Our primary focus for this group of Lil’ Guys Three’s can be summarized by the following goals related to skill sets:
- Increase ability to participate in a structured, project-based setting
- Increase ability to confidently and fully participate in fun and engaging activities without worry or concern and in a more independent manner.
- Increase language skills by building a greater vocabulary, increase the grammatical complexity of language structure, include more adjectives, verbs and early conceptual language vocabulary, increase storytelling and re-telling skills.
- Begin to implement early foundation skills in core knowledge areas such as colors, letters, numbers, phenomic awareness, and layer experiential knowledge in a more structured way.
- Continue to develop large motor skill sets as fine motor skills for both pre-writing and writing skills become a greater academic focus.
- Development of greater awareness and differentiation related to social boundaries, peer awareness, cooperative play, and expression of self to others.
- Expand “time on task” skills to support greater sustained attention. Begin “project” based learning to support delayed gratification, task persistence, temporal awareness, and early executive function skills.
- Encourage task persistence for novel play and other directed activities.
- Through play-based activities, begin to increase body awareness and body confidence through gross motor (large muscle) activities that encourage greater coordination, timed and sequential movement to music, and skill exploration in a park or our gym setting.
- Begin to develop students’ ability to participate in a structured games, with rules, and winners and losers.
- Challenge mastery of skill sets in a variety of contexts with a variety of staff members
- Develop a healthy regard for learning and exploration of ideas, facilitate self-initiated learning through activities where intrinsic motivation is noted
- Support the idea of character, responsible participation, honesty, and friendship through teacher modeling.
- Begin to facilitate the child’s ability to discuss their experiences with others, including ideas, opinions, and questions related to what “may occur” and “what’s possible”.
Answers to FAQs
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