PHILOSOPHY Pasadena Christian Preschool is a program that serves a diverse community of families unified in the belief young children develop a life-long support system through early exposure to Christian values in a school setting. Our approach will provide a consistent thread and foundation for Christian education at the elementary school level.

Our program is a child-centered environment based on our understanding of how young children learn. Our curriculum centers on the "whole child" approach and learning through play. This means that teachers provide opportunities for children to grow in the areas of social, emotional, physical, intellectual, moral and spiritual development through play experiences. Teachers create a "developmentally appropriate" environment that addresses the needs of children at each developmental stage. We understand that individual children develop at different rates and that there can be a wide range of differences. An "emergent" curriculum process through documented "curriculum webbing" of children's ideas develops a program meaningful to each child and class group. We value family traditions arid cultural influences and integrate them into our program to bridge home and school.

The Pasadena Christian Preschool program nurtures the idea young children develop a positive view of school and develop a love for learning through experiences that focus on their own interests. Young children need direct hands-on experiences with the opportunities to test and explore many different kinds of materials. When we allow children to have choices with respect to the materials they use, not only does their thinking progress from concrete to more abstract ideas but they become more creative thinkers. Young children are multi-sensory learners. They use all their senses to take in information. We respect research that indicates that sensory experiences for young children are important for intellectual growth. Kindergarten readiness is evident throughout the preschool day.

DISCIPLINE

In any group of children discipline issues arise. Our method of discipline is the beginning of a life long training process that helps promote self-control. Our emphasis encourages children to learn more appropriate and effective ways to meet their needs. The word discipline is derived from the word disciple. Our teachers model or disciple for children appropriate interaction with others. The acceptable methods of guidance include: logical and natural consequences, anticipation of potential problems, redirection and problem-solving techniques, always in loving and nurturing ways. Limits made clear and consistent are discussed with children to make sure they understand. Research in the field of early childhood education indicates that "Time Out" does not help children understand conflict resolution and self-control. Talking about the problem, their feelings and choices available helps children understand. If a child is continually having too hard a time being in an area with others, teachers can require the child to choose another activity in a different area until they can return without disruption.

We respect and support parents in their efforts to provide quality experiences for their children. To enable our staff to better understand each child and family, we encourage parents to become partners with teachers and directors by communicating on a regular basis. Through parent education meetings, formal and informal conferences, communication logs and participation in planned school functions, we hope to develop a relationship that will help both parents and teachers understand each individual child's behaviors and needs.

CHRISTIAN EDUCATION

The foundation of a Christian education for the young child supports the guidelines defined by the stages of development for each age. Moral growth is a developmental process. Children define their world by interactions that help them understand self first then family and finally the world around them. In preschool, it is through interaction with peers facilitated by teachers that children begin to learn how to be fair, compassionate, giving and caring with others. Respect for people; physical and emotional needs, property, listening to another point of view and learning how to solve conflicts are all behaviors modeled by teachers. "Therefore, as God's chosen people, holy and dearly loved, clothe yourself with compassion, kindness, humility, gentleness and patience." Colossians 3:12. Children will learn the love of Jesus through interaction with their teachers. We know that modeling Christian attitudes and values is the way young children learn best.

Teachers will use books, storytelling, songs and finger play throughout the school year to celebrate God's love in our life. Story-time discussion topics for older children may include examples of friendship; trust, sharing, families, likeness and differences and appreciation for God's gifts from nature. Emergent examples during interaction between children will also be approached. Leading children to Christ is evident in teachable moments throughout the day. Reading Bible stories become the basis for discussions about the life of Jesus. Children learn how to be, what problem-solving methods to use and what behaviors are appropriate all in the context of daily interaction. Kindergarten readiness is evident throughout the preschool day.

CURRICULUM

Intellectual learning takes place when we provide a wide variety of choices in activities that cover numerous subject matter, open-ended tasks, and skill development all in the context of play with teachers who make it a goal to extend the child's discovery.

The Pasadena Christian Preschool supports a "developmentally appropriate" curriculum that addresses activities for each age and stage of development. Specific curriculum is developed based on the needs, interests and skill levels of children in each group. This flexibility is a description of the "emergent" opportunity that allows teachers to take advantage of "teachable moments". In this way, learning occurs in the context of meaning for the child.

The physical environment establishes play areas in which teachers can make available materials in various pre-academic areas such as dramatic play, art, science, math, sensory play, book corner, writing table, manipulative play, blocks, music and movement.

EMERGENT LITERACY

Emergent literacy maintains that children's literacy development follows a continuum that is based on their natural growth and maturation. In young children, it begins with symbols. As their brain matures, the symbols begin to take on abstract meanings. It is then that children begin to understand (decode) written language. And with the development of small motor skills, writing skills begin to emerge as well.

As the children's brain develops, and as they continue to mature, their literacy skills will grow as well. The teachers have been careful to create with the children a literacy-rich environment that will foster a life-long language learning and loving experience.