Lake Forest Country Day School
1 STEP Curriculum ST
Early Childhood Center
LAKE FOREST COUNTRY DAY SCHOOL A co-educational independent school for students age 2 through Grade 8, graduating students of strong character with a passion for learning since 1888.
Early ChildHood Center Curriculum (1st STEP–Senior Kindergarten)
Overview The Early Childhood Center (ECC) at Lake Forest Country Day School (LFCDS) is designed to be a safe “home away from home”—a warm and welcoming community where young students play, learn, and enjoy developmentally appropriate experiences under the guidance of nurturing and talented faculty. Emphasis is placed on a smooth transition from home to school and from one year to the next, so that each child's school experience is positive, enjoyable, and rewarding. Students are engaged in rich and varied activities designed to provide the foundation for academic and social success. There is a healthy balance between whole group, small group and individual work, academic enrichment and play, and teacher-directed and self-guided pursuits. Teachers differentiate instruction to meet individual student needs and craft integrated units of study that capture the imaginations of their students and allow them to make connections across disciplines. Our comprehensive early childhood program educates the whole child. Small class sizes and two teachers in each classroom enable faculty members to create close, meaningful relationships with each student. World language, music, physical education, and library and information technology experts support and enrich
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children’s learning experiences, opening doors for students to discover new ways of making sense of our world. Each class has access to a state-of-the-art playground with opportunities for daily exercise and the development of large motor skills. Raised beds for gardening help students connect with the earth and food sources. A prairie plot, the School’s forest, and a wetlands area on our twenty-nine acre campus provide sensory experiences and resources for developing an appreciation for the natural world in our students. Each child is respected, supported, and challenged, and knowing the families of our students is as important as knowing their children. In order to develop and maintain the all-important parent-school partnership, daily communication at drop off or pick up, newsletters or blogs, and pictures of students provide each family with a window into their child’s experience.
TEaching Philosophy Knowing the students we teach—individually, culturally, and developmentally—is of utmost importance to us. We also believe in the importance of getting to know their families. We value the input of parents as the child’s first teachers, beginning with intake conferences prior to the start of school when parents share their knowledge of and hopes and dreams for their child. Two important beliefs are at the heart of our teaching philosophy: first, the social curriculum is inextricably linked with the academic curriculum; and second, how students learn is as important as what students learn. Early Childhood Center faculty share a commitment to the following teaching and learning practices:
DOMAINS OF GROWTH AND DEVELOPMENT Teachers focus on the whole child at a critical time of development in five domains: physical, social and emotional, cognitive, language, and creative. DEVELOPMENTALLY APPROPRIATE PRACTICES Young children require environments, schedules, and curriculum that is appropriate for their level of maturity and their developmental stage. THE POWER OF PLAY Teachers encourage child-directed, unstructured play as opportunities to learn important skills critical to future social and academic success. RESPONSIVE CLASSROOM® Responsive Classroom® techniques foster a welcoming, accepting, safe, and nurturing environment for learning.
Domains of Growth and Development Children generally go through predictable stages in the same order, but they will not all go through them at the same rate. For example, a child
HABITS OF MIND Teachers promote ways of thinking and behaving that develop self-discipline and strong character. DIFFERENTIATION Teachers focus on each individual student’s learning style and make adjustments as needed to provide support or additional challenge. EXPERIENTIAL LEARNING Students enjoy opportunities to engage in handson activities and role-play experiences that help them understand abstract ideas. UNIFYING CONCEPTS Ideas are introduced in the context of central unifying concepts or themes to help students recognize and make connections from what they are learning in different disciplines.
who matures quickly in cognitive areas may mature more slowly in physical and social domains. These developmental concepts guide the decisions we make in our Early Childhood classrooms at Lake Forest Country Day School to ensure that each child’s individual needs are being met. We focus on all areas of growth because each
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domain plays a crucial role in learning outcomes and in providing balance in a child’s life. The whole child comes to school; therefore, decisions about physical activity and the development of social and emotional skills are as important as curriculum choices and assessments.
Social and Emotional Development §§ Emotional development encompasses the child's increasing awareness and control of their feelings and how they react to them in a given situation. Children develop selfawareness, self-confidence, and the ability to cope with and understand feelings. §§ Social development encompasses the child's identity, relationships with others, and an understanding of their place within a social environment. The social aspect of school is how children form attachments, play with others, cooperate, share, and create lasting relationships. §§ Students at LFCDS engage in meaningful play every day. While playing, students have the opportunity to navigate social situations and learn appropriate ways to respond to and interact with their peers.
Language Development §§ Language acquisition during the early years is important for the development of children’s cognitive skills, including the foundation for reading and writing, and social and emotional maturity. §§ At LFCDS, children have the opportunity to share their thoughts and ideas during Morning Meeting. §§ Vocabulary development is fostered throughout our rich literacy, social studies, and science curricula through exposure to interesting words in stories and informational texts we read. §§ Through guided play and free exploration a childs's language development is strengthened.
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§§ Through imaginary play, children practice using acquired vocabulary, clarify new words and concepts, employ motivating language, develop metalinguistic awareness, and practice formulating and expressing thoughts.
Physical Development §§ Physical development includes mastering movement, balance, fine motor, and gross motor skills. §§ During early childhood, a child’s balance improves. Children work on their balance as they learn new yoga poses in ECC classrooms. §§ Children work on their gross motor skills outside as they navigate the playground structures, ride bicycles and scooters, and learn to pump on the swings. §§ During play time, children build with blocks, complete puzzles, use scissors and writing tools, and create with various art mediums. These activities develop hand-eye coordination and strengthen fine motor skills.
Cognitive Development §§ Cognitive development includes skills pertaining to learning and thinking. §§ Teachers at LFCDS create learning activities that challenge students in a way that fosters growth while also nurturing a love of learning. §§ Because imaginative play enhances executive functioning and academic learning, it is considered an important aspect of each child’s experience in our ECC. Through free exploration, children use their imaginations and become creative, critical thinkers, problem solvers, and responsible risk takers.
Creative Development §§ Exploring art materials and engaging in dramatic play help students discover new ways to express themselves. Music and movement activities stimulate the brain, increasing pattern recognition, improving coordination, and enhancing language skills.
Developmentally Appropriate Practices When schools create learning environments that honor and support the natural development of young learners, they are also creating a foundation for skills and behaviors that will support students in their education for years to come. As early childhood educators, we know that children go through common, definable steps in their growth and development. As trained experts, we also know that these stages occur at different rates in the development of each individual. Our challenge is to create an atmosphere where balance is achieved in the education of each child. Whether it is how the day is structured, how the classroom is arranged, or what size the playground equipment is, every consideration is given to creating a learning environment that is developmentally appropriate for all children with respect to their emerging capabilities. The teachers in the Early Childhood Center at Lake Forest Country Day School are adept at developing relationships with each child and their families to honor and respect each child’s stage on the developmental continuum. For many of our students, this is their first school experience, and their natural inclination to seek independence is often countered by a longing for the predictable environment of home. To support this stage of child development, the teachers have created a transition period at the beginning of the school year so children can enter school both physically and emotionally ready to learn. This transition time is just one example of how the learning environment at LFCDS is inspired by best practices. Young children also seek structure and predictable environments. When they feel physically and emotionally safe, children are free to explore and take safe risks. Developing meaningful relationships with each child and creating a predictable schedule are key factors in laying the foundation for success.
When you visit the classrooms in the ECC, take note of the physical space and how the classrooms have been designed to engage young children. Is there natural light? Are there tools and supplies available to encourage exploration? Does the room reflect the work of children? What does the room sound like? Is there independent work and group work available? Are there opportunities for play? We feel confident that you will come away from your visit wishing that you could go back to school yourself and be a part of this joyful learning environment. We hope that you will also leave with the knowledge that every part of the experience we offer young children is designed intentionally, to acknowledge the variety of developmental needs of young children.
The Power of Play Play is a powerful gift in a child’s world and is essential in fostering the cognitive, physical, social, and emotional well-being of children. Play challenges the complex mind in immeasurable ways and nourishes the human spirit. When children engage in childdirected, unstructured play in the Early Childhood classroom, there are endless opportunities for learning. In fact, a growing body of research continues to support the unequivocal benefits of exploratory and imaginative play in the early years of school. These benefits include increased capacities for creativity, self-regulation, social awareness, emotional resilience, collaboration, and problem solving. Moreover, these advantages play an important role in the Early Childhood classroom’s academic environment. With this understanding, the Early Childhood educators at Lake Forest Country Day School strive to create a learning environment where imaginary play is a key element in the early foundations of language development, literacy skills, mathematics, science exploration, and social sciences.
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THE LFCDS EARLY CHILDHOOD “NEIGHBORHOOD” Our Early Childhood programs are housed in two wings of the School. The preschool is located with 1st STEP in a quiet wing with a separate entrance, which allows our youngest students to experience a peaceful transition from home to school. Bright murals that echo images by Eric Carle, a popular picture book author, decorate the welcoming hallway that leads into large, sunny classrooms. The James L. Marks Early Childhood Center, where junior and senior kindergarten classrooms are located, was designed specifically for young children. Distinctive architectural features make the exteriors of the classrooms look like residential homes. The four classroom “houses” are grouped around an “indoor park” with support beams resembling trees. These physical details reinforce the concept of the classroom as a “home away from home.” Similarly, the school community is, symbolically, a neighborhood comprised of friendly families who interact with one another as they support their children’s growth and development. As children transition into the Lower School, the “house” concept becomes more abstract, but the sense of community prevails. All students in grades one through eight are grouped into four “houses” within the School. Siblings are assigned to different "families" within each house with representation from each grade level. Eighth-grade students take a leadership role under the guidance of faculty and staff house elders. The houses are named for significant leaders in the School’s history (Bell, Mason, and Farwell) and a founder of the first private day school in America (Alcott). At various times throughout the year, house families get together for activities that build multi-age friendships and foster school spirit.
Creative potential is strongly correlated with lifetime achievement. At the root of creativity is an individual’s ability to engage in the discovery of the unknown, take on divergent perspectives, and to explore the wonders of one’s surroundings. In early childhood, free play is associated with creativity. Preschoolers who spend more time in role play have higher measures of creativity and are more likely to be able to see a situation from someone else’s point of view. Children are working hard to develop self-regulation skills throughout the early childhood years. Play provides young children with meaningful, self-directed opportunities to engage with their environment and learn the best ways to interpret what they experience, make sense of their emotions, manage impulsivity, and respond in socially appropriate ways to their surroundings. Furthermore, “the ability of young children to control their emotional and cognitive impulses is a remarkably strong indicator of both
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short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than IQ tests.” (Paul Tough, “Can the Right Kinds of Play Teach SelfControl?” New York Times, September 25, 2009.) In addition, play is central to nurturing and developing emotional resilience in children. The challenging scenarios created through play test a child’s ability to solve problems independently, recognize when to ask for support, compromise, confront adversity, and endure frustration and disappointment.
“If we fail to learn in childhood how to handle the full catastrophe of a rich life, we grow up emotionally ill-prepared. Learning to build these inner resources for a happier life demands that we endure the hard knocks of the playground— boot camp for the inevitable upsets of everyday relationships. Given how the brain masters social resilience, children need to rehearse for the ups and downs of social life, not experience a steady monotone of delight.” (Daniel Goldeman, Social Intelligence: The New Science of Human Relationships. Bantam, 2007.)
Without these opportunities to work through frustrations, children wouldn’t learn the value of persistence and subsequently the joy of accomplishment and newly found confidence. It’s hard to argue the incredibly close connection of child’s play and success in school. Play is the mode in which young children learn to master the various skills which are crucial to tackling their future academic and interpersonal challenges. A healthy balance of childdirected imaginary play and meaningful educational opportunities are fundamental to developing children of strong character with a passion for learning.
Responsive Classroom® The Early Childhood Center utilizes Responsive Classroom® techniques to create a welcoming, accepting, safe, and nurturing environment.
FORESTS, FLIGHTS, AND FAIRY TALES Peek into our Early Childhood classrooms and you will find two highly qualified teachers spending time with students one on one, in small groups, and in large group settings. Lessons are purposefully designed to meet children’s needs through multiple experiences. In a preschool classroom at LFCDS, you might find children discovering new knowledge about trees and leaves while sifting through bark, leaves, and seed pods at the sensory table as they gain an understanding of our relationship to the earth. In junior kindergarten, fouryear-old students board a “flight” to South America where they experience an integrated study of the continent and hear and play music unique to this area of the world. Peek through the windows of a senior kindergarten classroom and you may see five-year-old students applying their knowledge of fairy tale elements to write a collaborative traditional story. From nature exploration to imaginative field trips to folklore studies, LFCDS students benefit from fun, hands-on experiences that pique their curiosity, introduce academic skills, and develop a passion for learning.
In classrooms where caring communities are created and where children are valued for who they are as learners, students are prepared to face academic challenges. Activities are intentionally designed to expand their thinking and help them develop confidence in what they can accomplish. As students grow, they enjoy more in-depth learning, participate willingly in discussions, and ask questions while they make connections. By kindergarten, students are in a five-day, full-week program that allows them the time to stretch their learning and use their prior knowledge to strengthen their skills.
Children must have multiple opportunities to learn and practice in order to be successful academically and socially. Since the greatest cognitive growth occurs through social interaction, various social settings (e.g., one-to-one conferences, small groups, whole class, and team experiences) provide opportunities for learning cooperation, assertion, responsibility, empathy, and self-control. Every Early Childhood Center classroom begins the day with a Morning Meeting. Children are introduced to greeting one another in our 1st STEP program at the age of two. Children are encouraged to sit together in a circle while they are guided to say their names with different greetings throughout the school year. This lays the foundation for children to acknowledge other children who are present and to learn the names of their friends and teachers. 1st STEP’s goals are for children to become comfortable and proud to say their names in front of others, to greet their classmates with
a smile, and to manage their impulsivity while they wait their turn. In preschool, children continue to learn the polite skills involved in greeting one another, and the Morning Message is introduced. Children are taught to greet their classmates by looking each other in the eye and smiling to let others know they are accepted and liked. Once children are comfortable with the routine, the greeting is enriched with a sharing and learning time, an opportunity for each child to explain items they have brought to school and to explore numbers and letters. Every week, the Morning Message changes to reflect the weekly theme. Children develop confidence in their early reading skills as they identify words that are regularly present in the message and tackle learning new ones. In junior kindergarten, children build on the skills they have learned for greeting one another and reading the Morning Message. Greeting is now a time to not only make their classmates feel welcomed, but a time to connect to their learning. After saying their name, a child is often asked to add information about an animal being studied, identify letters in a word, express sounds connected to letters, count with one-to-one correspondence, or identify numbers. The sharing time is used to intentionally
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teach communication skills and to get to know one another better. On their scheduled day, the children who share are taught to stand confidently in front of their classmates and explain what they brought to school and why it is important to them. They learn to make eye contact and speak clearly. Their classmates learn to manage their impulsivity while thinking of questions to ask the child who is sharing. The child accepts questions, and the answers provide further information to which classmates can connect. In senior kindergarten, children are ready to apply the skills they have practiced to all parts of Morning Meeting. the morning message becomes an interactive board for teaching literacy and mathematics skills, as well as practicing public speaking. The message changes daily, and students are assigned to read and complete the message. The message occasionally ends with a question that each child is encouraged to read and answer. During sharing time students are taught to be concise by stating a main idea and two details before asking for three questions or comments. This activity supports building self-confidence. As the year progresses, children become increasingly comfortable sharing about themselves and their knowledge.
which have the potential to turn a life around.” —Leo Buscaglia
§§ A junior kindergarten student persists as she practices crossing the monkey bars independently. “Persistence is the twin sister of excellence. One is a matter of quality; the other, a matter of time.” —Marabel Morgan, The Electric Woman
§§ A senior kindergarten student uses his metacognition during a mathematics lesson as he shares two ways he approached solving a problem. Learning to think about one’s thinking and to consider different options and perspectives is a powerful skill. “When the mind is thinking it is talking to itself.” —Plato
§§ Early childhood students respond with wonder and awe as they use their senses to experience their environment and gather data. They role play the story that was read to them; discover what colors are created as they mix paints; note the patterns that are involved in the rhythms played on their xylophones; experiment with the sounds of new words spoken in Spanish or Mandarin; and dig in the garden to plant seeds. “Observe perpetually.”
Habits of Mind Habits of Mind are behaviors or dispositions that we believe provide a strong foundation for success in school and in life. Across the curricular areas, faculty members discuss their application and provide regular opportunities for students to apply them. For example:
§§ All early childhood students learn to listen with empathy and understanding as they participate in Morning Meetings and hear classmates share ideas and stories. Becoming an active listener is one of the most important life skills taught in these early years. “Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of
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—Henry James
“The most beautiful experience in the world is the experience of the mysterious.” —Albert Einstein
§§ A preschool child is encouraged to manage her impulsivity, a skill that early childhood children practice daily when listening to a mini lesson on the rug or waiting for a turn to participate. Teachers model this concept and discuss the value of patience throughout the school day. “…goal directed self-imposed delay of gratification is perhaps the essence of emotional self-regulation: the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley cup.” —Daniel Goleman, Emotional Intelligence
Differentiation
Experiential Learning
Differentiation is the process of matching instruction to students and their varied interests and needs. Each
Children learn best through hands-on experiences that enable them to observe and manipulate objects and materials using their senses. Our commitment to
child is unique, and each child learns differently. At LFCDS, teachers differentiate instruction based on an understanding of where each child is on the learning continuum as determined by observation and both formative and summative assessments. Our small class sizes allow us to know our students well. We take into account the “whole child” and consider the personal experiences, interests, and learning styles of each student in order to guide him or her toward success. Wholegroup, small-group, and individualized experiences occur throughout each child’s week. When developing curriculum, faculty create engaging activities meant to acknowledge the differences in children’s developmental levels – to challenge and support them as they develop socially, emotionally, cognitively, physically, and creatively. Teachers are experts at recognizing which skills each child is ready to work on and providing individualized opportunities for practice. For example, in preschool, the teacher may ask a child who is ready to learn letter sounds to help read the Morning Message, while she may encourage a child who is strengthening fine motor skills to manipulate play dough or use an eye dropper to fill a small container at the water table. In junior kindergarten, a teacher may prompt students who are eager writers to add words and sentences to their projects. In senior kindergarten, a group of students may participate in guided reading while others solidify their understanding of letter– sound correspondence through games. Our teachers have high expectations that all students will make excellent progress and attain appropriate benchmarks— at their own pace and in their own ways—with specific feedback and warm encouragement from both teachers and parents.
experiential learning is supported by recent neuroscience and brain research which emphasizes that children learn best through authentic experiences. At LFCDS, interactions with the natural world are promoted through the use of our native prairie, wetland, and forest environments where children can interact with phenomena being studied. Emphasis is on taking care of the natural world to become stewards of the earth. Creative expression through art, music, and dramatic play engage students in active roles, thereby enhancing their understanding of concepts and strengthening the likelihood that they will internalize the experience. Experiences in the ECC capitalize on the natural curiosity three-, four-, and five-year-old students have about the world around them and their fascination with a rich and ever-changing environment. The preschool class hikes in the forest to study trees and leaves. Children become tree experts and take part in a ceremony in which they receive a “Tree Expert Necklace.” They plant bulbs and seeds that provide beauty on the playground and pumpkins for the next year’s class of children. Observing red wigglers in the composting bin, collecting rain water, and taking care of the earth in a variety of ways connects them to nature. Junior kindergarten children study the animals of North America, the polar regions, and South America. Whenever possible, they observe and care for creatures, such as slugs, whose movements, eating habits, and egglaying are closely watched. Junior kindergarten students take part in a simulated flight to South America, complete with parent volunteers who check each child’s passport and luggage and serve as limo drivers, flight attendants, and pilots during this exciting experience. Senior kindergarten students learn about the systems of the human body and create a planetarium during science studies. An exciting medieval feast occurs during a unit on castles and medieval life. Children enjoy role playing, making a coat of arms, painting portraits of themselves as royalty, and learning a courtly
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dance. They dress in period costumes, sing, entertain one another, and eat as royals and peasants/serfs. They also cooperatively write and illustrate their own fairy tale. It’s a magical experience!
Unifying Concepts Unifying concepts provide a structure for organizing and making meaning of the knowledge and information that students learn throughout the school day. Research supports this notion: facts and ideas become meaningful for children when they are linked to central themes or concepts. Students make connections within and across disciplines and topics and, as a result, comprehend their learning experiences more deeply. Knowing how students learn best, we developed preschool through eighth-grade social studies and science curricula around unifying concepts that build upon and connect to each other. In preschool, the concept of relationships (i.e., peer to peer, peer to adult, in-school community, and people to the environment) is thoughtfully woven into the curriculum. Through daily play, earth awareness activities, and multisensory discoveries, these young children are beginning to understand the important difference their small contributions make in the big world around them. As children progress into junior kindergarten, relationships with others, the school community, and the earth is enriched by the concept of exploration. The rich curriculum consists of flora, fauna, and global interdisciplinary units of study. Stepping out of their classroom door, children enjoy hiking through the prairie and woodlands in all seasons, and their curiosity is piqued as they experience nature. Throughout the year, the children’s world is broadened as they embark on “voyages” stretching across the continents, heightening their love of learning. Building on these foundational experiences, in senior kindergarten children delve into the concept of interactions. Embedded within all of the units of study is an opportunity for children to explore how interactions affect people, places, and things. During
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NAEYC’S 12 PRINCIPLES OF CHILD DEVELOPMENT These principles are grounded in research on child development and learning and in what is known to be true about educational effectiveness. They guide our practices in order to promote optimal learning and development of our students. §§ All domains of development and learning—physical, social and emotional, and cognitive—are related. §§ Children follow well-documented sequences to build knowledge. §§ Children develop and learn at varying rates. §§ Learning develops from the dynamic interaction of biological maturation and experience. §§ Early childhood experiences can have profound effects, and optimal periods exist for certain types of development and learning. §§ Development proceeds toward greater complexity and self-regulation. §§ Children thrive with secure, consistent relationships with responsive adults. §§ Multiple social and cultural contexts influence learning and development. §§ Children learn in a variety of ways, so teachers need a range of strategies. §§ Play helps develop self-regulation, language, cognition, and social competence. §§ Children advance when challenged just beyond their current level of mastery. §§ Children’s experiences shape their motivation, which in turn affects their learning. National Association for the Education of Young Children, naeyc.org
the castle study children are transported back in time when serfs and monarchs interacted with one another to ensure a strong and impressive castle. Through the study of culture, senior kindergarten students develop an awareness of the similarities we share with others and how we are different. They discover how who we are, what we do, and what we make defines a culture. At each grade level the unifying concept broadens the previous one and adds a new layer of student understanding and application. We are committed to challenging young minds with authentic, thought-provoking experiences and building strong foundational skills.
1ST STEP Curriculum The 1st STEP Experience at LFCDS The 1st STEP program at LFCDS is specifically designed to engage twoyear-old children in a meaningful, experiential learning environment.
to-teacher ratio, each child will receive differentiated learning opportunities. 1st STEP teachers recognize that each child is unique. Teachers carefully provide a prepared environment, characterized by warmth, safety, and classroom elements that appeal to the authentic interest of Highlights of the children—inciting their st natural fascination with 1 STEP Experience the world. Children are §§ Planting bulbs in the 1st STEP garden and encouraged to explore, learning about the life cycle of plants. create, and question at §§ Making homemade applesauce. their own developmental level, and by doing so, §§ Observing the metamorphosis of caterpillars they learn to complete and butterflies. increasingly complex tasks. §§ Visiting friends and siblings around the Our teachers function school during buggy rides. as a team and provide a §§ Sharing information with classmates during consistent framework with Morning Meeting. clear and well-defined expectations. §§ Stretching imaginations and strengthening
Our research-based, developmentally designed curriculum gives children the freedom to gradually develop curiosity and socio-cognitive functioning within the interactive and safe context of exploration. Children learn best through experimentation, independent play, building, and engaging in games and art projects. Through play and social interactions, 1st STEP students learn about the world they live in, social skills with puppets and props As two-year-old develop concepts and related to specific themes. children learn more patterns, and learn to about themselves and §§ Discovering our senses through different express their feelings in their abilities, they activities at the sensory table. appropriate ways. Our become aware of their §§ Experiencing the joy and benefits that program encourages the social setting, the come from physical activity and play. growth of independence interconnectivity between and social awareness, their own selves and sensory exploration, the their peers and teachers, enhancement of fine and their ability to act and influence social behavior. and gross motor activity, and language development. With frequent opportunities for group experiences, We encourage parent involvement and stress parent they gain an understanding of others and a sense of partnership as a key component to your child’s first group identity. Our teachers are distinctly aware of this school experience. social curiosity, and strive to implement social learning The program is built upon the foundation of our nurturing and caring teachers and with a 6:1 student-
experiences into the curriculum as often as possible. 1st STEP teachers incorporate varied activities, such
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as imaginative play, in order to promote this awareness.
CREATIVITY “Creativity stands at the center of educating children
Our 1st STEP teachers also who will be scientists, inventors, artists, musicians, understand that the foundation dramatists, innovators, and problem solvers of the future. for reading success begins as The progress of civilization is essentially attributable to early as the first few months creative thinking.” —Mary Mayesky, quoted in “Nurturing Creativity in of life. Introducing twoEarly Childhood Education: Families Are Part of It,” by Kristen M. Kemple and year-old children to books Shari A. Nissenberg. Early Childhood Education Journal, Vol. 28, No 1, 2000. and language nourishes early The 1st STEP classrooms and curriculum at Lake Forest Country Day School are literacy development. 1st intentionally designed to inspire, encourage, and honor the creative process in STEP students continue to all aspects of a child’s day. Our activities are focused on creativity in art, design, strengthen their language and problem solving, and personal interactions. We encourage our students to communication skills through explore, discover, wonder, and imagine. In doing so, we know that we are giving interactive activities, such them the skills and foundation necessary to become divergent thinkers and as puppets, singing, puzzles, problem solvers in an ever-changing world. and conversations. We also incorporate exploring art materials and experiencing Exploration and independent play occur within the music, dance, and drama into the context of a comfortable environment in 1st STEP. daily routine. Our beautiful indoor and outdoor spaces are carefully Neurological research has proven that there is a prepared and tailored to the needs of young children, direct correlation between early exposure to arts and allowing them to explore and learn in a safe and music and the advanced development of reading and nurturing environment. The 1st STEP classrooms are mathematical concept-building skills in children. located in the same hallway as the preschool classrooms, Music and art immerse children in language and which helps to ease the transition for children stimulate the brain, so these activities play an integral moving from 1st STEP to preschool. Upon entering role in the curriculum. these classrooms, 1st STEP children begin their day Two-year-old children are filled with curiosity by choosing from a variety of activities including and an increasing sense of independence as they blocks and trains, the sensory table, dramatic play, become more interested in the world around them. manipulatives, the easel, and art projects. Two-yearTherefore, we use a thematic, hands-on, multi-sensory old children need an environment that is interesting approach to learning. The program’s research-based, to explore, safe, and filled with caring teachers who developmentally designed curriculum supports and respond to their emotional and intellectual needs. reinforces the newfound independence that two-yearold children exhibit. Our highly-qualified teachers utilize a variety of activities to foster the growth of SCHEDULE independence and social awareness as well as the 1st STEP classes meet daily from 8:30–10:30 a.m. development of physical and language skills. Each Children can attend two day or three day schedules. day is filled with learning as children listen to stories, After everyone has arrived and had an opportunity sing songs, engage in art projects, express themselves to explore, Morning Meeting begins with a welcome through dramatic play, enjoy social interactions, explore song. During Morning Meeting, children are invited building activities, and play indoor and outdoor games. to participate in stories, fingerplays, games, and
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discussions around the weekly theme. Here, children learn how to express themselves in an appropriate manner. These meetings also help introduce children to books and language, which nourishes literacy development. 1st STEP students continue to develop their language and communication skills through stories, rhyming sounds, and conversations throughout the day. Every two weeks, the children learn to participate in library time when the librarian visits with books and fingerplays. The classroom bookshelves are also continually stocked with a variety of ageappropriate books for the children to enjoy on their own or with a teacher. After Morning Meeting, children spend time on the playground or in the gym. The appropriately-sized equipment offers the children time to strengthen their gross motor skills and improve coordination while
developing their imaginations. Two-year-old children love our outdoor and indoor play areas that allow for nature study, climbing, sliding, riding, and running. Daily snack time allows the children to interact with their peers and teachers, and to take on responsibility. The children take turns passing out the personalized place mats, which helps to strengthen their peer relationships. Each child is responsible for cleaning up his or her own snack. Teachers model polite conversation and good manners. After snack, the children have time to independently work on puzzles and read books. Music and movement are an integral part of every day as well. Children play instruments, sing, and dance. Music immerses the child in language, evokes movement and coordination, and stimulates the brain—all in a group setting that builds community.
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LITERACY OVERVIEW The primary goal of the literacy experience in 1st STEP is to expose young children to a variety of texts and print in the classroom environment. Purposeful conversations occur throughout the day to develop each child’s language and creative and critical thinking skills. In doing this, we are building a love of learning and the foundation for reading and writing in later years.
GRADE-LEVEL EXPECTATIONS In 1st STEP, students work to master the following skills:
Phonological Awareness and Reading §§ §§ §§ §§
Enjoy hearing and playing with rhymes. Begin to recognize the first letter of their name. Notice environmental print. Engage in conversation with peers and adults.
Writing §§ Begin to develop proper grip through the use of small manipulatives.
§§ Begin to develop comprehension skills: §§ Use illustrations to infer meaning in texts. §§ Retell events in a story. §§ Sequence events in a story. §§ Make connections. §§ Begin to make predictions. §§ Begin to identify the setting, problem, and solution. §§ Discuss character traits and emotions.
§§ Dictate ideas. §§ Begin to make visual representations.
Language Expressive §§ Share stories from home. §§ Express ideas and feelings. §§ Use sentences with three or more words.
§§ Begin to develop appropriate articulation and volume in speech. §§ Respond to simple questions.
Receptive §§ Practice listening to the ideas of others. §§ Follow simple 2–3 step directions.
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§§ Begin to understand pronouns.
EARLY CHILDHOOD CENTER—1ST STEP
Literacy
Social and Emotional Development OVERVIEW The social-emotional development of young children is perhaps one of the most important aspects of early childhood education. Recognizing that this may be their first school experience, our program focuses on helping students feel comfortable transitioning to school, building friendships, and developing a sense of belonging in their classroom community.
GRADE-LEVEL EXPECTATIONS In 1st STEP, students work to master the following skills: §§ Demonstrate self-care skills and desire for independence. §§ Separate from caregiver and adjust to new situations. §§ Manage transitions well. §§ Use language to negotiate with peers and problem solve. §§ Practice cooperation in a group setting. §§ Name feelings and emotions. §§ Begin to practice self-regulation. §§ Demonstrate persistence.
§§ §§ §§ §§ §§ §§ §§ §§
Understand and respect classroom routines. Respect classroom materials, toys, and supplies. Participate in dramatic play. Develop a sense of competence and positive attitude toward learning. Begin to play in groups of two to three children. Begin to recognize the needs of others. Increase the use of language in play. Use objects symbolically.
Physical Development OVERVIEW Our goal is to help children develop and strengthen the fine and gross motor skills necessary for success in later years. Research tells us that children need movement to learn. We balance our fine motor and gross motor activities to create the most developmentally appropriate learning environment. The goal of physical education in 1st STEP is to allow children to improve their gross motor skills through guided play during class time and outside on the playground. The formal PE program begins next year in preschool.
GRADE-LEVEL EXPECTATIONS In 1st STEP, students work to master the following skills: §§ Use large muscle group to maintain posture while sitting on the floor and standing in line. §§ Enjoy a variety of tactile experiences. §§ Demonstrate stamina for physical activity. §§ Practice running, climbing, and sliding on the playground.
§§ Attempt new physical challenges. §§ Explore the difference between personal space and general space. §§ Move in different ways alone and in a group. §§ Be introduced to safe and developmentally-appropriate movement.
EARLY CHILDHOOD CENTER—1ST STEP
Social and Emotional Development, Physical Development
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§§ Participate in discussions about their bodies and how they move. §§ Learn about healthy choices for healthy bodies. §§ Explore the concept of cooperation.
§§ Practice verbalizing needs, wants, and feelings. §§ Practice calming activities. §§ Experience the enjoyment of physical activity. Fine Arts
FINE ARTS OVERVIEW Education in the arts is an inseparable part of the education of the whole child. Children learn to express and interpret ideas through observation and analysis of these art forms. They learn creative modes of problem solving and in so doing develop an array of expressive, analytical, and developmental tools which can be applied to every human situation. Students understand the influences of the arts in their power to create and reflect cultures, both past and present, thus enabling them to make informed judgments about cultural products and issues. They also develop attributes such as self-discipline, perseverance, and collaborative skills. Experiences in the arts develop each child’s imagination and sense of personal fulfillment.
GRADE-LEVEL EXPECTATIONS In 1st STEP, students work to master the following general Fine Arts skills: creative movement. §§ Experience beat and rhythmic patterns through various §§ Identify colors. chants and rhymes. §§ Explore various mediums of art, such as drawing and §§ Explore the voice through echo singing. painting. §§ Explore musical concepts such as articulation. §§ Experience a variety of genre through listening and
Information Literacy OVERVIEW Every two weeks, the children participate in library time when the librarian visits for an interactive, themed story time. Children are read developmentally appropriate books, which are complemented by fingerplays and felt board activities.
GRADE-LEVEL EXPECTATIONS In 1st STEP, students work to master the following information literacy skills: §§ Listen attentively when books are read aloud. enrichment activities. §§ Make connections to a theme through literature and §§ Identify books of personal interest.
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EARLY CHILDHOOD CENTER—1ST STEP
Physical Development, Fine Arts, Information Literacy
MATHEMATICS OVERVIEW Exposure to mathematical concepts is embedded in many aspects of a 1st STEP child's day. Children see mathematics as a meaningful aspect of everyday life; they develop confidence and key foundational skills, learning the language of mathematics and creative problem solving mindsets through authentic, inquiry-based experiences.
GRADE-LEVEL EXPECTATIONS In 1st STEP, students work to master the following skills: §§ Demonstrate counting up to 10. §§ Identify shapes. §§ Begin to identify positions (e.g., in/out, top/bottom).
§§ Begin to compare quantities (e.g., least/most, more/ less). §§ Sort and match objects.
World Language OVERVIEW LFCDS offers Spanish, Mandarin Chinese, and French beginning with the ECC at preschool and continuing into Lower School. In Upper School, students specialize in one language. In 1st STEP, the understanding of world cultures begins when languages are introduced during Circle Time. Our Good Morning song introduces the children to greetings sung in English, German, French, Spanish, Russian, Japanese, and Polish. Being exposed to different languages at an early age, even before formal World Language classes begin, has been proven to lead to greater English proficiency, as well as increased mathematical and logical reasoning skills. Although 1st STEP students will not engage in a formal World Language curriculum until the following year in preschool, 1st STEP teachers are already beginning to introduce students to words and phrases to better prepare them for the Early Childhood World Language curriculum. This curriculum sequence that begins in preschool is listed below.
EARLY CHILDHOOD & LOWER SCHOOL CURRICULUM SEQUENCE Spanish: Preschool and Junior Kindergarten Spanish is the most prominent second language in the United States. Often young children have already had some exposure to Spanish expressions and culture. The two-year study of Spanish provides a foundation in Spanish which will also set the stage for the learning of other languages with different sounds and syntax.
Mandarin Chinese: Senior Kindergarten and Grade 1 Chinese represents the fastest growing Eastern language and may be the most important business language outside of English in the twenty-first century. In addition, brain research shows benefits from the study of pictographic and tonal languages, which naturally develop simultaneous use of multiple areas of the brain, enhancing student learning of other subjects. The two-year study of Chinese enriches our senior kindergarten and first-grade cultural studies, especially our first-grade social studies unit on China.
EARLY CHILDHOOD CENTER—1ST STEP
Mathematics, World Language
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French: Grades 2 and 3
French is an official language in thirty-three countries spread throughout five continents. While learning French, students discover the cross-influence of the French and English language and deepens their knowledge and awareness of their own language use as they explore the ways language shapes the world. The two-year study focuses on building communicative competence in French and introduces them to speaking and listening in order to express themselves. Additionally, students use French to enrich their study of other disciplines and learn how to connect to the language through science, art, math, and social studies.
Spanish, Mandarin Chinese, and French: Grade 4 Fourth-grade students have the opportunity to revisit or become familiar with Spanish, Mandarin Chinese, and French. In our global world today, some knowledge of the sound system and basics of each language is critical for a well-rounded education. In addition, an opportunity to compare all three languages over the course of a year allows students, with the support of parents and teachers, to make an informed choice about which single language to study in Upper School. Having experienced all three languages also complements the fourth-grade immigration unit and their culminating study of global warming.
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EARLY CHILDHOOD CENTER—1ST STEP
W0rld Language
INTERDISCIPLINARY STUDIES Throughout the year, 1st STEP children participate in hands-on, interdisciplinary units of study. These studies encompass the fundamental disciplines with an overarching theme of exploration of the world around them. You will find examples of these engaging interdisciplinary studies throughout the curriculum.
Signs of Spring with Eric Carle In the spring, we study signs of the season and use the work of children's author, Eric Carle, to guide us as we explore wildlife! §§ Observe the growth of the tulip and daffodil §§ Discuss life cycles of butterflies and frogs. bulbs that were planted in the fall. §§ Act out Five Green and Speckled Frogs. §§ Hypothesize and observe the sprouting of §§ Count the number of frogs on the lily pad. pea seeds. §§ Sequence frogs of varying sizes. §§ Create art work which may include coffee filter §§ Move our bodies like caterpillars, butterflies, butterflies and paper plate frogs. tadpoles, and frogs.
Under the Sea & Farm Life One of the joys of the 1st STEP classroom is the ease of incorporating thematic units into the curriculum. The children experience a variety of academic skills while exploring an engaging unit of study. This particular unit encompasses learning about animal life and the natural world through a variety of interactive activities. During this unit the children: §§ Move like a crab, or hop like a bunny during §§ Listen to a variety of sea animal and farm movement time. animal books. §§ Study the life cycle of a chicken. §§ Incorporate mathematical concepts and §§ Paint with straw. language lessons into fingerplays and songs. §§ Recognize animal sounds. §§ Discuss and identify emotions based on The §§ Utilize puppets and props for dramatic play, Rainbow Fish stories. allowing children to apply what they have learned. §§ Create an ocean in a bottle.
EARLY CHILDHOOD CENTER—1ST STEP
Interdisciplinary Studies
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learning is a partnership At Lake Forest Country Day School, we believe that the optimal educational experience requires a partnership between the parents, the students, and the School, resulting in a community of focused, joyful learners. Lake Forest Country Day School offers many options for parents to connect with our school community. Beginning with an intake conference with your child’s advisor or homeroom teacher, informational coffees in early September, and grade-level social events, there are many opportunities to establish important connections. As the school year progresses, there are multiple ways for parents to volunteer, from classroom activities and field trips, to a variety of volunteer positions with the Parent Association and the School’s annual Auction. The Parent Association Office is open each day and welcomes all LFCDS parents to stop by for coffee, peruse the spirit wear, and connect with other school families. In addition, parents are always welcome at our weekly Wednesday Community Meetings and for Coffee and Conversation on Tuesdays in the Parent Relations Office. Throughout the school year, LFCDS hosts outside speakers such as bestselling authors Dr. Michael Thompson, Dr. Ned Hallowell, Dr. David Walsh, Dr. Lisa Damour, Dr. Mark Brackett, Director of the Yale Center for Emotional Intelligence, and New York Times parenting columnist Jessica Lahey. All community members are welcome to attend. The School’s portal offer a wealth of information, including:
§§ Enrichment Activities and Resources: At LFCDS, we believe that summer is an important time to balance learning with leisure. This page provides information about required summer work, book lists for particular grade levels, mathematics and science challenges, and parent resources. §§ Grade Level Curriculum Guides: Each year, faculty members prepare a detailed description of the curriculum for each grade level. These guides provide an in-depth review of the educational experiences your child will be a part of at each grade level. §§ Teacher Communication: Many teachers share classroom experiences through newsletters and photo sharing sites, emails, and phone or personal conversations. §§ Curriculum Review Information: On an ongoing basis, a faculty task force examines and revises a specific curriculum component. §§ Parent Association Information: The Parent Association web page provides up-to-date information regarding volunteer opportunities and other parent-related events. Social media is a timely way to tell the story of Lake Forest Country Day School. The School regularly maintains and updates its Facebook page, Twitter account, and Instagram with relevant information regarding the School. Please note that we have a strict social media policy and never post individual student names or information on these channels. We encourage you to explore the website and learn more about the Lake Forest Country Day School Experience.
Questions? Please contact the Admission Office at 847-615-6151.
Lake Forest Country Day School 145 South Green Bay Road Lake Forest, Illinois 60045 (847) 234-2350 | www.lfcds.org