Early Childhood Education Curriculum Guide 18 Months - PK4
Early Childhood Education Curriculum Guide
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Mission From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences guided by Orthodox teachings and set within a nurturing, diverse community.
Core Values These are the values by which we - faculty, students, parents and staff - live as a school community, showing our respect for Hashem, for self and others, and for the traditions of our school community. We are committed to educating students with care and dignity, instilling a sense of unity, a love of learning, and the values of Derech Eretz (acting with kindness) and appreciating each person as a unique individual, B’tzelem Elokim.
Educational Philosophy Scheck Hillel builds our Jewish future through your child’s success by tailoring education to the individual child for a personalized, rigorous college preparatory experience. Students develop identity, nurture talent, discover passion and find purpose as our rising generation of creators, innovators and leaders. Scheck Hillel sets the standard for educational excellence by inspiring students to ask, “Who do I want to be?” rather than, “What do I want to do?” This shift empowers students to become reflective global citizens with enduring Jewish identity and values, ready and eager to write the next chapter through their own definitions of success, happiness and fulfillment.
Early Childhood Education Curriculum Guide
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Scheck Hillel Community School Early Childhood Education Curriculum Guide 18 Months - PK4 Introduction Welcome to Scheck Hillel Community School’s Curriculum Guide for Early Childhood Education (ECE). This booklet provides an outline of the skills, concepts, and knowledge typically acquired by students as they progress through grade levels and the approaches to learning that guide Scheck Hillel’s curricular design and implementation. Learning activities are planned, sequenced, aligned and personalized to empower and enrich our students today with an eye on the future. Scheck Hillel’s educational program is continually evaluated to ensure students are learning and growing intellectually, spiritually and emotionally, and are acquiring tools and skills that stimulate creativity and innovation for a modern world. Early Childhood Education Overview At Scheck Hillel youngsters grow from babies into independent learners. Reflecting the schoolwide mission, the emphasis of ECE is on maximizing the potential of each individual child. This is done through multisensory, multi-faceted teaching and learning, integrating Jewish values with child-centered activities and approaches. By creating an environment that focuses on small group instruction, teachers guide students to discover and utilize their strengths toward exploration and academic growth. Scheck Hillel instills in each student a love of learning, a curiosity about the world, a sense of respect and responsibility toward others, and an understanding and appreciation of timeless Jewish values. Scheck Hillel respects and recognizes that all students develop at their own pace and in accordance with their own style. Scheck Hillel believes that experiences during children’s early years provide the foundation for learning into the future. In early childhood classes, students develop socially, emotionally, intellectually and spiritually in a setting that promotes individuality and enthusiasm. Students are provided with opportunities, choices and challenges that foster feelings of competence and stimulate intellectual growth. Appreciating that students learn at their own levels, instruction is personalized providing additional practice and advancement as appropriate. Overview by Subject Area Language Arts ECE emphasizes language development. Listening skills, word recall and following directions are promoted in daily developmentally-appropriate activities. Through story time, centers, or project-based learning, youngsters are constantly engaged through language and play. Patterning, predictable readers, nursery rhymes, recognition of environmental print and games of sound-letter recognition are all purposeful prereading activities. Students use all of their senses to explore the world around them and develop the necessary skills for appropriate pencil grip, posture, and intent for reading and writing. Mathematics Every ECE classroom is equipped with blocks and manipulatives for mathematical play. Young learners are continuously engaged in math activities as they build intricate structures in the classroom, count how many children are present each day, or line up the farm animals into different shapes. Teachers create situations where children explore shapes and sizes, patterns and weight in order to lay the foundation for math learning. Foundational skills in mathematics begin with the understanding that numerical signs symbolize value. Word problems are introduced as early as PK3. 4
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Science The world of science is the world of discovery. Students explore, measure, weigh, observe, ponder and reflect on the world around them. Science is infused into all early childhood instruction, from the basics like colors and counting all the way to language, sorting and predicting skills. This is accomplished by bringing Earth’s natural elements into the classroom through water play, tending campus gardens, nature walks and other related activities. Judaic Studies lessons allow for further scientific investigation as the children engage in the weekly parshiot (Torah portions), learn about the holidays and practice customs and traditions. For example, the reading of Noach calls for a petting zoo and weather discovery, and Tu B’Shevat teaches about plant life and what trees need to grow and thrive. Social Studies Scheck Hillel begins to instill a sense of community in the earliest years of school. Social Studies concepts are embedded within the ECE curriculum to provide an understanding of the world and the role each individual plays in it. In early childhood, the classroom community is the organizing unit, where children come to understand themselves in developmentally appropriate stages. Sharing with others, personal safety, love of country, Zionism, Jewish customs and the study of the weekly Parasha (Torah portion) are some of the topics covered in the social studies curriculum. Judaic Studies and Hebrew Language ECE infuses vibrant, rich Jewish learning throughout the daily curriculum. Students experience the meaning and traditions of their heritage through Torah values (middot), blessings (Brachot), Torah study (Parashat Hashavua), holidays (Chagim), Shabbat and prayer (Tefilah). Co-Curricular Activities Arts The Lower School art curriculum provides students with opportunities for expression and discovery through the Jordan Alexander Ressler Arts Program. It aims to stimulate students to experience the world of art through many types of media including drawing, painting, graphic techniques, printmaking, 3-D projects and weaving. The focus of arts classes is primarily on the process, not on the final product. Art is integrated across disciplines as part of Scheck Hillel’s interdisciplinary learning approach. As early as PK3, children explore various media in the art studio. Music includes singing, playing instruments, moving and creating music. Through the music curriculum, an appreciation of music as an art is instilled in each student, planting a seed which can become a lifelong means of fulfillment, expression and enjoyment. Students experience rhythm and instruments, are introduced to classical musical pieces and composers, and learn songs. Library Students in ECE enjoy opportunities for literacy enrichment. Students listen to stories of various genres and collaborate on group activities or discussion relevant to the literature at hand. Stories are selected in an age-appropriate manner so students can make meaningful connections to characters, setting, and plot. During this time, students are encouraged to employ critical thinking skills while they retell, predict, and analyze conflicts from developmentally appropriate literature. Physical Education Physical Education (PE) is an integral part of the learning experience in ECE. The physical, social and emotional aspects of development are the focus of PE. Key program objectives are to instill in all students a sense of confidence in their physical dexterity and movement as well as clarity around safety, spatial awareness, following directions and social pragmatics during physical activity (i.e., turn taking, cooperation). In addition to PE class, swimming and yoga for young children are also provided. Student Life & Leadership Throughout the course of the school year, ECE offers experiences that enhance the educational program, instilling school spirit and cultivating a love of Judaism and service. Holiday events, Shabbat celebrations, class jobs, in-house field trips (off-campus trips for PK4) and specific projects are some of the examples that enhance and emphasize community responsibility and engagement. Early Childhood Education Curriculum Guide
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School Counseling & Social-Emotional Learning Programs Social-emotional learning is paramount in ECE. Understanding the self, the family, the transitions and growth markers are all acknowledged and supported in active and productive ways. School counselors are available for all students and parents, and work with children individually, in small groups and as full classes. Additionally, counselors run book clubs and parent education workshops to reinforce the familyschool partnership. Scheck Hillel focuses on the health and safety of students from the moment they step onto campus. Early Childhood Education offers a nurturing atmosphere that puts each individual child at the center of learning. ECE Benchmarks ECE Developmental Domains and Benchmarks Scheck Hillel ECE creates a stimulating and enriching educational environment for each and every child. As students develop intellectually, emotionally, socially, spiritually, and physically, ECE educators celebrate each child’s unique qualities and guide them on the path of lifelong learning. Children develop, grow and learn at their own pace In order to provide quality experiences for young children, it is important to understand that each child is unique in many ways including the rate at which he/she grows, learns and develops. Skills development varies according to an individual child’s home learning environment, interests, abilities, personality, learning style, and disposition for learning. Therefore, our educators scaffold children’s learning through supportive and individual interactions. Teaching the Whole Child When we teach early learners, we teach the whole child. • We teach them how to live, how to love, and how to become self-motivated learners. • We encourage children to be confident so that they can speak up when they need to communicate their needs. • We teach children to pass along a toy once they are finished so they can practice generosity. • We encourage children to care so that they can offer a hug to a hurting friend. • We offer children choices to show them that their interests matter. • We provide children with open-ended activities so that they can create, imagine, explore, and discover. • We provide children with items that can spill or break so they can practice life skills. • We provide children with time when they disagree with one another so that they have a chance to resolve the conflict. • We provide children with unhurried moments, so that they develop persistence when working on tasks. • We teach children that mistakes are acceptable and are a necessary part of learning because that is how they learn and grow. • We encourage children to hope. Areas of Development Social-Emotional Development Children’s emotional well-being during their early years has a powerful impact on their long-term learning as well as their social relationships. Young children are learning to talk about their feelings and the feelings of others. Social-emotional development, however, involves more than just expressing emotions. It entails taking turns, becoming independent in following routines and making choices, interacting with peers and adults, engaging in meaningful relationships with others, controlling emotions, and developing a positive self-image. Social-emotional skills help children to persist during challenging tasks, to effectively seek help when needed, and to be thoughtful in their actions. Social-emotional learning programs in school not only improve social-emotional skills, but also increase positive attitudes towards school, positive social behavior, and academic performance (Durlak et. al., 2011). Physical Development Physical development refers to the children’s abilities to use and control their bodies. Both gross (large muscle movements) and fine (small movements) motor skills contribute to physical development. 6
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Gross motor skills are important as they enable children to perform everyday functions, such as walking, running, skipping, climbing, and catching a ball. These are crucial for everyday self-care skills, such as dressing and using the bathroom. Gross motor abilities also have an influence on other everyday functions. For example, a child’s ability to maintain table top posture (upper body support) will affect their ability to participate in fine motor skills (e.g., writing, drawing and cutting) and sitting upright to attend to class instruction, which then impacts their academic learning. Fine motor skills are those that involve a refined use of the small muscles which control the hand, fingers and thumb. With the development of these skills, a child is able to complete important tasks such as writing, feeding oneself, cutting and drawing. Little hands need to develop dexterity and strength. Efficiency in use of fine motor skills significantly influence the quality of a student’s task (lesson outcome). Cognitive Development During the early years, amazing changes happen in children’s thinking skills. Their memories are becoming stronger, they can share their ideas in new and interesting ways, and their imaginations are becoming a primary vehicle for play and learning. They begin to compare, contrast, organize, analyze, and synthesize more and more complex ways to solve problems. Mathematical and scientific thinking become more sophisticated. Language/Literacy Long before children learn how to read words on a page, they develop and hone the skills needed to understand how language works. During the early childhood years, children form the foundation for language and literacy development by discovering that speech has patterns and symbols have meaning. As a result, successful early language development is a vital part of later achievement in reading. Boosting a child’s vocabulary is a critical component in language development and literacy. Young children increase their receptive (listening) and expressive (speaking) vocabularies primarily through social interactions. A larger vocabulary supports a child’s ability to recognize printed words and comprehend the meaning of stories. Before children become readers, they need to develop a strong ability to hear sounds in the spoken language. Phonological awareness includes recognizing rhyming words, matching sounds to letters, identifying words that begin and end with the same sounds and creating new words by switching letters. Read aloud activities stimulate the auditory cortex, the part of the brain that processes sound. Storytelling encourages children to use language in a concrete way, reinforces comprehension and builds their vocabulary. Jewish Identity / Judaic Studies and Hebrew Language Scheck Hillel ECE seamlessly integrates Judaic Studies into the daily routine, establishing the building blocks of the children’s Jewish identity and providing the child with an awareness of their Jewish heritage. We emphasize Jewish values in our relationships within the classroom, our school and the wider community. Children are engaged in meaningful Jewish learning - from studying and celebrating the Jewish holidays and welcoming Shabbat every week, to engaging in Torah study and integrating the Hebrew language into our daily routines. Scheck Hillel’s ECE program engages, educates and inspires young Jewish minds. Their mitzvot and actions, along with what they contribute to society, matter at this stage. ECE Benchmarks of Development Physical • Practices large muscle skills • Demonstrates balancing skills • Utilizes small muscle coordination
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Personal/Social • Regulates own emotions and behaviors • Establishes and sustains positive relationships • Participates cooperatively and constructively in group situations Judaic and Hebrew Language Learning • Begins to develop Hebrew vocabulary • Participates in Tefilah • Participates in discussions related to Parashat Hashavua and holidays • Participates in activities and discussions and experiential learning related to the Parasha, Jewish calendar/holidays and mitzvot in the context of core values • Begins to develop a connection to and love of Judaism through shared experiences and positive, warm, heartfelt interactions Cognitive • Attends, engages & persists • Solves problems • Shows curiosity and motivation • Shows flexibility and inventiveness in thinking • Demonstrates mathematical thinking, number sense & fluency Language and Emergent Literacy • Listens to and understands increasingly complex language • Uses language to express thoughts and needs • Uses appropriate conversational and other communication skills • Demonstrates knowledge of print and its usage • Comprehends and responds to books and other texts • Demonstrates emergent writing skills
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PKT Overview Toddlers are inquisitive by nature, eager to learn new skills, striving for independence as natural learners. Language is one of the most exciting parts of the toddler’s development. This is the period where their understanding and use of words builds rapidly. Through early nurturing relationships and responsive interactions, toddlers learn ways of being in relationships, how to get their needs and wants met, and how to identify and regulate emotions. Physical development during the toddler years includes some major advances in gross motor skills and fine motor skills. Walking, obviously, is one of the most significant physical milestones. Toddlers also become more adept at activities that require fine motor movements. Toddlers do not think the way we think and have not yet developed the full brain architecture that adults have. Toddlerhood is an accelerated stage of cognitive development and the stage at which children first begin to develop their reasoning and thinking skills. (Rebecca Chicot, Ph.D.) PKT Benchmarks Physical Child learns to: • Practice large muscle skills • Demonstrate balancing skills • Utilize small muscle skills Some examples by which the child learns: • Jumping in place/off low objects during physical education class • Walking up and down stairs independently in the playground • Fine motor activities such as stringing age appropriate beads onto thick yarn • Beginning to use a spoon and/or a fork Personal/Social Child learns to: • Become involved in one activity out of several options • Complete task of own choosing with some assistance • Participate in classroom activities; join the group (a sense of belonging) • Understand and follow classroom procedures with some prompting Some examples by which the child learns: • Exploring opportunities for activities in multiple learning areas • Engaging and transitioning from one activity to the next with teacher support • Participating in a whole- or small-group lessons • Following classroom routines independently (e.g., cleaning up when “clean-up” song begins) Judaic Studies and Hebrew Language Child learns to: • Be comfortable with Hebrew language and vocabulary • Enjoy participating in Parasha and holiday experiences • Respect the time of Tefilah Some examples by which the child learns: • Listening and dancing to Hebrew music • Interacting with holiday symbols through hands-on experiences • Participating in chessed activities such as Kulanu • Reciting Shema, covering their eyes, and giving tzedakah every day
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Cognitive Child learns to: • Pay attention to sights and sounds • Seek help of an adult • Use senses to explore immediate environment Some examples by which the child learns: • Experimenting with musical instruments during music class • Playing games to increase child’s visual and auditory memory • Asking through gestures for help in problem solving • Engaging in cooking experiences Language and Literacy Child learns to: • Respond to simple verbal requests accompanied by gestures and/or tone of voice • Follow simple request not accompanied by gestures • Make requests of needs and wants with one to four word utterances • Pretend to read a familiar book • Turn pages of a book Some examples by which the child learns: • Adults positioning to the child’s eye level while making a verbal request • Engaging in an individual activity which requires simple directions • Reminders and modeling when making requests by pointing • Using picture books and language-rich experiences
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PK2 Overview Two-year olds are curious and on the cusp of major steps forward in their language, physical, socialemotional, and cognitive development. Language skills for two-year-olds are blossoming. They begin to speak in longer sentences, their vocabulary expands quickly, and they understand simple directions and many common phrases used in routine situations. Two-year-olds still need adult support as they increase their interest in social relationships with others. Two-year-olds demonstrate the ability to play beside other children and to seek adults’ help when their interactions become difficult. They assert their independence and thrive on independently accomplishing activities. Two-year-olds are able to use their bodies and senses in multiple and complex ways to understand and interact with their environment. Movement now occurs not just for the pleasure it brings, but with a goal in mind. Fine motor development focuses on eye-hand coordination skills. Their actions are smooth, specific, and more accurate. Exploration is a driving force for curious two-year-olds. They begin to understand abstract concepts and can relate current experiences to past ones. Trial and error is a major learning force for two year olds, as is helping them understand and manage these experiences. PK2 Benchmarks Physical Child learns to: • Use large muscle skills with increasing complexity • Balance using large muscles • Utilize small muscles with increasing complexity Some examples by which the child learns: • Stopping and pivoting while running in physical education • Learning to pedal a tricycle on the playground • Pulling apart large manipulatives and putting them back together • Using one hand to turn the pages of a book Personal/Social Child learns to: • Choose and become involved in one activity out of several options • Complete multiple tasks of own choosing with some assistance • Participate in classroom activities • Understand and follow classroom procedures without prompting Some examples by which the child learns: • Exploring opportunities for activities in multiple learning areas • Engaging and transitioning from one activity to the next with teacher support • Participating in a whole or small group lesson • Following classroom routines independently such as when cleaning up as the “clean-up” song begins Judaic Studies and Hebrew Language Child learns to: • Acquire basic Hebrew vocabulary • Participate in discussions relating to Parashat Hashavua and holidays • Engage in daily Tefilah
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Some examples by which the child learns: • Following simple directions in Hebrew such as, “Please place a kippah on your head.” • Participating in chessed activities such as Kulanu • Retelling and acting out Parasha and holiday stories • Reciting Modeh Ani, Shema, and blessings Cognitive Child learns to: • Sustain interest in working on a task with some adult assistance • Observe and imitate how others solve problems and asks for a solution and uses those techniques • Explore and investigate ways to make things happen • Use creativity and imagination during play and routine tasks Some examples by which the child learns: • Beginning to engage in an activity such as sorting, stacking and tracing • Connecting actions to an effect (e.g., taking a friend’s toy and making our friend cry) • Turning puzzle pieces in various directions to complete a puzzle • Using both open-ended props (shoe boxes) and representational props (plastic foods and telephones) Language and Literacy Child learns to: • Respond to simple verbal requests accompanied by gestures and or tone of voice • Follow simple requests not accompanied by gestures • Make requests of needs and wants with three- to four-word utterances or a complete sentence • Respond to predictable stories • Pretend to read a familiar book • Explore letters and letter sounds • Turn pages with correct direction and purpose Some examples by which the child learns: • Adults position to the child’s eye level while making a verbal request • Engaging in an individual activity which requires simple directions • Reminders to use words and phrases when making requests by pointing • Picture books and language rich experiences • Independently exploring Montessori language materials such as sandpaper letters and the movable alphabet
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PK3 Overview Three-year-olds are moving from babyhood to childhood. They are enthusiastic learners who are ready for important new steps. As three-year-olds learn to listen, they become better able to relate to others, understand information, and add new words to their vocabulary. They love to engage in conversations and they begin to use new vocabulary and longer, more complex sentences. Three-year-olds enjoy simple stories which relate to the child’s interests and life experiences. As three-year-olds explore books, they learn the proper ways of handling books. They begin to show interest in letters, especially the letters in their names. They also begin to understand that printed words have meaning. Three-year-olds are continuing to build relationships and become more connected to the other children. They begin to become aware of the feelings of those around them and are able to interact positively with peers and adults. Three-year-old children are beginning to see themselves as competent individuals and often take pride in their abilities. They are beginning to make choices on their own and are becoming independent learners. Three-year-olds continue to improve their balance, control, and coordination to help them accomplish more advanced tasks. Three-year-olds are just beginning to learn to control and coordinate their fine motor skills. The development of improved eye-hand coordination and fine motor control helps the threeyear-olds use drawing and writing tools. They are becoming increasingly able to perform personal care practices. Three-year-olds demonstrate interest in mathematical thinking and concepts, use senses to collect information through observations and explorations, and begin to use tools for observing and investigating. PK3 Benchmarks Physical Child learns to: • Practice large muscle skills with increasing complexity and dexterity • Demonstrate balancing skills with increasing complexity and dexterity • Utilize small muscle skills with increasing complexity and dexterity Some examples by which the child learns: • Hopping forward on one foot without losing balance • Throwing a ball overhand to a friend with some accuracy • Developing core muscles through swimming • Using two hands to catch a ball • Fastening large buttons on a dressing board or on a doll in a dramatic play center • Opening and closing scissors to cut a piece of paper • Drawing with large crayons or markers • Independent self-empowerment skills regarding hygiene, eating, dressing Personal/Social Child learns to: • Complete multiple tasks in a project of own choosing with some assistance • Carve out and complete own task with some adult assistance • Understand and follow classroom procedures with some prompting • Follow and understand reasons for classroom routines Some examples by which the child learns: • Engaging and transitioning from one activity to the next with teacher support • Choosing materials to create their own art masterpiece • Having class jobs that require care of the classroom • Developing classroom rules for transitioning as a group • Purposefully interacting with a classmate(s) by choice Early Childhood Education Curriculum Guide 13
Judaic Studies and Hebrew Language Child learns to: • Follow directions in Hebrew • Ask questions to drive discussion related to Parashat Hashavua and holidays • Join in class Tefilah Some examples by which the child learns:: • Learning new vocabulary through exposure to music and stories • Connecting previous knowledge to current study of the Parasha or holiday • Participating in chessed activities like the Kosher Food Bank • Following “My First Siddur” Cognitive • Child learns to: • Sort objects into groups by one characteristic • Understand quantities related to numbers • Identify shapes and spatial relations Some examples by which the child learns: • Sort colored bears into different bowls at the manipulatives table • Use Montessori lessons to understand number symbols and what they represent • Draw, paint and cut shapes in creative art, naming and explaining them • Participate in movement activities using positional words Language and Literacy Child learns to: • Follow detailed instructional multi-step directions • Make requests of needs and wants with one or two complete sentences • Respond to predictable stories and make predictions • Pretend to read, using language matching texts with reading-like intonation Some examples by which the child learns: • Adults positioning to the child’s eye level while making a verbal request • Engaging in an individual or group activity which requires simple directions • Adult encouragement & modeling to speak in complete sentences • Picture-books, stories, and language rich experiences 14 Scheck Hillel Community School
PK4 Overview Four-year-olds are self-motivated learners, eagerly advancing cognitively and physically and able to take on more challenges. They are preparing for the big leap from early learning into Kindergarten. Four-yearolds’ listening skills are becoming further refined and they are able to understand and follow directions. Their expressive language skills are developing and they are able to apply rules of language. Four-year-olds develop their vocabulary through a wealth of opportunities. They become increasingly able to use language appropriately and effectively in different social contexts. At this age children are using more complex words and increase their use of sentences with even greater length and complexity. Four-year-olds show stronger connections to sounds, letters and words, and are enjoying interactive language activities. Through writing experiences, children continue to experiment with writing and have the ability to form letters, as they continue to refine their fine motor skills. They begin to make important letter-sound connections. Four-year-olds come to school with an emerging sense of self and an increasing awareness of their personal characteristics and preferences. They are readily participating in classroom activities and are eager to make choices, explore the classroom environment, and relate to others appropriately. Their communication increases and perspective-taking skills begin to develop. Four-year-olds are developing positive relationships and engaging in peer groups. They are becoming better at solving social conflicts. Four-year-olds are gaining increasing control over gross motor skills and more complex movements. They become more coordinated and confident in their physical abilities. Fine motor development continues to progress, and four-year-olds are increasingly able to control the small muscles in their hands, including using a pincer grasp (rather than the five-finger grip) to hold writing utensils. Four-year-olds continue to develop their mathematical thinking with number sense, patterns and seriation, geometry, spatial relationships, and measurement. They also becoming increasingly interested in scientific inquiry and investigation and use their creative expression through the arts. PK4 Benchmarks Physical Child learns to: • Practice large muscle skills with increasing complexity, dexterity and skill • Demonstrate balancing skills with increasing complexity, dexterity and skill • Utilize small muscle skills with increasing complexity, dexterity and skill Some examples by which the child learns: • Climbing ladders on play equipment with alternating feet and increasing confidence • Providing unstructured and structured time for physical activity • Jumping on one foot • Walking with confidence on a balance beam • Encouraging the use of different writing and drawing tools • Beginning to master pencil grasp as an automatic and comfortable skill • Using scissors independently with one hand Personal/Social Child learns to: • Complete multiple tasks in a project of own choosing with little to no assistance • Carve out and complete own task without adult assistance • Understand and follow classroom procedures without prompting • Follow and understand reasons for classroom routines Some examples by which the child learns: • Engaging and transitioning from one activity to the next without teacher support • Planning and choosing materials to create their own artwork • Having class jobs that require care of and responsibility for the classroom • Developing classroom rules for transitioning as a group Early Childhood Education Curriculum Guide 15
Judaic Studies and Hebrew Language Child learns to: • Use Hebrew language in activities • Asks questions to drive discussion and make connections related to Parashat Hashavua and holidays • Lead Tefilah Some examples by which the child learns: • Exploring the letters in their Hebrew name • Using Hebrew language to describe artwork • Exploring Parasha and holiday stories using critical thinking skills, such as, “What would happen if...?” and, “How does this Parasha connect to our life today?” • Taking turns to be the chazzan and toranit to lead Tefilah Cognitive Child learns to: • Estimate with increased accuracy • Demonstrate the use of tools and equipment for observation and investigation • Solve complex problems • Explore numerical values Some examples by which the child learns: • Estimating the number of seeds in a pumpkin or crayons in a box • Observing a bird on the playground through a pair of binoculars • Hearing science words - such as investigate, hypothesize, observe and predict in daily conversation • Engaging in tactile experiences with SumBlox Language and Literacy Child learns to: • Follow detailed instructional multi-step directions • Make requests of needs and wants with more than two complete sentences • Respond to stories and make predictions as to what may happen next • Attempt to match language to words on pages, sound out and point to words • Rhyme as a pre-reading skill • Use written symbols (letters) to make sounds Some examples by which the child learns: • Engaging in an individual or group activity which requires multi-step directions • Story books, fables, fairy tales and language-rich experiences • Reciting and singing poems and songs • Exposure to letters, sounds and stories
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ECE Co-Curricular Activities by Grade Level PKT Music Physical Education PK2 Art Music Physical Education Yoga PK3 Learning centers focused on language and fine motor skill development Art Music Physical Education Library Swimming Yoga PK4 Learning centers focused on language and fine motor skill development Art Music Physical Education Library Swimming Early Childhood After-School Activities PK3 and PK4 students may take part in additional learning activities in Scheck Hillel’s After-School Program. Please visit eHillel.org/afterschool for information.
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Fall 2019
Juda and Maria Diener Lower School Samuel and Henrietta Scheck Middle School Ben Lipson Upper School
From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences, guided by Orthodox teachings and set within a nurturing, diverse community. Scheck Hillel is one of the world’s largest Jewish community day schools and a National Blue Ribbon School of Excellence. 19000 NE 25 Avenue, North Miami Beach, FL 33180 eHillel.org