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An overall umbrella for the entire year will be some Anti-bias Curriculum goals that I picked up in a Diversity class I took.
 
1.  To foster a positive self-identity within the context of a group identity.
2.  To facilitate knowledgeable, empathic interactions with people who are different from oneself.
3.  To foster critical thinking about bias.
4.  To help children stand up for themselves and others in the face of bias.
 
(p.36, Bisson, 1997)
 
In addition, at least 50% of my curriculum is play.  Your child is learning, and the brain is developing to it fullest when learning occurs during their play.
 
 
Our focus for at least the first month of school will be to get to know our classroom, classmates, and school routines.
 
Our Classroom
 
Let's Go to School
1.  Why do children go to school?
2.  What do you think we will do this year?
 
School Rules
1.  Why are rules important and why do we need them?
2.  What rules should we have in our room?
 
My Classmates
1.  What is a friend?
2.  What does it mean to share?
3.  How do you get another person to share with you?
4.  What are my friends names?
 
People at School
1.  If you need something at school, who do you ask?
 
In order to answer these essential questions for this month, we will read some of the following books together:
 
Owen
The Kissing Hand
Miss Bindergarten Gets Ready For Kindergarten
When The Box Is Full
Llama Llama Misses Mama
No David
Pete the Cat, Rocking In My School Shoes
Welcome:  A Guide To New Arrivals
Knuffle Bunny
Chrysanthemum
If You Take A Mouse To School
When Sophia Gets Very Very Angry
Chu's First Day
 
 
The Preschool Foundations we will address are mainly social and emotional development for the first trimester.
 
Children will be expected to demonstrate a growth in attention span through participation in whole group, small group, and self selected activity times.  Children will show increased impulse control (Self Regulation 2.1)  (Cooperation 4.1)
 
Children will be positive, cooperative group members. (Group Participation 3.1)
 
Children will participate in longer and more reciprocal interactions with adults at school and take greater initiative in social interactions.  (Interactions 1.1)
 
Children will actively and intentionally cooperate with each other.  (Interactions 2.1)
 
Children will negotiate with each other using words in response to disagreements/conflicts. (Interactions 2.3)
 
Children will comfortably depart from caregivers (Relationships 1.3) and begin to take initiative in seeking support from school personnel and will develop positive relationships.  (Relationships 2.1 and 2.2)