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Our Cirriculum

There are two dimensions to the CCNS curriculum.

First, our curriculum is based on the Connecticut Preschool Curriculum Framework . Assessments are guided by 30 performance standards based on this framework.

The following are the basic principles of the Connecticut Preschool Curriculum Framework:

  • Early learning and development are multidimensional; developmental areas are highly interrelated.
  • Young children are capable and competent.
  • There are individual differences in rates of development among children.
  • Children will exhibit a range of skills and competencies in any area of development.
  • Knowledge of child growth and development and consistent expectations are essential to maximizing educational experiences for children and to developing and implementing programs.
  • Families are the primary caregivers and educators of their young children.
  • Young children learn through exploration of their environment through child-initiated and teacher-selected activities.

This curriculum framework is based on four main areas of development:

  1. Personal and Social development
  2. Physical development
  3. Cognitive development
  4. Creative expression / Aesthetic development

Within each area of development, there are program goals and content standards. Content standards are the guiding framework for the teachers when planning activities within the curriculum.

Personal and Social Development

Program goals:

By the end of preschool, children will:

  • Demonstrate a sense of self as a learner
  • Demonstrate a sense of responsibility to oneself and others
  • Demonstrate effective functioning, individually and as a member of a group

Content standards:

CCNS will provide children with opportunities to:

  • exhibit curiosity, creativity, self-direction and persistence in learning situations
  • describe themselves using several basic characteristics
  • demonstrate awareness of one’s own and others’ feelings
  • participate in and exhibit self-control in group situations
  • interact appropriately with peers and familiar adults
  • use age-appropriate conflict-resolution strategies
  • recognize similarities and appreciate differences in other people

Physical Development

Program goals:

By the end of preschool, children will:

  • Demonstrate control, balance, strength, and coordination in gross-motor tasks
  • Demonstrate coordination and strength in fine motor tasks
  • Participate in healthy physical activity
  • Practice appropriate eating habits, hygiene, and self-help skills

Content standards:

CCNS will provide children with opportunities to:

  • Engage in a wide variety of gross-motor activities that are child selected and teacher initiated
  • Use a variety of materials that promote eye-hand coordination and small-muscle development
  • Demonstrate spatial awareness in both fine and gross-motor activities
  • Choose nutritious meals and snacks
  • Practice basic hygiene and self-help skills

Cognitive Development

Program goals:

By the end of preschool, children will:

  • Demonstrate the ability to think, reason, question and remember
  • Engage in problem solving
  • Use language to communicate, convey and interpret meaning
  • Establish social contacts as they begin to understand the physical and social world

Content standards:

Logical – Mathematic/Scientific Thinking

CCNS will provide children with opportunities to:

  • Express wonder, ask questions, and seek answers about the natural world
  • Recognize and solve problems through active exploration, including trial and error and interacting with peers and adults
  • Organize and express their understanding of common properties and attributes of things
  • Engage in a wide variety of gross-motor activities that are child selected and teacher initiated
  • Use a variety of materials that promote eye-hand coordination and small-muscle development
  • Demonstrate spatial awareness in both fine and gross-motor activities
  • Choose nutritious meals and snacks
  • Practice basic hygiene and self-help skills

Language and Literacy

CCNS will provide children with opportunities to:

  • Communicate their experiences, ideas and feelings by speaking
  • Listen with understanding to directions, conversations, and stories
  • Exhibit interest in reading
  • Use different forms of writing such as drawing, letter-like forms, invented spelling, and conventional forms

Creative Expression / Aesthetic Development

Program goals:

By the end of preschool, children will:

  • Use different forms as a vehicle for creative expression and representation
  • Develop an appreciation of the arts

Content standards:

CCNS will provide children with opportunities to:

  • Exhibit curiosity about and explore how materials function and affect the senses
  • Create (imagine, experiment, plan, make, evaluate, refine, and present/exhibit) works that express or represent experiences, ideas, feelings, and fantasy using various media
  • Represent fantasy and real-life experiences through pretend play
  • Engage in musical and creative movement activities
  • Describe or respond to their own creative work or the creative work of others

Second, in addition to the 30 performance standards modeled on the Connecticut Preschool Curriculum Framework, teachers at CCNS have created 12 additional performance standards. These goals help parents and teachers remain consistently aware of the children’s academic progress.

It is our teachers’ goal (while keeping in mind that all children develop at different rates) that all students leave CCNS with the following particular skills that we feel best prepare our children for Kindergarten.

CCNS 1: Can correctly identify colors
CCNS 2: Can correctly identify shapes
CCNS 3: Can rote count (from memory) to 20, without mistakes
CCNS 4: Can rational count (with one-to-one correspondence) to 30, without mistakes
CCNS 5: Can correctly identify written numerals 0 – 10
CCNS 6: Can write name with uppercase letter first and lowercase letters following
CCNS 7: Can identify written first and last name
CCNS 8: Can correctly identify all uppercase letters
CCNS 9: Can correctly identify all lowercase letters
CCNS 10: Can identify beginning consonant sounds
CCNS 11: Can recite address when asked
CCNS 12: Can recite phone number when asked

Connecticut Preschool Curriculum Framework

Connecticut State Department of Education’s website 

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