Meet the Giggly Hugs Preschool and PreK teachers:
A “Day in the Life” of Our Preschool & PreK
The Giggly Hugs pre-school & pre-K classroom is called the Roots and Readiness Program. The reason for this is that we believe this program is at its base an even balance between the roots each child has put down i.e. their interests, family, friends, personality, routine, and understanding of the world thus far and their readiness to continue mastering new skills, learning new concepts, formulating new ideas, and participating in new experiences and peer encounters. This program strives to honor and inspire all of the constant and evolving dynamics of the preschool mind and spirit by promoting every child’s connections to each object, activity, and individual they encounter within their day. We aim to consistently harness a child’s ability to learn in our focused and engaging environment as a recipe for their ever-blooming individuality and their ability to appreciate that of others.
Throughout the day, our preschool and pre-k friends will experience:
Learning Centers & Small Group Rotations
Here within our constructivist classroom programming children are encouraged to pursue their interests so that they may develop passions and acquire new knowledge through a combination of free choice and teacher-led activities. Children thrive with consistency and routine but also strive to be afforded some control and personal power and so our Roots and Readiness serves as a constant balance of give and take in that way. Center-based learning enables exploration through play and direct instruction in the areas of math, science, writing, sensory experiences, dramatic play, blocks, listening center, and library so children are well versed in all academic and developmental areas for growth. This time is also for the creative activity of the day, connected with the day’s lesson plan. We work on skills like playing and sharing with friends, using our imagination, playing games, and having fun exploring and learning. All goals are aligned with public school goals.
Learning Centers and Activities
ART & SENSORY: At this age, most art and sensory activities involve experimenting with tools and different medium. As the year progresses, we might start seeing recognizable objects in their drawings and pictures, but for now, the process of cutting, drawing or painting is more important than “making a picture.” Art activities help youngsters creatively express their thoughts and feelings. They help reinforce fine-motor skills and concept development in areas such as colors, shapes, and size relationships.
CIRCLE TIME: Circle time is a group gathering during which we share our ideas, plans, and observations. Circle activities are designed to stimulate youngsters’ thinking, enrich their social skills, and expand their attention spans. During this language time, we read books, sing songs and finger plays, as well as other activities like naming pictures, sorting or counting. Reading activities help youngsters develop an appreciation and enjoyment of literature. These reading activities enhance the children’s vocabulary and comprehension skills and expand their knowledge base. Music activities that we do at circle time promote youngsters’ listening skills, creative expression, and social skills.
TABLE WORK: Table work is a variety of fine motor activities such as peg boards, puzzles and stringing beads. We also do activities that require the children to color, cut, and glue. Fine-motor activities help improve small-muscle development and eye-hand coordination.
OUTDOOR PLAY: Teachers encourage outside play, weather permitting. A variety of equipment is provided for children to develop their bodies and coordination with climbing, crawling, and sliding. A sandbox, gravel pit, playhouse, riding toys and climbers develop gross motor skills.