Ages 3-4 (Colibríes)

Colibríes (3 – 4 year-old)

The Colibríes program begins a new journey of social development along all developmental areas such as language, fine/gross motor skills, and cognitive skills. We foster children’s sense of self and enjoyment through all class activities. Our goal is to create security, high confidence, and love of learning in your child’s early precious years. Our certified teachers know how important and critical preschool years are. Our deep desire is to implement a solid foundation for children that will carry on throughout their lives.

Goals & Developmental Objectives
Language Literacy

We use the “Estrellita” Early Literacy Program to promote reading skills. It is a developmentally, appropriate curriculum designed to provide a strong foundation for early literacy development. It is a hands-on and fun curriculum where children engage easily in the learning process within a series of songs and visual props for each letter according to the group age for which the program is presented. It is based on current research that
identifies critical pre-reading skills: oral development, phonological awareness, print awareness, and letter knowledge. This program develops the phonemic awareness, pre-reading and pre-writing skills. During the school year a Colibríe student (age 3 – 4) gains knowledge in the following areas:
• Reading readiness skills (turning pages, reading from left to right)
• Identify the parts of a book-title, cover, author, and illustrations
• Identify uppercase and lowercase alphabet letters
• Identify phonemic sounds of alphabet letters
• Introduction of literacy concepts through read-aloud of student’s books, nursery rhymes, poetry, songs and finger plays
• Identify sight words
• Write letters in child’s name using proper formation
• Write alphabet letters and words
• Recognize their own name and friends names
• Recognize print and connect it with spoken words

Music and Story Time

 We incorporate music and movement for enjoyment and language development. Use of contagious joyful songs in an engaging music class. Music is often introduced with stories. Verbal imitation, following rhymes and vocabulary, is learned by connecting visual cues with lyrics. Gross motor movements accompany fun songs to reinforce understanding of content. Exposure to early literacy and develop listening and social skills in a group setting.

Fine and Gross Motor Skills

 Learning opportunities to develop large and small muscles through a variety of activities and materials. Manipulatives are provided during math, art, science, such as playdoh, puzzles, beads, and lacing boards. Outdoor games and activities such as bikes, soccer, basketball games, painting, water play, sandbox, and drawing outdoors.

Visual Learning

Part of our weekly themes involves a visual and hands-on approach to learning so students make better connections of the daily lessons. Connecting language, vocabulary, with visuals. Imitation of the body, oral, and facial expressions to link the vocabulary and develop language skills. Students enjoy visuals (such as puppets) and movement to access new learning concepts. Use of props and engaging activities make learning fun.

Art and Science

 Art and science are part of our weekly curriculum to encourage our students to express their creativity and express their ideas. Art and Science provide students with observations and discoveries. Making connections by observing cause-and-effect as students learn problem-solving and language skills. Utilizing inquiry-based thinking reinforces that each student has unique thinking, fosters learning from each other, problem solving, fosters the joy of investigating and being creative thinkers, encourages to ask and answer and discovery through others’ input.

Math

 Age-appropriate math concepts through hands-on activities to teach numbers, shapes, more or less, calendar, sorting, cooking, measuring, size recognition, and counting. Use of a variety of manipulatives to make learning fun, functional, and accessible to young students.

Pre-Literacy

 Teachers introduce the Get-Ready-for-School materials as a support of our pre-literacy curriculum. Fine motor and Pre-writing skills are taught through a variety of activities and manipulatives. Such as songs to prompt letter formation, letter recognition activities, recognition of student’s own name and friend’s name. Use of Handwriting Without Tears curriculum and materials to reinforce fine motor and visual planning skills.

Culture and Diversity Appreciation

 We integrate culture and appreciation of each other background into our curriculum through dramatic play, classroom activities, and family events. Recognizing and appreciating our community’s rich diversity by having class discussions and inviting families to share traditions.

Curriculum Expectations

• To promote parents/guardians as partners in their child’s learning process with honest and valuable communication by the teacher through newsletters, conferences and regular assessment of their children.
• To provide a developmentally appropriate curriculum in a Spanish immersion setting for each child in all developmental areas: physical/motor, social/emotional, and cognitive/language, while introducing beginning math, reading, and writing literacy.
• To encourage exploratory learning stimulated through play, self-selected learning experiences, dramatic play, and learning centers.
• To encourage appropriate behavior through guidance techniques which include positive reinforcement, group and individual problem solving, redirection, logical and natural consequences, verbal expression of feelings, consistency and patience.
• To promote appreciation of each individual child through recognition of individual strengths, areas of need, and individual learning stages; also, by encouraging creativity and by expanding the desire to learn.
• To use child assessment data to develop and implement activities for children in their areas of need.
To help parents/guardians improve their parenting skills and become more responsive in meeting both the emotional and physical needs of their children.