Saint Sebastian Preschool uses Spanish Language Immersion based curriculum.
Students engage in core academic subjects in Spanish and English every day to become bilingual, biliterate and develop cultural appreciation.
- Based on the California Preschool Learning Foundations (adapted to be age-appropriate)
- Elements of Reggio - Engagement - Documentation of Learning - Environment
- Learning through play
- Social emotional development
Students engage in core academic subjects in Spanish and English every day to become bilingual, biliterate and develop cultural appreciation.
SPANISH LANGUAGE IMMERSION
In our Preschool Spanish Immersion program, teachers will speak to children completely in Spanish so as to create an “immersion” experience. Teachers will use gestures, actions, pictures images, point and model so that students understand what she is saying. This method in teaching is called comprehensible input and helps children understand the context of what is being spoken.
Routines are also a big part of the immersion experience. After a couple of weeks, students will begin to identify patterns and know what to expect and therefore their comprehension of the language will increase. For example, they may not understand the phrase “sentémonos en un circulo.” However, after the third or four day, when the teacher uses this phrase and she sits down for circle time and two or three other students do the same, the students realize, that phrase means “let’s sit down for circle time.” Just like students begin to understand this routine by the teacher’s actions and then begin to associate the words and phrases, so will students being to understand the other routines like when it’s time to wash our hands, eat snack, and prepare their cot to take a nap.
Routines are also a big part of the immersion experience. After a couple of weeks, students will begin to identify patterns and know what to expect and therefore their comprehension of the language will increase. For example, they may not understand the phrase “sentémonos en un circulo.” However, after the third or four day, when the teacher uses this phrase and she sits down for circle time and two or three other students do the same, the students realize, that phrase means “let’s sit down for circle time.” Just like students begin to understand this routine by the teacher’s actions and then begin to associate the words and phrases, so will students being to understand the other routines like when it’s time to wash our hands, eat snack, and prepare their cot to take a nap.
PHILOSOPHY OF LEARNING
Curriculum (Creative Curriculum by Diane Trister Dodge, Laura Colker and Cate Heroman) “Curriculum” refers to the activities the children engage in, the unique characteristics of a “child choice” environment, the ways that teachers communicate and guide children as well as the methods we use to teach children concepts and skills that support later learning in school. The following guiding principles are used when determining whether an activity or interaction is developmentally and individually appropriate.
SOCIAL/EMOTIONAL DEVELOPMENT
Social/emotional development during preschool years is about socialization-the process by which children learn the values and behaviors accepted by society. It is also about becoming a competent and confident person.
There are three goals for social/emotional development:
1) Achieving a sense of self: knowing oneself and relating to other people-both children and adults.
2) Taking responsibility for self and others: following rules and routines, respecting others, and taking initiative.
3) Behaving in a pro-social way: showing empathy and getting along in the world, for example, by sharing and taking turns.
PHYSICAL DEVELOPMENT
Physical development includes children’s gross (large muscle) and fine (small muscle) motor skills.
There are two goals for physical development:
1) Achieving gross motor control: moving the large muscles in the body, especially the arms and legs, consciously and deliberately. Gross motor control includes balance and stability; movements such as running, jumping, hopping, galloping, skipping; and physically manipulations such as throwing, kicking and catching.
2) Achieving fine motor control: using and coordinating the small muscles in the hands and wrists with dexterity. As these fine muscles develop, children are able to perform with self-help skills and manipulate small objects such as scissors and writing tools. The achievement of fine motor skills generally lags behind gross motor development.
COGNITIVE DEVELOPMENT
Cognitive development refers to the mind and how it works. It involves how children think, how they see the world, and how they use what they learn.
There are three goals for cognitive development:
1) Learning and problem solving: being purposeful about acquiring and using information, resources and materials. As children 1. observe events around them, ask questions, make predictions, and test possible solutions, learning reaches beyond just acquiring facts. Persistence and learning how to apply knowledge expands their learning even further.
2) Thinking logically: gathering and making sense of the information by comparing, contrasting, sorting, classifying, counting, 2. measuring, and recognizing patterns. As children use logical thinking, they organize their world conceptually and gain a better understanding of how it works.
3) Representing and thinking symbolically: using objects in a unique way, for instance, a cup to represent a horse; pretending, for instance, to be mommy or a firefighter; portraying the world through charts or pictures, for instance, making a graph to show changes in the weather over time or a drawing to show what happened to a character in a story. Representations and symbols free children from the world of literal meanings and allow them to use materials and their imagination to explore abstract ideas.
LANGUAGE DEVELOPMENT
Language development includes understanding and communicating through words, spoken and written. Children are born with the capacity to communicate with others-verbally and non-verbally. By the time they reach preschool, their ability to communicate thoughts and feelings through spoken language takes on new importance. Language becomes the principle tool for establishing and maintaining relationships with adults and other children.
There are two goals for language development:
1) Listening and speaking: Using spoken language to communicate with others, enlarging one’s vocabulary, expressing oneself, 1. understanding the oral speech of others, participating in a conversation, and using language to solve problems. As children learn to listen and speak, they gain control of themselves and their world, relate effectively to others, and gather and store more and more information.
2) Reading and writing: making sense of written language, understanding the purpose of print and how it works, gaining knowledge of the alphabet, writing letters and words. When children begin to read they gain access to new worlds of information and faraway places, including the world of imagination. Writing things down expands memory, communication, and understanding.
SOCIAL/EMOTIONAL DEVELOPMENT
Social/emotional development during preschool years is about socialization-the process by which children learn the values and behaviors accepted by society. It is also about becoming a competent and confident person.
There are three goals for social/emotional development:
1) Achieving a sense of self: knowing oneself and relating to other people-both children and adults.
2) Taking responsibility for self and others: following rules and routines, respecting others, and taking initiative.
3) Behaving in a pro-social way: showing empathy and getting along in the world, for example, by sharing and taking turns.
PHYSICAL DEVELOPMENT
Physical development includes children’s gross (large muscle) and fine (small muscle) motor skills.
There are two goals for physical development:
1) Achieving gross motor control: moving the large muscles in the body, especially the arms and legs, consciously and deliberately. Gross motor control includes balance and stability; movements such as running, jumping, hopping, galloping, skipping; and physically manipulations such as throwing, kicking and catching.
2) Achieving fine motor control: using and coordinating the small muscles in the hands and wrists with dexterity. As these fine muscles develop, children are able to perform with self-help skills and manipulate small objects such as scissors and writing tools. The achievement of fine motor skills generally lags behind gross motor development.
COGNITIVE DEVELOPMENT
Cognitive development refers to the mind and how it works. It involves how children think, how they see the world, and how they use what they learn.
There are three goals for cognitive development:
1) Learning and problem solving: being purposeful about acquiring and using information, resources and materials. As children 1. observe events around them, ask questions, make predictions, and test possible solutions, learning reaches beyond just acquiring facts. Persistence and learning how to apply knowledge expands their learning even further.
2) Thinking logically: gathering and making sense of the information by comparing, contrasting, sorting, classifying, counting, 2. measuring, and recognizing patterns. As children use logical thinking, they organize their world conceptually and gain a better understanding of how it works.
3) Representing and thinking symbolically: using objects in a unique way, for instance, a cup to represent a horse; pretending, for instance, to be mommy or a firefighter; portraying the world through charts or pictures, for instance, making a graph to show changes in the weather over time or a drawing to show what happened to a character in a story. Representations and symbols free children from the world of literal meanings and allow them to use materials and their imagination to explore abstract ideas.
LANGUAGE DEVELOPMENT
Language development includes understanding and communicating through words, spoken and written. Children are born with the capacity to communicate with others-verbally and non-verbally. By the time they reach preschool, their ability to communicate thoughts and feelings through spoken language takes on new importance. Language becomes the principle tool for establishing and maintaining relationships with adults and other children.
There are two goals for language development:
1) Listening and speaking: Using spoken language to communicate with others, enlarging one’s vocabulary, expressing oneself, 1. understanding the oral speech of others, participating in a conversation, and using language to solve problems. As children learn to listen and speak, they gain control of themselves and their world, relate effectively to others, and gather and store more and more information.
2) Reading and writing: making sense of written language, understanding the purpose of print and how it works, gaining knowledge of the alphabet, writing letters and words. When children begin to read they gain access to new worlds of information and faraway places, including the world of imagination. Writing things down expands memory, communication, and understanding.
