3 year olds meet Tuesday and Thursday, 8:00– 11:00 am or 8:00 am -2:30 pm
4 year olds meet Monday, Wednesday and Friday, 8:00-11:00 am or 8:00 am to 2:30 pm on all 5 days
St. Henry preschool program promotes the spiritual, emotional, intellectual, physical, creative, and social growth of young children. The curriculum is based on diocesan, state and national standards using a “hands-on” approach to learning. Multi-sensory activities that enhance the total development of the child are planned in a sequential manner that follows a theme or is part of a unit.
RELIGION is an integral part of the preschool program. It is the preparation time for more formal instruction in years ahead. St. Henry Preschool, an extension of the home, is a place where the child learns about God’s wonderful world.
LANGUAGE is the development of communication skills that enable a child to share his/her world with others. At the preschool level, these skills include listening, speaking, and thinking. Transferring thoughts into words is the primary skill upon which future language development is based. Learning experiences that promote an understanding of sense of self, help the child express his/her thoughts and feelings in various ways.
An awareness of the five senses will stimulate a child’s curiosity as to the different ways his/her body receives information about one’s environment. Visual discrimination and memory, and auditory discrimination and memory are important readiness skills that can be taught through play activities. Listening to and sharing stories, poetry, and finger plays enhance the love of language. An awareness of the written word is developed through alphabet activities and sharing stories about pets, family, etc.
MATH READINESS at the preschool level involves the development of cognitive skills. This comes from the understanding of colors, shapes, size differences, basic counting skills, classifying, and recognizing numbers.
MOTOR SKILLS are a vital part of a young child’s development and are crucial to the learning skills one needs in the future. The preschool child learns with his/her body. These motor skills are not to be overlooked in favor of cognitive skills.
- Gross Motor: Body coordination, as appropriate to the child’s physical development, is enhanced through large muscle activities of walking, running, jumping, hopping, and skipping. Throwing and catching a large ball, and aiming and throwing at a target will teach arm-eye coordination. Rhythm and movement are taught through dance, games, and organized play.
- Fine Motor: Eye hand coordination is developed through manipulating clay, string beads, hammering, pasting, painting, pouring, lacing, and using scissors. Dexterity and strength of the muscles are developing skills that enhance reading readiness. Use of the natural hand preference is observed and encouraged.
PERSONAL SOCIAL SKILLS is the primary goal for young children entering preschool. A positive self-concept is essential to successful learning. The more a child understands, the better equipped he/she is to relate to other children and adults. Basic social interaction between two children, the teacher and the child, and the child and a group provide ways in which the child establishes autonomy and learns skills to help relate to one’s world.
Personal development includes knowing name and age, eventually learning one’s address, phone number, and birth date; caring for toileting needs and washing hands; separating from parents with relative ease and caring for one’s own belongings and respecting others.
Social development includes cooperative play, sharing, following directions, initiating conversations, playing with peers, developing a positive relationship with teachers, and others.
ART at preschool level is a joyful, creative experience full of self-expression. Creative art activities come from the use of manipulatives (clay, paint, paste, crayons, etc.) that develop fine motor skills.
MUSIC is a channel for creative expression in two ways: the manner in which sounds are communicated by the music-maker and the emotional and physical response that sound evokes from the listener. Singing, listening to music, using rhythm instruments, and making instruments, dancing and other rhythmic activities are ways of developing a love and appreciation for music.
PLAY, both indoor and outdoor, is part of the daily schedule.
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