ask that children come in clothes that they can get messy in believing it is important for there to be freedom to participate fully. We use lots of paint and lots of glue during the year! Our curriculum includes an Alphabet Project, guided Journal Time and extra art projects each week as well as the Project Corner that children can create from every day they come.
Circle Time: this is the time of day when we sit together and engage in conversation. Our Coping Skill of the Week is introduced here with books, songs, drawings and more. We hint towards the school skills that are found in a traditional Kindergarten classroom: calendar talk, alphabet sounds/recognition, name reading, color recognition, patterning, etc. This is also the time of day when we sing songs, recite poems and act out rhymes.
Snack Time: we use this time to relax, visit and try new foods in a safe way (at preschool children are allowed to smell, lick, taste and even gently spit out things they don’t like). We make connections to the themes of the week (“These cheerios are like the wheels from our book! We’re eating rabbit food -carrots and lettuce! The crackers are the same shape as our book! Everything is the Color of the Month! Everything starts with the Letter of the Week!…”). Families are invited to sign up on our website to bring snacks for their child’s class.
Clean Up Time: this is the time of day we get our shoes on and help put things away in the classroom. We play music and remind preschoolers that we aren’t cleaning up just what we played with, but whatever our classroom needs! Child safe wipes and brooms are offered for those who like a deep cleaning experience. After cleaning up, children are invited to gather together to read books independently. Children practice the skill of taking “picture walks” through books. Children also experience teachers reading alongside them during this restful and quiet time.
Story Time: this is the time of day when the teacher is reading to the children. Through our stories we are able to introduce new concepts while having children experience the security of being read to. Our books are chosen based on the theme of the day and are connected to the other activities of the day.
Outside Time: after teachers lovingly help get children ready with their personal belongings and any projects from preschool, we go to the playground! We spend time outside in most kinds of weather believing that a connection to nature and opportunities to use their large muscle groups is essential to a whole early childhood experience! In addition to the natural opportunities, each day there are special “Big Body” activities planned. Specifically designed for preschool aged children, examples include a variety of swings, balancing beams, wiggle boards, ride-on devices, yoga poses, bubble chasing, jumping off platforms, etc.
Going Home Time: As weather allows, we will dismiss from the playground. If we are not on the playground, we are waiting on the steps inside the building. Children must wait with teachers in the fenced playground or in the building until collected by their adult or delivered by a teacher. Preschoolers’ adults and accompanying children are welcome to come to the playground anytime. Preschoolers are welcome to stay longer on the playground as long as their adult is with them.
* Lining Up/Wait Time – Updated 2024 KDHE regulation: Routines such as toileting and eating, and intervals between activities should be adapted so that children do not have to wait in lines or assemble in large groups. While this is something I am already mindful of, I am glad it is an official regulation. We will still “line up” for certain parts of our day but our line will look much more like a clump or cluster because that is developmentally appropriate! The most important part of our “line” is to stay behind Ms Kristin!
PROGRAM PLAN: Per K.A.R. 28-4-427 (c), there shall be a written program plan which includes daily learning experiences appropriate to the developmental level of the children. Experiences shall be designed to develop: Self-esteem/positive self-image, social interaction skills, self-expression/communication skills, creative expression, large/small muscle skills and intellectual growth. The program schedule shall be planned to provide a balance of active, quiet, individual and group activities.
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