The curriculum for each class is based on specific developmental needs. Each classroom incorporates movement activities, creative art, music, stories, dramatic play, concept games, cooking and field trips.

Room 1
Preschool begins in room 1. This is a safe place to formally engage in learning without mom or dad. Children are encouraged to use words to express feelings and to interact successfully with their new schoolmates. They are given a supportive environment where they can transition from parallel play to interactive play.

This is a time when children begin to establish healthy interactive life skills.

Room 2
Room 2 gives children the opportunity to safely transition from pre-school to the more academically focused pre-kindergarten or kindergarten classes. This is an especially important year for the developmentally young child and for slightly older students who are new to the El Montecito family. Room 2 provides a wonderful opportunity for growth through play and other readiness activities.

Prek Room 3 (pre-kindergarten)
Room 3 focuses on kindergarten readiness skills. Children are formally introduced to numbers, letters and the computer. The curriculum includes a pre-reading program using the Letterland® phonics program. Classroom lessons and fieldtrips provide experiences in all developmental growth areas.

Motor development is the use of both large and small muscles. Small muscles are stimulated by manipulative activities, play dough, scissor use, painting, puzzles, games and various art activities. Large muscles are stimulated by vigorous outdoor activities. These include large play equipment, swings, ball play, ladders and slides, wheel toys, skating, running, climbing, crawling, jumping, building with large blocks, digging, and wood-working. Some of these, of course, overlap. Motor development is further enhanced with a special direction in creative movement.

Creative art is expressed in a variety of ways. There are a number of conventional and unconventional methods of painting, use of clay, play dough, collage, cutting, and sewing that are included in our art curriculum. Art is an area where the process is the most important achievement ­ not the product. It is important to show your praise of the children’s process by saying “What a wonderful painting or project!” rather than “What is it?”

Music is used during classroom time, chapel, and motor development activities. Besides singing, music is enhanced with the piano, audio, and other musical and rhythm instruments. Classes meet once a week. There are musical performances by the class and by the entire school in the winter and in the spring. Participation with Elementary students is also encouraged.

Stories are incorporated multiple times daily. They are “read,” told or acted out by the children, as well as the teachers. Flannel graphs, audio, listening centers, puppets, and books frequent story time. Occasionally older students from the elementary classes will come and read for preschool classes.

Dramatic play is also present throughout the day. You’ll find characters, stories, and situations illustrated in the dress-up and house keeping corner, block or floor play area, sand box, and just about anywhere you look!

Concept games are often used at the appropriate age levels to develop pre-reading skills and to learn concepts. A wide range of pre-mathematics skills is introduced using real-life experiences and manipulatives.

Science starts with curiosity. It is experienced through observation and interaction with plants, insects, animals, sensory experiences, cause and effect relationships, magnets, gears, screws, and weather/season awareness. It is enhanced by field trips.

Cooking involves any food experience from spreading peanut butter on crackers to cooking a meal. Often teachers will provide a project that involves baking, stirring, or putting together foods for a snack.

Field trips are used at all age levels. It may be a walk to the park or fire station, a trip to the beach, museum, or any wonderful opportunity our community has to offer.

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