Preschool Academics

Kingdom Academy implements two curriculums in the preschool program, Opening the World of Learning (OWL) and Beyond Centers and Circle Time (BCCT).

The OWL is a comprehensive pre-K curriculum, equitable in English and Spanish. OWL prepares children for Kindergarten with ongoing assessment of research-based success predictors and playful, purposeful, and personalized instruction. OWL is based upon the belief that immersion in a learning-rich, pre-K environment is critical but not sufficient. The environment and interactions must be thoughtful and purposeful. All parts of the day should be considered opportunities for learning, and the teacher should know the curriculum content, instructional strategies, and individual children well enough to be responsive in a variety of situations. Through the use of essential questions, teachers help children connect content to their experiences, which takes them beyond rote learning and leads to thoughtful, reflective learning.

The BCCT Curriculum by Dr. Pamela C Phelps for preschool children is based on the developmental theories of Erik Erikson, Anna Freud, Jean Piaget, and Lev Vygotsky. This play-based curriculum has been successfully used for over thirty years with typically and atypically developing children. It assumes all children learn best through meaningful play interactions with the objects and people in their environments. The play is always child-initiated, child-directed and teacher scaffolded. Through carefully organized, prearranged environments and planned play experiences by teachers with knowledge of child development, children have opportunities to manipulate, explore, experiment, problem-solve, make choices, and develop new skills.

All children's work is maintained in portfolios including digital pictures of their art products, marker/crayon drawings, easel paintings, block structures, emergent writing samples, bead stringing and cutting experiences. Anecdotal records, screenings, informal/formal assessments, and teacher observations are also part of this developmentally appropriate and individualized program.

When children are observed and determined to need further evaluation, the appropriate agencies are contacted. If the child then becomes eligible under federal guidelines for special education services, Individual Educational Plans (IEP) and Family Support Plans (FSP) are written and maintained.

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