Pre Academic Programs

Our Pre Academic program refers to children from 18 months to 4.0 years of age that are typically developing.  In this program your child’s play is facilitated by our instructors to increase developmental readiness for future developmental, academic, and social milestones by improving language skills, increasing core vocabulary, and facilitating healthy neurological maturation.

Classes for the Pre Academic program include:

18-30 Month 18 months old at the time of enrollment.

This class is 75 minutes and is offered from 8:45 to 10:00. Most parents register for 2-3 classes per week.  Classes missed can be made-up, but only if a space is available.  Our teachers all have four year degrees in applicable studies and most have their Early Childhood Education degree.

 

Our primary goal for this group can be summarized by the following goals related to skill sets:

  • Increase ability to participate in a structured, but play-based, setting.
  • Increase ability to confidently separate from Mommy and Daddy and fully participate in fun and engaging activities without worry or concern.
  • Increase language skills by building a greater core vocabulary typically using nouns and core phrases such as “I want…”, “More_____, please.”
  • Begin to establish confidence in early language skills, ideas such as cause and effect, verbal negotiation, and early primary knowledge such as colors, numbers, environmental sound identification, large motor skills related to class songs and music, social peer awareness and parallel play, and expression of self to others.
  • Expand “time on task” skills to support greater sustained attention
  • 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.
  • Facilitate consistent use of language in a variety of contexts with a variety of staff members.
  • Develop a healthy participation in play activities.
  • Develop a sense of pride at accomplishments through teacher modeling.
  • Begin to facilitate the child’s ability to label their emotions and verbally (versus physically) negotiate the world.

 

Two-Hour or Three-Hour 2s – 2 years old

This class is two or three hours and is offered from 10:15 to 12:15 or 9:00 to 12:00. Most parents with 2 year olds  register for 2-4 classes per week.  Classes missed can be made-up, but only if a space is available.  Our teachers all have four year degrees in applicable studies and most have their Early Childhood Education degree.

 

Our primary focus for this group can be summarized by the following goals related to skill sets:

  • Increase ability to participate in a structured, but play-based, setting.
  • Increase ability to confidently separate from Mommy and Daddy and fully participate in fun and engaging activities without worry or concern
  • Increase language skills by building a greater vocabulary, increase the grammatical complexity of language structure, and include more adjectives, verbs and early conceptual language vocabulary.
  • Begin to establish early foundation skills in core knowledge areas such as colors, letters, numbers, phonemic awareness as a precursor to pre-literacy tasks in the 3s Program, large motor skill sets as an early precursor to pre-writing skills in the 3s Program, social boundaries, peer awareness and parallel play, and expression of self to others.
  • Expand “time on task” skills to support greater sustained attention.
  • 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.
  • 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
  • Support the idea of character and friendship through teacher modeling.
  • Begin to facilitate the child’s ability to label their emotions and verbally (versus physically) negotiate the world.

 

Three-Hour 3s 3 –4 years old

This class is three hours and is offered from 9:00 to 12:00.  Most parents with these 3 year olds register for  3-4 classes per week for early 3s and 4-5 classes per week for late 3s.

The student number is increased to more accurately reflect the class sizes that you may find at your next academic stop.  Classes missed can be made-up, but only if a space is available.  This class has the Extended Day option, but please remember that they operate on two different schedules.  Our teachers all have four year degrees in applicable studies and most have their Early Childhood Education degree.

 

Our primary focus for this group 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, phonemic 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 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”.