1st STEP Curriculum Guide

Lake Forest Country Day School 1ST STEP

EARLY CHILDHOOD CURRICULUM A co-educational independent school for students age 2 through Grade 8, graduating students of strong character with a passion for learning since 1888

Overview of the Early Childhood Center (1st STEP–Senior Kindergarten) 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 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®

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 hands-on 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 remember connections from what they are learning in different disciplines.

Responsive Classroom® techniques foster a welcoming, accepting, safe, nurturingCenter environment for learning.

Earlyand Childhood Curriculum Guide

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Early Childhood Center Curriculum

Overview

Domains of Growth and Development “At the beginning of the twenty-first century, key principles about child growth and development have stood the test of time:…physical maturation, language acquisition, social and emotional behavior, and cognition... Children generally go through predictable stages in the same order, but they will not all go through them at the same rate.” (Chip Wood: Yardsticks: Children in the Classroom Ages 4–14. Northeastern Foundation for Children, Inc., 2007.) Additionally, within the various aspects of development, children progress differently. For example, a child 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 tend to all areas of growth because each 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 self-awareness, selfconfidence, 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.

Early Childhood Center Curriculum Guide

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 by attending to interesting words in stories and informational texts we read.

 Children use play to control their own language development, which is guided by their teachers and their desire to play with their peers.  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 on the playground 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.

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Early Childhood Center Curriculum

Overview exploration, children use their imaginations and become creative, critical thinkers, problem solvers, and responsible risk takers.

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

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.

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 especially 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. Eighthgrade 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 multiage friendships and foster school spirit.

Developmentally Appropriate Practices When schools create learning environments that honor and support the natural development of young learners, they are at the same time 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

Early Childhood Center Curriculum Guide

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

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Early Childhood Center Curriculum

Overview

is given to creating a learning environment that is developmentally appropriate for all children with respect to their emerging capabilities.

safe risks. Developing meaningful relationships with each child and creating a predictable flow of the day are key factors in laying the foundation for success.

The teachers in the Early Childhood Center at Lake Forest Country Day School are especially 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 honor 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.

When you visit the classrooms in the ECC, take note of the physical space and how the classrooms have been designed to honor and engage young children.

Is there natural light? Are there tools and supplies available to encourage exploration? Does the room reflect the work of children or adults? What does the room sound like? Is there independent work and group work available? Are there opportunities for play?

Young children also seek structure and predictable environments. When they feel physically and emotionally safe, children are free to explore and take

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 and respect the variety of developmental needs of young children.

The Power of Play Play is a powerful gift in a young child’s world and 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 child-directed, 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.

Early Childhood Center Curriculum Guide

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, distinct types of free play are associated with high creativity. Preschoolers who spend more time in role-play (acting out characters) have higher measures of creativity: voicing someone else’s point of view helps develop their ability to analyze situations from different perspectives.” (Po Bronson and Ashley Merryman, “The Creativity Crisis,” Newsweek, July 2010.)

Children are working hard to develop selfregulation 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

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Early Childhood Center Curriculum young children to control their emotional and cognitive impulses, it turns out, is a remarkably strong indicator of both 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 Self-Control?” 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

Overview

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. 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.

“Play is the young child’s dominant mode of learning. When we take away time from that playful learning, we deprive the child of self-created learning experiences.” (David Elkind, The Power of Play. Da Capo Press, 2007.)

Responsive Classroom® The Early Childhood Center utilizes Responsive Classroom® techniques to create a welcoming, accepting, safe, and nurturing environment. 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 stretch their thinking and help them develop confidence in what they can accomplish. As students grow, they enjoy more Early Childhood Center Curriculum Guide

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

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Early Childhood Center Curriculum 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.

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, www.naeyc.org 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

Early Childhood Center Curriculum Guide

Overview 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. The message begins with the same greeting and ends with the same salutation throughout the school year to encourage early recognition of words. It is used to search for letters, identify sounds, and count objects.

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 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 7

Early Childhood Center Curriculum 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

Overview 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.

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 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 Center Curriculum Guide

 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 that will grow into lettuce shared with parents at an end-of-year celebration.

“Observe perpetually.”

—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 idea 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

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Early Childhood Center Curriculum

Overview

Differentiation Differentiation is the process of matching instruction to students and their varied interests and needs. Each 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. Whole-group, 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 journals and gently coach students in ways to effectively navigate social situations. 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 Children learn best through hands-on experiences that enable them to observe and manipulate objects and materials using their senses. Our commitment to 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 of three-, four- and five-yearold students about the world around them and their fascination with a rich and ever-changing environment.

Early Childhood Center Curriculum Guide

The preschool class hikes in the forest to study trees and leaves. Children become tree experts and take part in a ceremony in which the Head of School places a “Tree Expert Necklace” on each child. 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 found in our woods, whose movements, eating habits, and egg-laying are closely watched. Beekeeping equipment is donned, a wasp nest is dissected, and a nectar game is played where children take on the role of worker bees. 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

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Early Childhood Center Curriculum 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.

Overview Children enjoy role playing, making a coat of arms, painting portraits of themselves as royalty, and learning a courtly 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 fairy tale 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 usable understandings for children when they are linked to central themes or concepts. Unifying concepts are integral to ensuring that 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 is filled with a plethora of flora, fauna, and global interdisciplinary units of study.

Early Childhood Center Curriculum Guide

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 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.

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1ST STEP Curriculum

The 1st STEP Experience at LFCDS

natural fascination with the world. Children are encouraged to explore, create, and question at their own developmental level, and by doing so, they learn to complete increasingly complex tasks. Our teachers function as a team and provide a consistent framework with clear and welldefined expectations.

The 1st STEP program at LFCDS is specifically designed to engage two-year-old children in a meaningful, experiential learning environment.

Our research-based, developmentally designed curriculum gives children the freedom As two-year-old to gradually develop children learn more curiosity and sociost about themselves cognitive functioning and their abilities, within the interactive st Planting bulbs in the 1 STEP garden and learning they become aware of and safe context of about the life cycle of plants. their social setting, exploration. Children the interconnectivity Making homemade applesauce. learn best through between their own Observing the metamorphosis of caterpillars experimentation, selves and their peers and butterflies. independent play, and teachers, and building, and engaging Visiting friends and siblings around the school their ability to act during buggy rides. in games and art and influence social projects. Through play Sharing information with classmates during behavior. With frequent and social interactions, Morning Meeting. opportunities for group 1st STEP students learn Stretching imaginations and strengthening experiences, they gain about the world they live social skills with puppets and props related an understanding of in, develop concepts and to specific themes. others and a sense of patterns, and learn to Discovering our senses through different activities group identity. Our express their feelings in at the sensory table. teachers are distinctly appropriate ways. Our aware of this social Experiencing the joy and benefits that come program encourages the curiosity, and strive from physical activity and play. growth of independence to implement social and social awareness, learning experiences into sensory exploration, the enhancement of fine and the curriculum as often as possible. 1st STEP teachers gross motor activity, and language development. incorporate varied activities, such as imaginative play, in We encourage parent involvement and stress parent order to promote this awareness. partnership as a key component to your child’s first Our 1st STEP teachers also understand that the school experience. foundation for reading success begins as early as the The program is built upon the foundation of first few months of life. Introducing two-year-old our nurturing and caring teachers and with a 6:1 children to books and language nourishes early literacy student-to-teacher ratio, each child will receive development. 1st STEP students continue to strengthen st differentiated learning opportunities. 1 STEP teachers their language and communication skills through recognize that each child is unique. Teachers carefully interactive activities, such as puppets, singing, puzzles, provide a prepared environnment, characterized by and conversations. We also incorporate exploring art warmth, safety, and classroom elements that appeal materials and experiencing music, dance, and drama to the authentic interest of children—inciting their into the daily routine. Neurological research has proven

Highlights of the 1 STEP Experience

Early Childhood Center Curriculum Guide — 1st STEP

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1st STEP that there is a direct correlation between early exposure to arts and music and the advanced development of reading and mathematical concept-building skills in children. Music and art immerse children in language and stimulate the brain, so these activities play an integral role in the curriculum.

Two-year-old children are filled with curiosity and an increasing sense of independence as they become more interested in the world around them.

Therefore, we use a thematic, hands-on, multi-sensory approach to learning. The program’s research-based, developmentally designed curriculum supports and reinforces the newfound independence that two-yearold children exhibit. Our highly-qualified teachers utilize a variety of activities to foster the growth of independence and social awareness as well as the development of physical and language skills. Each day is filled with learning as children listen to stories, sing songs, engage in art projects, express themselves through dramatic play, enjoy social interactions, explore building activities, and play indoor and outdoor games.

Exploration and independent play occur within the context of a comfortable environment in 1st STEP. Our beautiful indoor and outdoor spaces are carefully prepared and tailored to the needs of young children, allowing them to explore and learn in a safe and nurturing environment. The 1st STEP classrooms are located in the same hallway as the preschool classrooms, which helps to ease the transition for children moving from 1st STEP to preschool. Upon entering these classrooms, 1st STEP children begin their day by choosing from a variety of activities including blocks and trains, the sensory table, dramatic play, manipulatives, the easel, and art projects. Two-yearold children need an environment that is interesting to explore, safe, and filled with caring teachers who respond to their emotional and intellectual needs.

Schedule

1st STEP classes meet daily from 8:30–10:30 a.m.

Children can attend two day or three day schedules.

Each day begins with Morning Meeting, which includes greeting one another, sharing a story, sharing something about ourselves or what we are learning, and many more interactive opportunties.

Early Childhood Center Curriculum Guide — 1st STEP

Overview After everyone has arrived and had an opportunity to explore, Morning Meeting begins with a welcome song. During Morning Meeting, children are invited to participate in stories, fingerplays, games, and 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, word games, 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 age-appropriate 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.

Creativity

“Creativity stands at the center of educating children who will be scientists, inventors, artists, musicians, dramatists, innovators, and problem solvers of the future. The progress of civilization is essentially attributable to creative thinking.”

—Mary Mayesky, quoted in “Nurturing Creativity in Early Childhood Education: Families Are Part of It,” by Kristen M. Kemple and Shari A. Nissenberg. Early Childhood Education Journal, Vol. 28, No 1, 2000.

The 1st STEP classrooms and curriculum at Lake Forest Country Day School are intentionally designed to inspire, encourage, and honor the creative process in all aspects of a child’s day. Our activities are focused on creativity in art, design, problem solving, and personal interactions. We encourage our students to explore, discover, wonder, and imagine. In doing so, we know that we are giving them the skills and foundation necessary to become divergent thinkers and problem solvers in an ever-changing world.

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1st STEP 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 placemats, 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.

Overview and dance. Music immerses the child in language, evokes movement and coordination, and stimulates the brain—all in a group setting that builds community.

To bring the morning to a close, each child is recognized during our goodbye song. Routines are important for children at this age as consistent expectations and schedules help them feel safe and secure.

Music and movement are an integral part of every day as well. Children play instruments, sing,

Early Childhood Center Curriculum Guide — 1st STEP

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1st STEP

Literacy

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.  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.

Writing  Begin to develop proper grip through the use of small manipulatives.  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.  Begin to understand pronouns.

Early Childhood Center Curriculum Guide — 1st STEP

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1st STEP

Social and Emotional Development, Physical Development

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.

Early Childhood Center Curriculum Guide — 1st STEP

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1st STEP

Physical Development, Fine Arts

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.  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 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:  Experience beat and rhythmic patterns through various chants and rhymes.  Explore the voice through echo singing.  Explore musical concepts such as articulation.  Experience a variety of genre through listening and creative movement.  Identify colors.  Explore various mediums of art, such as drawing and painting.

Early Childhood Center Curriculum Guide — 1st STEP

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1st STEP

Information Literacy, Mathematics

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.  Make connections to a theme through literature and enrichment activities.  Identify books of personal interest.

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).

Early Childhood Center Curriculum Guide — 1st STEP

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1st STEP

World Language

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.

The Early Childhood and Lower School curriculum sequence is: 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.

French: Grades 2 and 3 French is an official language in thirty-three countries spread throughout five continents. While learning French, students discover the influence of French on the English language. This awareness deepens their knowledge of our own language as they explore the multitude of French words the English language has absorbed. The two-year study further enriches the third-grade social studies unit on the French voyageurs.

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.

Early Childhood Center Curriculum Guide — 1st STEP

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1st STEP

Interdisciplinary Studies

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!  Discuss life cycles of butterflies and frogs.  Act out Five Green and Speckled Frogs.  Count the number of frogs on the lily pad.  Sequence frogs of varying sizes.  Move our bodies like caterpillars, butterflies, tadpoles, and frogs.  Observe the growth of the tulip and daffodil bulbs that were planted in the fall.  Hypothesize and observe the sprouting of pea seeds.  Create art work which may include coffee filter butterflies and paper plate 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:  Listen to a variety of sea animal and farm animal books.  Incorporate mathematical concepts and language lessons into fingerplays and songs.  Discuss and identify emotions based on The Rainbow Fish stories.  Create an ocean in a bottle.  Move like a crab, or hop like a bunny during movement time.  Study the life cycle of a chicken.  Paint with straw.  Recognize animal sounds.  Utilize puppets and props for dramatic play, allowing the children to apply what they have learned.

Early Childhood Center Curriculum Guide — 1st STEP

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Resources for Parents 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 the 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 best-selling authors Dr. Michael Thompson and Dr. Ned Hallowell and all community members are welcome to attend.

The school’s websites 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 daily classroom experiences in blogs, 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 both its Facebook page and Twitter account 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 Advantage.

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