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CURRICULUM

Spirituality 

1. Based on the vision of Shir Shalom
2. Activities and content are based on family and cultural components.

MasterMind Approach to Education 

1. Utilizing theories of Gardner, Piaget, Erikson, Vygotsky, Waldorf, Reggio, Montessori
2. Based on the premises of teaching to the individual child’s strengths, interest and relationships
3. Building on each child’s present and future success towards developmental milestones needed for higher learning
4. Using all areas of brain processing to comprehend emergent concepts
5. Play is a child's work.  Children are given the freedom to explore their environment independently and with guidance choose their daily activities. Studies show that children who get to choose some activities in preschool have better life outcomes. Studies show that when children have the chance to make choices at the tender age of 3 or 4, rather than having all dictated by teacher, they have better long term social and life outcomes on a variety of measures.
6. ABCs and 123s- Emergent literacy and math skills are strong predictors of a child’s later school success.  Our environment enhances these skills and interest by providing the opportunity and exposure to these concepts in every area of play and learning.
7. The emphasis on daily activities relate to the whole child.  All teaching is directly connected to life experiences. The Learning Center places an emphasis on the use of art and nature in the classroom.  Using the outdoors as an extension of the classroom is a crucial piece of the curriculum.
8. Social skills and emotional intelligence are fast becoming the buzzwords in education. More and more research is being done regarding the need for the young child to be self regulated in order to learn. There is no other program that is actively and consciously building on these concepts.   We are helping children get ready to learn by addressing their abilities “to handle their emotions and knee jerk reactions. “  This means being able to pay attention and problem solve so when get to higher learning they can:
• keep track of time
• keep track of more than one thing at once
• meaningfully include past knowledge in discussions
• engage in group dynamics
• evaluate ideas
• reflect on their work
• change their minds and make mid-course and corrections while thinking, reading and writing
• finish work on time
• ask for help
• wait to speak until they’re called on
• seek more information when they need it.