The Pre-k Fives Environment.  Mastering Social Emotional Skills and Building for the Future

PRE K 5'S (4.5 years old by October 1)

Opportunities for imaginative and constructive play ideas are created, and group interests are explored.  Individual and group setting activities stretch attention spans while addressing pre-academic skills. Emerging interest in literacy is supported through stories, journal entries and the writing center.  Support is given for negotiation and the development of critical and creative thinking skills which will serve children well in elementary school.  An open forum for the expression of ideas is created and children are encouraged to work collaboratively and cooperatively.  Planning, making, revising and review become a part of everyday work while complex structures, innovative creations and in depth play scenarios are produced.

For Pre-k 5’s registration information and forms please click here.  For class offerings and tuition please click here. If you are a parent of an enrolled pre-k 5’s child you may access the Parent Portal here.

About Five-Year-olds.

Children who are five begin to choose his/her own friends and may have a best friend.  They like to play with one or two children at a time. Independence is exerted more; the five-year-old chooses clothing, food and the activities in which they want to participate.  However, they may experience frustration because motor skills may limit what they can accomplish independently.  Sleep habits change and children this age require ten to twelve hours of sleep.  Five year-olds can handle simple household chores like feeding pets, picking up toys and helping set a table, which are beneficial to instilling confidence and responsibility.  The curriculum for these children is based on our knowledge of their developmental growth in the following areas.

 SOCIAL EMOTIONAL:  Five year-olds experience emotional extremes and contradictions.  They are more sensitive to other’s feelings and can identify those feelings.  They are better able to share and take turns, although they may not want to at times.  Better emotional control and regulation are emerging. Self-control in group settings is improving, and the ability to wait for a turn is much improved.  Five-year-olds follow simple rules and respond to requests like “use your quiet voice” or “walking feet please”. Children this age begin to understand the meaning of right and wrong, though they might not always do the right thing.

PLAY: Most children this age enjoy competing at simple games, though they may become upset at losing.  Five year olds’ play continues to be cooperative in nature; elaborate rules and inventive games may emerge in play with others. Building structures are more complex and detailed.  Creative and innovative play is connected to the structures as well.   

MOTOR:  Five-year-old children become more coordinated and precise in their movements.  Coordination and balance are improving, and children this age run, skip and jump more frequently and with greater ease.  Scooters, bikes, play equipment and jump ropes are used with greater skill and agility.  Fine motor skills are more refined.  Children this age are better adept at dressing themselves, cutting, using a pencil grip and drawing, and handling silverware.

LANGUAGE AND LITERACY:  For a five-year-old phonological awareness is continuing to develop.  Most children recognize letters of the alphabet and sound recognition is beginning to emerge.  There is usually an increased interest in letters, sounds and words.  They are practicing rhyming through finger plays, songs and games and they create new words as they rhyme.  Detailed stories are shared with a beginning, middle and end.  Conversation is lengthier and contains more complex vocabulary and sentence structure.  Rules of grammar are emerging and articulation is clearer.

COGNITIVE:  Five-year-olds are creative and inventive as they engage in more complex play and games.  Joke telling is common at this age, though the joke may not be told completely or correctly!  Math and its concepts begin to take on new meaning for five-year-olds.  They are able to compare, measure, and sort based on different properties or characteristics. They are more adept at forecasting and making predictions.  Representational drawings that are recognizable are emerging.  They become more cognizant of individual as well as cultural differences.