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Pre-School
At Southern Hills Academy we believe children are full of
potential, interest, and curiosity in the world around them.
Young children construct their knowledge about the world as
they investigate, build, experiment, and discover. They have
a natural desire to find out how things work. The answers
are not as important as the adventure of finding out. We provide
a child-centered classroom that takes advantage of children's
natural desires to move and touch.
New Pre-School
Options For 2006-2007
SESSIONS AVAILABLE
Morning (8:30 - 11:30 AM)
Afternoon (11:30 AM - 3:30 PM) *
Full Day (8:30 AM - 3:30 PM) *
Extended Day (6:30 AM - 5:30 PM) *
Sleeping
Because licensure requires all children younger than five
years old to sleep each day, all SHA preschool students nap
or rest for 1-1.5 hours each afternoon. Students enrolling
for an afternoon class only will have the opportunity to socialize
over lunch, play before the rest time and enjoy lessons with
the teacher afterwards.
Minimum Attendance
In each class, there is a recommended minimum number of days
for enrollment. This enhances the child’s comfort in
coming to school, provides consistency and allows for learning
opportunities to be developed over the week.
Little Tikes
(2 year olds) - 2 day minimum;
Consecutive days recommended
Preschool 3’s
(3 year olds) - 2 day minimum;
Three days recommended
Pre-Kindergarten
(4 & 5 year olds) - 3 day minimum;
Four days recommended.
Information packets about the Southern Hills Academy Preschool
are available from Janet Herrnstein, Director of Admissions.
Please call or email
her. Registration for all ages are now being accepted. Tell
your co-workers and friends! Classes fill quickly.
Pre-School Curriculum
- Our preschool curriculum is based on the belief that young
children learn best by doing.
- Learning results from the children's active exploration
and interaction with adults, other children, and materials
in a prepared environment.
- Our preschool teachers support children's active participation
in the learning process, and follow up on their ideas, feelings,
and theories. The emergent curriculum is guided by the teacher's
observations, and knowledge of children's interests and
capabilities. Our preschoolers participate in project investigations.
A project is an in-depth study of a particular topic that
may last a few days to several weeks, and incorporates all
areas of learning--literacy, math, science, and the creative
arts.
Classroom Activities
Children need plenty of time to try out their ideas. They
choose from a variety of child-centered and activity oriented
experiences. They explore at their own pace and according
to individual cognitive abilities. It is serious work, but
also a fun adventure. The teacher selects learning materials
for each interest area with curriculum goals in mind so that
no matter where the children choose to play, they are learning.
During this time, the teacher observes the children, provides
support and encouragement, and teaches social skills and problem
solving. The teacher asks children questions, and supplies
additional materials to extend their learning experience.
Art Corner
A daily art project has a focus, but is open ended. To young
children, the art process is more important than the product.
Art experiences provide children with exposure to a variety
of artistic media and tools. Art supplies are accessible for
children to create their own ideas. Easel painting is available
every day.
Sand and Water Play
The natural elements of sand and water provide a perfect scientific
experience for young children. They investigate and experiment
with cause and effect relationships and manipulate tools.
Props and tools are changed regularly. Some are: funnels,
sponges, pumps, measuring cups, eggbeater, bottles, shovels,
pails, sieves, sand/water wheels, boats and trucks.
Play Dough Table
Play dough is another medium for observing and thinking about
change. While children are fingering, poking, and squeezing
play dough, they are also enhancing the control of small muscles
in their hands.
Math and Manipulative Table
Activities include: peg boards, geo boards, puzzles, parquetry
blocks, lacing cards, beads, and number boards. Other materials
on the nearby shelves are rotated for variety. These activities
help young children develop small motor skills, and eye -
hand coordination. Pre-math skills such as counting, matching,
classifying, and recognizing patterns are emphasized.
Message Center
Let’s go to the message center and write that down.
This center promotes writing and communication. An assortment
of writing utensils and paper are available, along with letter
stamps and pads. Your child may be in the scribble stage using
pretend writing, or may be copying classmates names on envelopes.
All the developmental stages of writing are significant.
Book Corner
This cozy spot can provide a quiet respite from more active
play. We read to individuals and small groups of children.
Children look at books by themselves or with friends. We often
consult books when a question needs to be researched, or when
a child’s interest could be expanded. A nearby desk
with paper and pencils compliments the area.
Block Building
As children build with blocks, they use problem solving skills
and creativity. They use math and language concepts when they
think about: shape, balance, weight and height. Through trial
and error, their designs take shape. They may add accessories
and name their creations.
Dramatic Play
Pretend play enhances children’s social and cognitive
development. They learn by imitating adults they have observed.
This center provides the setting for trying out various roles,
and developing cooperation skills. Dress up clothes, a play
kitchen, doll equipment, and various rotating props are provided.
Science Table
A small science exhibit for hands-on play and exploration
is set up. Written words are included. Children can touch,
look, think and discuss.
Circle Time
We gather together for singing and finger plays, followed
by a story time and discussion. Children learn how to be part
of a group discussion. We want them to know that everyone’s
ideas are important. Sometimes their thoughts or responses
to a question are written on a chart. They learn that their
ideas and words can be read again later.
Snack Time
A small group helps set the table, reinforcing counting skills
and one-to-one correspondence. (one napkin at each chair)
We help children write a snack menu using numbers, words and
drawings. Children serve themselves according to the snack
menu. This is a time for fun conversation, and building a
sense of community.
Large Motor Play Time
Occurring outdoors or in the great hall, this time is planned
for practicing large muscle skills. Activities will include:
functional movement (running, jumping, hopping, and skipping),
creative movement, circle games, and games with rules.
Last Story
A book, some favorite songs, and finger plays provide closure
to the session.
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