The Pre-K Fours environment.  Building Self-Confidence and Solidifying Peer Relationships

PRE K 4'S (4 years old by October 1)

Developed cooperative and collaborative interactions with more sophisticated language and role playing are encouraged.  A supportive and emotionally safe environment allows for mistakes and social missteps as children navigate their social world resolving conflicts and experiencing compromise and collaboration.  Children are coached through conflict resolution with peers to a successful conclusion for all.  Provocation for investigation and critical thinking is consistently introduced to encourage prediction, thinking through problems and applying strategies for solving them. Pre-academic skills are embedded in activities as interest in literacy, math and science evolve.  Imagination and creative expression are invited and nourished by the variety of materials and media available.  

For registration information and forms for Pre-k 4’s please click here.  For class offerings and tuition please click here.  If you are a parent of an enrolled Pre-k 4’s child you may access the Parent Portal here.

About Four Year-Old Preschool Children. 

Children who are four are usually easily understood and have a large vocabulary.  Independence in self-help skills is expected.  Four-year-olds move and are active and agile.  They are more in touch with their feelings and self-regulation is more predictable.  Children this age are building skills needed in elementary school.  The curriculum for these children is based on our knowledge of their developmental growth in the following areas:

SOCIAL EMOTIONAL:  Four-year-olds are beginning to develop better interpersonal skills, which are an outgrowth of positive adult/child relationships as well as good peer relationships.   They are more successful at interacting with others in different settings and circumstances. They engage peers in conversation; they increasingly ask questions, appropriately ask for help, and recognize their feelings and respond more appropriately. They are developing more positive problem solving strategies.

PLAY:   Four-year-olds play more cooperatively; they often have favorite games and playmates.  Sharing is emerging or evident.  Imagination is embedded in a four-year-old’s play, and they continue to build on the play from the day or week before, extending the rules and ideas.  

MOTOR:  Children this age are more adventurous and like to take more risks like climbing and jumping higher, and running more, navigating different surfaces more adeptly.  There is an increased coordination and more graceful movements, especially in the use of the hands.  Eye-hand coordination is improving; scissor skills are better developed.  The more conventional three-point grip leads to more controlled drawing and writing.  

LANGUAGE AND LITERACY:  There is rapid growth and expansion of comprehension, interest in language and expressive language in a four-year-old.  There are dramatic gains in comprehension and the ability to effectively use oral language to communicate ideas and experiences.  Children this age exhibit increased motivation for reading, basic phonological awareness and an understanding of text read aloud.  They are motivated to express themselves using writing, and understand that print conveys meaning.  They love rhyming, and demonstrate a growing mastery of language structure and a more sophisticated understanding of conversation.

COGNITIVE:  Children this age begin to reflect and approach learning by problem solving with increasing competence.  They approach learning with curiosity and interest, focus and increased attention span.  Four-year-olds integrate existing knowledge with new experiences and make solid connections.  They are creative in their thinking and manipulate materials using invention and individuality.  An understanding of number concepts and operational thinking is evident in a four-year-old.